scholarly journals Assessing technology integration: Its validity and value for classroom practice and teacher accountability

2006 ◽  
Vol 22 (4) ◽  
Author(s):  
Kathleen A. Bowes ◽  
Antonia D'Onofrio ◽  
Elaine S. Marker
Keyword(s):  
Technology Integration ◽  
Teacher Knowledge ◽  
Classroom Practice ◽  
Classroom Instruction ◽  
Rapid Change ◽  
Assessment Tools ◽  
Teacher Accountability ◽  
Consequential Validity ◽  
Integration Of Technology ◽  
Valid Assessment

<span>This article questions whether popular approaches to the assessment of technology integration with classroom instruction are valid. The article explores Messick's (1993) conceptualisation of consequential validity, in an attempt to understand what validity must be evident when the integration of technology with classroom instruction is assessed. This article also compares and contrasts assessment tools and systems that are currently used, searching for evidence of valid assessment. Individually these tools sample a very limited collection of teacher knowledge and skill. Against a backdrop of rapidly expanding expectations and rapid change, the tests are probably unable to capture what teachers need to do, and more importantly what they actually are doing. The article concludes with recommendations to strengthen the validity of assessments of technology integration.</span>

Sports Concussions (TBI), Imbalance, and Dizziness

2015 ◽  
Vol 25 (1) ◽  
pp. 36-41 ◽  
Author(s):  
Steven M. Doettl
Keyword(s):  
Assessment Tools ◽  
Vestibular Evoked Myogenic Potentials ◽  
Post Injury ◽  
Management Tools ◽  
Concussion Management ◽  
Post Concussion Syndrome ◽  
Behavioral Marker ◽  
Valid Assessment ◽  
Injury Assessment

It has been widely accepted that the assessment of balance after concussion plays a large role in determining deficit. Qualitative balance assessments have been an established piece of the post-injury assessment as a clinical behavioral marker of concussion for many years. Recently more specific guidelines outlining the role of balance evaluation in concussion identification and management have been developed as part of concussion management tools. As part of the ongoing development of concussions protocols, quantitative assessment of balance function following concussion has also been identified to have an important role. Frequently imbalance and dizziness reported following concussion is assumed to be associated with post-concussion syndrome (PCS). While imbalance and dizziness are common complaints in PCS, they can also be a sign of additional underlying pathology. In cases of specific dizziness symptoms or limited balance recovery beyond the initial post-concussive period, a quantitative vestibular assessment may also be needed. Electronystagmography and videonystagmography (ENG/VNG), rotary chair testing (RCT), and vestibular evoked myogenic potentials (VEMPs) have all been identified as valid assessment tools for vestibular dysfunction following traumatic brain injury (TBI). The assessment of balance and dizziness following sports-related concussions is an integral piece of the puzzle for removal from play, assessment of severity, and management.

Student Content Engagement as a Construct for the Measurement of Effective Classroom Instruction and Teacher Knowledge

2005 ◽  
Author(s):  
Mary McLaughlin ◽  
Daniel J. McGrath ◽  
Marisa A. Burian-Fitzgerald ◽  
Lawrence Lanahan ◽  
Marion Scotchmer ◽  
...  
Keyword(s):  
Teacher Knowledge ◽  
Classroom Instruction

Changing the Face of ELA Classrooms

2014 ◽  
pp. 981-998
Author(s):  
Dianna L. Newman ◽  
Victoria C. Coyle ◽  
Lori A. McKenna
Keyword(s):  
Professional Development ◽  
Classroom Practice ◽  
Teacher Behavior ◽  
Mobile Technologies ◽  
Pedagogical Content ◽  
Development Models ◽  
Learning Standards ◽  
Use Of Technology ◽  
Integration Of Technology ◽  
The Face

This chapter looks at the delivery of professional development on technological pedagogical content knowledge (TPACK), designed to increase teachers' abilities to integrate technology into ELA curriculum. Using TPACK and 21st century SCALE frameworks as a foundation, both stipend-based and embedded professional development models provided teachers with skills to integrate mobile technologies into classroom pedagogies, modifying or redesigning selected units of instruction. Change in teacher behavior was evidenced by direct observation of teachers' integration of technology into classroom practice, and their use of technology to support lesson plans aligned to state and common core learning standards in the classroom. Student outcomes include performance on teacher developed action research, attendance, and increased ability to meet learning standards.

Identification and Measurement of Talent in Talent Management

2017 ◽  
pp. 134-166
Author(s):  
Manoj Kumar
Keyword(s):  
Conceptual Framework ◽  
Theoretical Basis ◽  
Talent Management ◽  
Short Review ◽  
Research Problem ◽  
Vocational Psychology ◽  
Assessment Tools ◽  
Self Assessment ◽  
Valid Assessment ◽  
Identification Processes

Research problem and short review: Furthermore, little attention has been paid so far to how specific talent definitions, operationalization, and measures are experienced by assessees. Methodology: This multidisciplinary review aims to contribute to the establishment of a stronger theoretical basis for talent-management by presenting a conceptual framework of talent in which the definition, operationalization and measurement of talent and its relation to excellent performance is clarified. Analysis: we strongly advise organizations to incorporate self-assessment tools in their talent-identification processes. Main results: We conclude that a valid assessment of talent requires striking a balance between organizational responsibility and self-responsibility. Main contributions of your research: We systematically introduce 11 propositions into the framework, building on fragmented insights from the literature, from the fields of HRM, gifted education, positive psychology, and vocational psychology respectively.

Cultural and functional diversity in the elementary classroom: strategies for teachers

2015 ◽  
Vol 9 (2) ◽  
pp. 54-67 ◽  
Author(s):  
Rama Cousik
Keyword(s):  
Teacher Training ◽  
Student Performance ◽  
Teacher Knowledge ◽  
Functional Diversity ◽  
Ethnic Diversity ◽  
Classroom Practice ◽  
Content Type ◽  
Inclusive Settings ◽  
Teacher Training Programs ◽  
The Usa

Purpose – This paper aims to discuss current issues and provide suggestions for solutions. Today’s classrooms across schools in the USA are increasingly diverse. This diversity encompasses students from a myriad of cultural and linguistic and backgrounds’ academic performance levels. Teacher training programs and schools are making efforts to enhance teacher knowledge in regards to this cultural and functional diversity. Problems continue to exist because it is challenging to clearly perceive the connections between the two and identify cultural basis for school performance. Design/methodology/approach – This article provides suggestions for teachers to enhance their own understanding of how cultural and ethnic diversity affects student performance and improve classroom practice in inclusive settings. Findings – The author argues there is a need for a systemic effort that encourages an ongoing debate over cultural and functional diversity, improves teacher knowledge in the area of best practices in teaching children from diverse cultural and functional backgrounds and fosters collaboration among schools and families. Originality/value – This article is an original look at teacher training for cultural and functional classroom diversity in the USA.

Is Digital Inequality a Part of Preservice Teachers’ Reasoning About Technology Integration Decisions?

2020 ◽  
Vol 64 (7) ◽  
pp. 994-1011 ◽  
Author(s):  
Jiyoon Jung ◽  
Ai-Chu Elisha Ding ◽  
Ya-Huei Lu ◽  
Anne Ottenbreit-Leftwich ◽  
Krista Glazewski
Keyword(s):  
Preservice Teachers ◽  
Technology Integration ◽  
Teacher Knowledge ◽  
Teaching Practices ◽  
Limited Attention ◽  
Knowledge Use ◽  
Digital Inequality ◽  
K 12 ◽  
Multiple Domains

Teachers’ ability to design meaningful uses of technology for all learners in any classrooms has a potential to narrow digital gaps among K-12 students. However, we know little about whether teachers are prepared to consider these issues when making technology integration decisions. This study explored preservice teachers’ knowledge use and their considerations about teaching practices related to digital inequality while reasoning about technology integration decisions. We analyzed interviews with and documents of a group of preservice teachers ( N = 14) who completed a technology integration task in a technology integration course. Findings showed that although they used multiple domains of teacher knowledge throughout their reasoning processes, they paid limited attention to sociocultural aspects of teaching that demonstrated the ability to care about digital inequality issues. Implications are discussed in terms of ways to better prepare preservice teachers to deal with digital inequalities.

A Practical Guide to the Benefits & Barriers to Mobile Technology Integration In Social Studies

2020 ◽  
Vol 35 (1) ◽  
pp. 53-61
Author(s):  
Stewart Waters ◽  
Matt Hensley
Keyword(s):  
Technology Integration ◽  
Social Studies ◽  
Mobile Technology ◽  
Classroom Instruction ◽  
Emerging Technologies ◽  
The Internet ◽  
Technology In The Classroom ◽  
Practical Guide ◽  
Social Studies Instruction ◽  
The Way

Mobile technology continues to change and evolve the way people and society function in their everyday lives. Much like the phenomenon that was the Internet 20 years ago, educators now find themselves facing increasing pressure to adapt classroom instruction to accommodate for new and emerging technologies. This article offers practical considerations from our own classroom experiences surrounding the benefits and barriers of incorporating mobile technology in social studies instruction. We provide readers with a rationale for the use of mobile technology in social studies classrooms, as well as general lists of benefits and barriers to using this technology in the classroom to hopefully assist educators in overcoming common fears associated with the use of mobile technology in the classroom.

scholarly journals Application of Production-Oriented Approach in College English Instruction in China: A Case Study

2020 ◽  
Vol 13 (10) ◽  
pp. 14
Author(s):  
Hong Zhang
Keyword(s):  
Classroom Instruction ◽  
Study Data ◽  
Assessment Tools ◽  
Structured Interviews ◽  
Positive Role ◽  
College English ◽  
Teacher Student ◽  
English Classroom ◽  
English Instruction ◽  
Oriented Approach

With effective learning as its core principle, Production-oriented Approach (POA) was developed to address the problems of English classroom instruction in China, such as text-centeredness, the separation of learning and using and &ldquo;dumb English&rdquo;. This study applied POA to college English classroom instruction in order to examine its effects on English learning and explore its implications for English instruction in the EFL context. Twenty-two second-year students majoring in Applied English in a Sino-US cooperative education program participated in the study. Data were collected through questionnaires distributed to the students at the end of each unit and the semester, and semi-structured interviews with fifteen participants to elicit information about students&rsquo; motivation, engagement, reflections upon their learning process, and perceptions on the POA class. A variety of assessment tools, including the Teacher-Student Collaborative Assessment approach, were applied to evaluate students&rsquo; performance and progress. The study revealed that POA played a positive role in stimulating students&rsquo; learning motivation and enhancing students&rsquo; communicative competence, especially in speaking and writing. However, the implementation of POA should also be adapted to learner&rsquo;s variables and needs so that POA can realize its values and create successful results in practice.&nbsp;

scholarly journals Perceptions of Teachers Regarding Technology Integration in Classrooms: A Comparative Analysis of Elite and Mediocre Schools

2016 ◽  
Vol 3 (1) ◽  
pp. 1 ◽  
Author(s):  
Rida Zehra ◽  
Anam Bilwani
Keyword(s):  
Technology Integration ◽  
Qualitative Approach ◽  
The Other ◽  
Small Scale ◽  
Use Of Technology ◽  
Integration Of Technology ◽  
Perceptions And Attitudes ◽  
Research Questions ◽  
Technology Perceptions ◽  
Perceptions Of Teachers

The primary purpose and objective of this study was to examine and compare the perceptions of teachers in elite and mediocre schools in Karachi. The secondary objectives included comparing the use of technology in classrooms by teachers and the challenges and barriers that they face in the integration of technology. This study was designed as a small-scale exploratory pilot study using the qualitative approach to address the research questions. To achieve the objectives, eight teachers from eight different schools of Karachi were surveyed through email. Four of these schools fell in the category of elite schools, while the other four fell in the category of mediocre schools. The research instrument was a self-developed open-ended questionnaire, which that was emailed to the research participants. The results of the study revealed key insights into the use of technology, perceptions of teachers towards the use of technology, and various barriers that they face in technology integration in the classrooms. The study found that the perceptions and attitudes of teachers of both elite and mediocre schools were favourable towards technology integration; however, due to lack of resources, especially in mediocre schools, implementation of technology in classrooms was a challenge.

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