Using Mobile Phones for Assessment in Contemporary Classrooms

2016 ◽  
pp. 116-138 ◽  
Author(s):  
Füsun Şahin ◽  
Dominic Mentor
Keyword(s):  
Mobile Phones ◽  
Informal Education ◽  
Teaching And Learning ◽  
Summative Assessment ◽  
Assessment Tools ◽  
Future Research ◽  
Assessment Practice ◽  
Research Directions ◽  
Future Research Directions ◽  
Mobile Assessment

The main focus of this chapter will be using mobile assessment (m-assessment) for teaching and learning in formal and informal education. M-assessment has been handy for improving learning realized in traditional and contemporary classrooms such as digital classrooms, informal and formal learning settings, professional development settings, and anywhere that learning happens. M-assessment has increased accessibility anywhere, anytime, and by anyone. Moreover, m-assessment contributed to assessment practice by changing how information is collected and providing various mobile formative and summative assessment tools. Effectiveness of m-assessment for improving learning will be discussed by examining evidences regarding learning achievement, student engagement, and cognitive load. Various challenges of using m-assessment were highlighted. Suggestions for overcoming such challenges and using m-assessment effectively were provided under two headings: (a) smart use and (b) smart design of m-assessment. Future research directions were described.

Using Mobile Phones for Assessment in Contemporary Classrooms

2020 ◽  
pp. 573-595
Author(s):  
Füsun Şahin ◽  
Dominic Mentor
Keyword(s):  
Mobile Phones ◽  
Informal Education ◽  
Teaching And Learning ◽  
Summative Assessment ◽  
Assessment Tools ◽  
Future Research ◽  
Assessment Practice ◽  
Research Directions ◽  
Future Research Directions ◽  
Mobile Assessment

The main focus of this chapter will be using mobile assessment (m-assessment) for teaching and learning in formal and informal education. M-assessment has been handy for improving learning realized in traditional and contemporary classrooms such as digital classrooms, informal and formal learning settings, professional development settings, and anywhere that learning happens. M-assessment has increased accessibility anywhere, anytime, and by anyone. Moreover, m-assessment contributed to assessment practice by changing how information is collected and providing various mobile formative and summative assessment tools. Effectiveness of m-assessment for improving learning will be discussed by examining evidences regarding learning achievement, student engagement, and cognitive load. Various challenges of using m-assessment were highlighted. Suggestions for overcoming such challenges and using m-assessment effectively were provided under two headings: (a) smart use and (b) smart design of m-assessment. Future research directions were described.

Mobile Phones for Assessment

2019 ◽  
pp. 128-159
Author(s):  
Füsun Şahin ◽  
Dominic Mentor
Keyword(s):  
Professional Development ◽  
Mobile Phones ◽  
Informal Education ◽  
Teaching And Learning ◽  
Formal Learning ◽  
Traditional Classrooms ◽  
The Individual ◽  
Mobile Assessment

This chapter focuses on using mobile assessment (m-assessment) for teaching and learning in formal and informal education settings. M-assessment has been helpful in making traditional classrooms more interactive and support the individual and class cognitive wealth. Unique affordances of m-assessment can also extend its benefits to digital classrooms, informal and formal learning settings, professional development settings, and other places where learning happens. M-assessment has increased accessibility to assessment, making it available anywhere, anytime, and to anyone.

A Structural Approach to Management Teaching for Developing Learning SMEs

2019 ◽  
pp. 239-262
Author(s):  
Milan Branko Vemić
Keyword(s):  
Process Modeling ◽  
Teaching And Learning ◽  
Analytical Approach ◽  
Monitoring And Evaluation ◽  
Future Research ◽  
Teacher Roles ◽  
Research Directions ◽  
The Third ◽  
Future Research Directions ◽  
Teaching Programs

The chapter proposes a new analytical approach in developing learning small and medium-sized enterprises (SMEs). The specific context looks at various approaches and modeling innovatively structured management teaching and learning processes particularly for medium-sized enterprises which play a key role in economic development. Designed are phases of establishing learning SMEs in changing their complex organizational culture and strategy emphasizing employees, training and awareness, experimentation, making mistakes, innovation, and creativity. Main management teaching methods are revisited. The third section optimizes some variables of management teaching and erudition processes, particularly key methods, projects, seminars, literature, exams, and ranking knowledge. Methodology included SME teaching process modeling techniques, analysis, and comparison of SMEs with teaching programs, project technique of monitoring and evaluation. In addition, the author models specific student/teacher roles and provides recommendations for future research directions in development of medium-sized firms.

scholarly journals Activity-Based Teaching and Learning Approach and Students’ Academic Performance: Evidence from Among Stakeholders from Barekese District Ashanti Region of Ghana

2021 ◽  
pp. 156-160
Author(s):  
Theophilus Apenuvor ◽  
Frank Yao Gbadago ◽  
Kwadwo Ankomah ◽  
Agnes Fafa Anthony
Keyword(s):  
Academic Performance ◽  
Teaching And Learning ◽  
Policy Implications ◽  
Future Research ◽  
Colleges Of Education ◽  
Research Directions ◽  
Ashanti Region ◽  
Future Research Directions ◽  
Approach To Teaching ◽  
Structured Questionnaire

In this study, the authors explored the level of awareness and views on the activity-based approach to teaching and learning (ABTLA) in enhancing skills, competency, and academic performance among students and other stakeholders from Senior High Schools (SHS) and Colleges of Education (COE) in Barekese District of Ashanti Region of Ghana. A survey involving 510 various stakeholders was conducted within the Barekese District of Ashanti Region of Ghana, using sets of a self-administered structured questionnaire. The study revealed that the Ghanaian stakeholders of the second cycle and COEs are highly aware of ABTLA and its potency for enhancing skills, competency, and academic performance among students. Policy implications and further future research directions were provided.

Formative Assessment on Writing

2020 ◽  
pp. 282-306
Author(s):  
Zoi A. Traga Philippakos ◽  
Noreen S. Moore
Keyword(s):  
Formative Assessment ◽  
Summative Assessment ◽  
Formative Assessments ◽  
Future Research ◽  
Elementary Grades ◽  
Research Directions ◽  
Future Research Directions ◽  
Recommendations For Practice ◽  
Clear Description

The purpose of this chapter is to address formative assessment in writing in the elementary grades, K to 5. The chapter will include the following sections: (a) An introduction that will present and explain assessment purposes with a clear description and explanation of formative assessment and its difference from summative assessment; (b) Common formative assessments used in writing and research that supports their effectiveness; (c) Principles of formative assessment and how those can be used with specific examples from classroom settings; (d) Recommendations for practice, and (e) Future research directions.

An exploration of challenges and support when coaches model instruction for teachers

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Evthokia Stephanie Saclarides
Keyword(s):  
School Districts ◽  
Teaching And Learning ◽  
Design Methodology ◽  
The United States ◽  
Future Research ◽  
Structured Interviews ◽  
Research Directions ◽  
Content Type ◽  
Modeling Instruction ◽  
Future Research Directions

PurposeModeling is a potentially productive activity in which coaches can engage teachers to support teaching and learning (Gibbons and Cobb, 2017). Yet, there is a lack of empirical research that describes how coaches can productively implement this activity with teachers. The overarching purpose of this study was to explore the challenges and support coaches faced while modeling instruction for teachers.Design/methodology/approachTwenty-nine semi-structured interviews were conducted with five coaches and six elementary teachers in two different school districts in the United States. The data were qualitatively coded using a combination of literature-driven and emergent codes.FindingsParticipants identified 16 distinct challenges they faced during coaching cycles involving modeling, and 11 supports that could ultimately enhance the success of the modeled lesson for all involved parties. These challenges and support spanned the broad categories of contextual factors, management and logistics, pedagogical dilemmas and teacher learning.Originality/valueAlthough modeling is a popular coaching activity, researchers have only an emerging understanding of the challenges associated with modeling instruction, as well as the support that can enhance the modeled lesson's success. By having a thorough understanding of such challenges and support, coaches can effectively leverage modeling to support teaching and learning at their schools. Hence, the findings from this study will importantly inform coaching practice, as well as future research directions.

Teachers Using Disruptive Methodologies in Teaching and Learning to Foster Learner Skills

2022 ◽  
pp. 1-24
Author(s):  
Abueng R. Molotsi ◽  
Leila Goosen
Keyword(s):  
South Africa ◽  
Teacher Knowledge ◽  
Content Knowledge ◽  
Teaching And Learning ◽  
Final Section ◽  
Future Research ◽  
Research Directions ◽  
North West ◽  
Future Research Directions ◽  
Made In

The purpose of the project introduced in this chapter is stated as investigating in what ways teachers are using disruptive methodologies in teaching and learning to foster learners' transversal skills in the Dinaledi cluster of Bojanala District, North West Province, South Africa. To summarize, the content of this chapter will provide readers with an overview in terms of background built on technological, pedagogical, and content knowledge (TPACK) as a framework for teachers. Contemporary issues in terms of tracing the development of teacher knowledge with regard to integrating technology, pedagogy, and content are also discussed, as well as solutions and recommendations to be made in this regard. Future research directions within the domain of the topic will also be suggested. The final section of the chapter will provide a discussion of the overall coverage of the chapter and concluding remarks.

Mobile Phones as Ubiquitous Social and Environmental Geo-Sensors

2015 ◽  
pp. 1194-1213 ◽  
Author(s):  
Günther Sagl ◽  
Bernd Resch
Keyword(s):  
Social Media ◽  
Mobile Phones ◽  
Mobile Network ◽  
Future Research ◽  
Time Behavior ◽  
Research Directions ◽  
Individual Perceptions ◽  
Social Media Platforms ◽  
Mobility Behavior ◽  
Future Research Directions

Mobile and sensor-rich devices such as today's smartphones are increasingly leveraged as ubiquitous mobile geo-sensors that are able to sense their immediate surroundings on site in high spatial and temporal detail. Using those devices, the activity or mobility behavior of mobile phone users is being “sensed” since they leave behind digital traces of their whereabouts when using the mobile network—voluntarily or not. Additionally, people themselves can act as human sensors by providing subjective, geo-referenced “observations” in the form of individual perceptions of, e.g., the weather, thereby complementing calibrated measurements from technical geo-sensor networks. Together with other user-generated and increasingly geo-referenced data and information from a variety of Web 2.0 and social media platforms, this results in vast volumes of geo-data that digitally reflect the dynamics of human behavior (e.g., mobility in urban spaces) and environmental phenomena (e.g., the weather). In this article, the authors provide an overview of recent literature, influencing scholars, and future research directions in the context of using mobile phones for social and environmental geo-sensing in order to provide additional insights into the space-time behavior of the underlying geographic phenomena.

Developing Educational Screencasts

2010 ◽  
pp. 213-226
Author(s):  
Damien Raftery
Keyword(s):  
Higher Education ◽  
Instructional Design ◽  
Teaching And Learning ◽  
Future Research ◽  
Design Issues ◽  
Research Directions ◽  
Step Process ◽  
Computer Screen ◽  
Future Research Directions ◽  
College Websites

YouTube to iTunes, company to college websites, there is a seemingly exponential explosion in creating screencasts. A screencast is a digital recording of computer screen activity, often with an audio commentary. Short and engaging, screencasts have the potential to enable learning in new and exciting ways. They are becoming easier to create and, as a teacher in higher education, I have gradually increased my use of screencasts, learning with experience and from the generally positive feedback from students.Drawing on existing research and personal experience, this chapter will introduce screencasts and discuss their potential. The importance of integrating screencasts thoughtfully and carefully into the teaching and learning process will be examined, including pedagogical and instructional design issues. Next a four-step process for creating a screencast will be presented: prepare, capture, produce and publish. Prior to conclusions and final reflections, future research directions will be examined.

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