The Implementation and Assessment of a Shared 21stCentury Learning Vision

Gunn, Thelma M.; Hollingsworth, Maurice

doi:10.1080/15391523.2013.10782603

Cited by 21 publications

(8 citation statements)

References 6 publications

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“…Diane, who was the most experienced as a teacher and the least knowledgeable of iPad technology, developed fully integrated teaching practices where the iPad was not just a tool, but an integral part of the learning process. It was a mechanism for collaboration, problem-solving, critical thinking, creativity, skills recognised as twenty-first century (Gunn & Hollingsworth, 2013;Trilling & Fadel, 2013). Diane was the educator who was the most adept at turning the learning event into a student-driven learning opportunity with iPad technology; thus, Diane used the iPad in a manner that closely aligned to the TPACK framework even though she had the least knowledge of technology.…”

Section: Discussionmentioning

confidence: 99%

Exploring the role of TPACK and teacher self-efficacy: an ethnographic case study of three iPad language arts classes

Saudelli

Ciampa

2014

Technology, Pedagogy and Education

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This ethnographic research study investigated three elementary teachers' perceived self-efficacy beliefs and their attitudes toward mobile technologyenhanced instruction. Using technological pedagogical content knowledge (TPACK) as a guiding theory, the authors sought to determine whether and how the three knowledge components that form the foundation of the TPACK framework-technological, pedagogical or content knowledgehave similar levels of influence on teachers' language arts teaching practices. They also examined how each teacher incorporated iPad technologically enhanced pedagogical practices and made connections to their beliefs about the role of technology and education. Data collection consisted of classroom observation field notes, teacher interviews and teacher blogs. Findings reveal that the teachers' attitudes toward the integration of iPad technology formed a basis for how they approached their pedagogy. Compared to their technological and content knowledge, teachers' pedagogical knowledge and years of teaching experience strongly influenced their decisions regarding mobile technology integration. By the end of the study, all teachers identified stronger connections and awareness in relation to the components of TPACK. The implications of these findings will provide insight relevant to the development of professional development opportunities for teachers regarding TPACK that could ultimately lead to more successful technology integration by teachers.

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Section: Discussionmentioning

confidence: 99%

Exploring the role of TPACK and teacher self-efficacy: an ethnographic case study of three iPad language arts classes

Saudelli

Ciampa

2014

Technology, Pedagogy and Education

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“…Saqlain et al (2013) argue that this can be accomplished by acquiring twenty-first century skills while maintaining the values and principles of Saudi society. The components of twenty-first century competencies, in relation to technology integration in teaching and learning, include global awareness, creativity, understanding new sources of information, social skills, critical and creative thinking, elaboration, evaluation, and analysis, as well as collaboration (Wallis & Steptoe, 2006;Grabarek, Ishizuka, & Toth, 2007;Lankshear & Knobel, 2003;Gunn & Hollingsworth, 2013).…”

Section: Discussionmentioning

confidence: 99%

Adopting and Implementing an E-Learning System for Teaching and Learning in Saudi Public K-12 Schools: The Benefits, Challenges, and Concerns

Alahmari

Kyei-Blankson²

2016

WJER

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Classera is an e-learning system that has been adopted for use in a variety of learning environments in K-12 schools in Saudi Arabia. The system can be integrated in online, blended, or traditional settings with the aim of improving teaching and learning and helping students connect with lesson content, teachers, and peers, and teachers connect with parents. The purpose of the current study is to examine the benefits, challenges and concerns surrounding the adoption and implementation of this system. An online survey was used to gather data from a sample of 70 teachers from the 12 schools in which Classera was originally piloted. The results of the study reveal high levels of teacher satisfaction with the use of Classera with benefits including easy delivering of content, facilitating student learning, and encouraging peer collaboration and teacher-parent communication. However, challenges and concerns surrounding issues such as teacher professional development, time for training, and Internet access still persist and need to be taken into consideration to ensure the successful adoption and implementation of Classera in all K-12 schools across Saudi Arabia.

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“…Remesal (2011) also found that many of the experienced teacher participants in her study were informed by diverse and sometimes dissimilar beliefs concerning the role of assessment in their teaching. Other scholars have found that targeted professional development promotes the development of in-service teachers' assessment knowledge (Gunn & Hollingsworth, 2013;Wilson, 2008) and that teachers are becoming more acquainted with a range of assessment practices (Volante & Beckett, 2011). Our review of this body of work enabled us to better understand some of the contextual complexities that we experience as teacher educators and to anticipate some of the challenges that pre-service teachers may experience as they enter into the field.…”

Section: Pre-service Teachers and Assessment Educationmentioning

confidence: 99%

The Challenge of Differing Perspectives Surrounding Grades in the Assessment Education of Pre Service Teachers

Mitton-Kukner

Munroe

Graham

2015

CJHE

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In this paper we describe the challenges we experience teaching an assessment course to pre-service teachers, as part of their studies in a bachelor of education program. As we teach the course, our intent is to explicitly model assessment practices that reflect a philosophy of success for all, rather than sort and rank. Rather than ranking students by achievement, our goal is to model how to tap into the learning potential of every student (Stiggins, 2005). Inquiring into moments that show how the teaching of a success for all philosophy is tension-filled in teacher education, we demonstrate the multiple and conflicting perspectives informing grades. We situate our discussion in the area of assessment in higher education and propose a series of actions, which may resonate with instructors in teacher education and higher education contexts.

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The Implementation and Assessment of a Shared 21^stCentury Learning Vision

Cited by 21 publications

References 6 publications

Exploring the role of TPACK and teacher self-efficacy: an ethnographic case study of three iPad language arts classes

Exploring the role of TPACK and teacher self-efficacy: an ethnographic case study of three iPad language arts classes

Adopting and Implementing an E-Learning System for Teaching and Learning in Saudi Public K-12 Schools: The Benefits, Challenges, and Concerns

The Challenge of Differing Perspectives Surrounding Grades in the Assessment Education of Pre Service Teachers

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