J. K. KIBOSS 251
urement concepts and methods associated with school science.
It also proved that although teachers tend to resist change, they
nevertheless as a result of some impasse they feel they have
reached in their teaching may gravitate out of necessity towards
that change. Apparently, it has become clear that the teacher’s
pre-existing conceptions of instructional practice are critically
important to the understanding of what teachers do with com-
puters in the classroom milieu. In effect the findings have
demonstrated that the resources must be understood in relation
to the curriculum within which learning occurs. This is because
the teacher’s practice and its history may allow us to understand
how they may be incorporated into the teaching and learning
culture (Zumbach, 2006; Keller, 2005; Lemke, 1995). However,
future studies are necessary to ascertain whether these findings
are incidental of genuine.
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