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EMANCIPATION FROM FUNDAMENTALIST TEACHING: HOW SCHOOL INHIBITS ICT CREATIVITY AND INNOVATION

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dc.contributor.author van der Westhuizen, D.
dc.date.accessioned 2017-05-16T06:49:47Z
dc.date.available 2017-05-16T06:49:47Z
dc.date.copyright © 2013
dc.date.issued 2013-10
dc.identifier.citation Proceedings: Towards Effective Teaching and Meaningful Learning in Mathematics, Science and Technology. ISTE International Conference on Mathematics, Science and Technology Education 21-24 October 2013. Mopani Camp in Kruger National Park, Limpopo, South Africa. pp en
dc.identifier.uri http://hdl.handle.net/10500/22504
dc.language English
dc.language.iso en en
dc.publisher Unisa Press en
dc.rights All rights reserved. No part of this publication may be reproduced in any form or by any means - mechanical or electronic, including recordings or tape recording and photocopying - without the prior permission of the publisher, excluding fair quotations for purposes of research or review.
dc.title EMANCIPATION FROM FUNDAMENTALIST TEACHING: HOW SCHOOL INHIBITS ICT CREATIVITY AND INNOVATION en
dc.type Article en
dc.description.department Institute for Science and Technology Education (ISTE) en
dc.rights.holder © 2013 University of South Africa


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