Beatty, I.D. & Gerace, W.J. (2009) Technology-Enhanced Formative Assessment: A Research-Based Pedagogy for Teaching Science with Classroom Response Technology. J Sci Educ Technol 18(146), 146-162. https://doi.org/10.1007/s10956-008-9140-4 (Links to an external site.)Links to an external site.
The information in this article, though written about science education, can be applied to social studies as well. The authors describe "classroom response systems" (CRS), which allow students to input their answers from individual devices to a system that collects, aggregates, and displays the data for the entire class, as a means of formative assessment. The researchers found that, compared to non-CRS classrooms, students who used CRS achieved small …show more content…
(2012). Conditions for Successful Use of Technology in Social Studies Classrooms. Computers In The Schools, 29(3), 285-299. Retrieved from https://www.tandfonline.com/
This article is a literature review which hopes to inform ongoing efforts to make teacher education and professional development more effective in the area of technology implementation in the classroom.
The authors examine research on what leads to successful integration of technology in social studies classrooms. They recommend that instructors have a strong technology-pedagogy alignment and clear intended learning outcomes to ensure success. This article does not specifically focus on using technology as an assessment, although many of the examples provided could be used as such.
Shirley, M., & Irving, K. (2015). Connected Classroom Technology Facilitates Multiple Components of Formative Assessment Practice. Journal Of Science Education & Technology, 24(1), 56-68. Retrieved from …show more content…
The author argues that many students and young people understand and play video games, and the skills they already have can be transferred to academic purposes. The focus of the assessment is building content competency and skills, and teachers must be responsible for creating appropriate rubrics and assessment tools to evaluate video game play and learning. The author suggests a model for evaluating learning through video game play, beginning with introducing new concepts and ideas, followed by a pre-assessment, playing the game, and assessing knowledge after playing the game. Through this pattern, teachers can assess the learning that takes place through playing the social studies game, and use that assessment to repeat the cycle and introduce new concepts and
The information in this article, though written about science education, can be applied to social studies as well. The authors describe "classroom response systems" (CRS), which allow students to input their answers from individual devices to a system that collects, aggregates, and displays the data for the entire class, as a means of formative assessment. The researchers found that, compared to non-CRS classrooms, students who used CRS achieved small …show more content…
(2012). Conditions for Successful Use of Technology in Social Studies Classrooms. Computers In The Schools, 29(3), 285-299. Retrieved from https://www.tandfonline.com/
This article is a literature review which hopes to inform ongoing efforts to make teacher education and professional development more effective in the area of technology implementation in the classroom.
The authors examine research on what leads to successful integration of technology in social studies classrooms. They recommend that instructors have a strong technology-pedagogy alignment and clear intended learning outcomes to ensure success. This article does not specifically focus on using technology as an assessment, although many of the examples provided could be used as such.
Shirley, M., & Irving, K. (2015). Connected Classroom Technology Facilitates Multiple Components of Formative Assessment Practice. Journal Of Science Education & Technology, 24(1), 56-68. Retrieved from …show more content…
The author argues that many students and young people understand and play video games, and the skills they already have can be transferred to academic purposes. The focus of the assessment is building content competency and skills, and teachers must be responsible for creating appropriate rubrics and assessment tools to evaluate video game play and learning. The author suggests a model for evaluating learning through video game play, beginning with introducing new concepts and ideas, followed by a pre-assessment, playing the game, and assessing knowledge after playing the game. Through this pattern, teachers can assess the learning that takes place through playing the social studies game, and use that assessment to repeat the cycle and introduce new concepts and