beatty-2009tef

ibeatty — Thu, 04 Dec 2008 19:47:47 +0000

Technology-enhanced formative assessment: A research-based pedagogy for teaching science with classroom response technology

Beatty, Ian D.
Gerace, William J.

(2009)

Journal of Science Education and Technology, 18(2) 146.

Classroom response systems (CRSs) are a promising instructional technology, but most literature on CRS use fails to distinguish between technology and pedagogy, to define and justify a pedagogical perspective, or to discriminate between pedagogies. Technology-Enhanced Formative Assessment (TEFA) is our pedagogy for CRS-based science instruction, informed by experience and by several traditions of educational research. In TEFA, 4 principles enjoin the practice of question-driven instruction, dialogical discourse, formative assessment, and meta-level communication. These are enacted via the question cycle, an iterative pattern of CRS-based questioning that can serve multiple instructional needs. TEFA should improve CRS use and help teachers "bridge the gap" between educational research findings and practical, flexible classroom strategies for science instruction.

Permalink(s): SpringerLink

DOI(s): 10.1007/s10956-008-9140-4

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beatty-2008tlt2

root — Wed, 09 Apr 2008 16:07:40 +0000

Teacher Learning of Technology-Enhanced Formative Assessment

Beatty, Ian D.
Feldman, Allan
Leonard, William J.
Gerace, William J.
St. Cyr, Karen E.
Lee, Hyunju
Harris, Robby J.

(2008)

Conference paper accompanying a special symposium presented at the 2008 Annual International Conference of the US National Association for Research in Science Teaching (NARST), Baltimore, MD, Apr 01.

Technology-Enhanced Formative Assessment (TEFA) is a pedagogy for teaching with classroom response technology. Teacher Learning of TEFA is a five-year research project studying teacher change, in the context of an intensive professional development program designed to help science and mathematics teachers learn TEFA. First, we provide an overview of the project's participating teachers, its intervention (consisting of the technology, the pedagogy, and the professional development program), and its research design. Then, we present narratives describing the unfolding change process experienced by four teachers. Afterward, we present some preliminary findings of the research, describe a "model for the co-evolution of teacher and pedagogy" that we are developing, and identify general implications for professional development.

Permalink(s): in ERIC database

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Full conference paper (PDF)	355.8 KB

Scientific Reasoning Research Institute - pedagogy

beatty-2009tef

beatty-2008tlt2