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Session:
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Paper Type:
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Contributed
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Title:
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Illuminating Teacher Learning of Technology-Enhanced Formative Assessment
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Meeting:
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2006 AAPT Summer Meeting: Syracuse, NY |
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Location:
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HL 500, Killian |
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Date:
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Tuesday, July 25 |
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Time:
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9:20PM
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Author:
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Ian D Beatty, University of Massachusetts
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Co-Author(s):
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William J Leonard, Allan P Feldman, William J Gerace
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Abstract:
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Instructional technology is useless or harmful without the skill to use it in the service of sound pedagogy. Classroom response systems (CRS) can be employed for many purposes, including attendence-taking, drill and practice, checking understanding, and promoting knowlegde diffusion among students. We have developed a more radical and pedagogically sound model called Technology Enhanced Formative Assessment (TEFA), in which a CRS-mediated "question cycle" serves as the engine of student engagement, discussion, exploration of ideas, agile teaching, and robust learning. We will describe the model and a new five-year NSF-funded project researching how secondary school science teachers develop mastery with classroom response technology, highly interactive classroom discourse, and TEFA. A major thrust of the project is developing surveys, interview protocols, and classroom observation protocols to illuminate and track development of the many skills, strategies, and perspectives a teacher needs for such mastery.
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Footnotes:
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None
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