Lori Sandberg on 2009-05-19
Meaning that research will be more qualitative than quantitative. Controlling the variables to measure these things is difficult at best.
This link has been bookmarked by 5 people . It was first bookmarked on 17 May 2009, by nsa library.
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19 May 09
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The main benefits of technology use are to support each individual student in
his/her own learning process, provide direct access to all learning supports
he/she might need (as well as creating his/her own when needed), and
collaborating within various learning communities and project teams. -
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As a result, those students may seem to be failing entire courses of study while
they really may be demonstrating many skills that are not being valued by a
grade percentage. One example would be a student who has been developing great
research skills and team-building skills but cannot select the correct answer in
a multiple choice test - 5 more annotations...
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however, if the teacher presents an opportunity to demonstrate the content
knowledge in a context that uses highly developed research and team-building
skills, it will be more likely that the student will be able to demonstrate what
he or she knows-
Lori Sandberg on 2009-05-19
The best argument for varied assessment strategies.
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we must work with students to know how to think within certain disciplines
rather than simply produce rote information -
from a generalist mindset into a mindset of expertise
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As a result, students often do poorly until they begin to understand how to
think differently -
new technology does not halt the thinking process and can actually go a long way
toward facilitating contexts of use that require critical thinking and direct
application of thought and ideas within real-life or simulated environments.
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The more we remain fixated with standardized assessments, the less likely we will be to truly measure the kind of learning that is currently taking place in technology-supported learning environments.
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teachers who continue to use older standards for measurement because they do not use new technology are still working with students who do use technology elsewhere or who have been affected by new technology in their thinking and perceptions.
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One example would be a student who has been developing great research skills and team-building skills but cannot select the correct answer in a multiple choice test
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In these kinds of cases, then, what we are measuring is the student's ability to complete a specific type of test rather than what has been learned
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While content remains important, we know that it is always expanding, and, therefore, we must work with students to know how to think within certain disciplines rather than simply produce rote information.
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18 May 09
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The main benefits of technology use are to support each individual student in his/her own learning process, provide direct access to all learning supports he/she might need (as well as creating his/her own when needed), and collaborating within various learning communities and project teams.
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Dean Shareski on 2009-05-19
Until we resolve this question, we'll be floundering with this forever.
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This begs the question, then: "What are the standards of success we should be measuring?"
A short answer: The more we remain fixated with standardized assessments, the less likely we will be to truly measure the kind of learning that is currently taking place in technology-supported learning environments
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17 May 09
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As a result, those students may seem to be failing entire courses of study while they really may be demonstrating many skills that are not being valued by a grade percentage. One example would be a student who has been developing great research skills and team-building skills but cannot select the correct answer in a multiple choice test. Clearly, it is important for that student to know the content of a course; however, if the teacher presents an opportunity to demonstrate the content knowledge in a context that uses highly developed research and team-building skills, it will be more likely that the student will be able to demonstrate what he or she knows. In these kinds of cases, then, what we are measuring is the student's ability to complete a specific type of test rather than what has been learned.
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