«Based on the relatively high competence of Waldorf pupils in natural science, combined with exceptionally high indicators of motivation and reflective cognition in these subjects as well as
the different pedagogical principles, it is reasonable to conclude that public education can learn from the Steiner Waldorf schools, in particular with regard to being able to concretely apply knowledge in natural science.»
Pope and Golub (2000) have suggested several guiding
principles specific to English teacher preparation for instructional technology integration, including (a) introducing
different technologies that support both instructional and
pedagogical goals; (b) reinforcing that teachers should know how to effectively model the use of technologies to their students; (c) addressing how to evaluate technologies for instructional purposes; and (d) encouraging reflection and evaluation on instruction with and without technologies.