This short video gives a closer look at The Answer Pad with an analysis of it's value with the Triple E framework and ISTE standards. For more information on The Answer Pad, please see the previously posted review here.
Formative assessment provides a snapshot of student comprehension and needs, giving teachers invaluable information needed to guide their students to success. This type of assessment allows the teacher to track the achievement of each student, give them feedback along the learning process, and adjust instruction to meet each student’s immediate needs (Smith, 2007). Using technology … Continue reading The Answer Pad: A student response system for formative assessment
Here's a closer look at Quizalize and options for use. Overall a really nice site to use. For more information read the Quizalize review here.
As teachers, we strive to encourage and guide students in becoming lifelong learners, capable of seeking and using resources independently. In promoting this self-directed learning, “online quizzes provide the ongoing feedback function to help learners modify their learning behaviors” (Abney, Amin, & Kibble, 2017). Many tools are available to accomplish this, but Quizalize has piqued … Continue reading Quizalize: more than just quizzes!
Helping students reach their potential requires formative assessment and differentiated instruction. Quizalize brings these two tasks together in one easy to use app accessible. In class or out of class, students can conveniently access this beneficial tool using any laptop, tablet, or smartphone with internet access and browser. With Quizalize, teachers can create multiple classes … Continue reading Formal Assessment & Differentiated Learning
Dede, C. (2011). Developing a research agenda for educational games and simulations. Computer games and instruction, pp. 233-250. Charlotte, NC: Information Age Publishing. This article proposes five assumptions that all research agendas for educational games and simulations should be based on. These assumptions include usable knowledge, collective research, what works, treatment effects, and scalability. Each … Continue reading Research Agenda Guidance for Educational Games & Simulations
Greenhow, C. (2011). Youth, learning and social media. Journal of Educational Computing Research, 45(2),139-146. This article addresses five articles concerning social media and education. These five articles are presented in this same journal issue, with this particular article introducing each with a brief summary. The overall theme is to explore the impact that social networking sites … Continue reading Social Networking Sites in Education
Smith, K. & Klumper, D. (2018). Virtual reality platforms can give preservice teachers opportunities to develop real classroom management skills. Educational Leadership, 76(1), 60–65. This article takes a look at the challenges of preservice teachers in the area of classroom management. It discusses the lack of experience and hands-on practice they obtain prior to … Continue reading Virtual Reality Classrooms for Preservice Teachers
Ertmer, P. A., Richardson, J. C., Belland, B., Camin, D., Connolly, P., Coulthard, G., et al. (2007). Using Peer Feedback to Enhance the Quality of Student Online Postings: An Exploratory Study. Journal of Computer-Mediated Communication, 12(2), 412-433. doi:10.1111/j.1083-6101.2007.00331.x This study takes a look at the impact of peer feedback on students’ online postings to determine … Continue reading Peer feedback vs. instructor feedback: An extended annotated bibliography.
Knobel, M., & Lankshear, C. (2014). Studying new literacies. Journal of Adolescent & Adult Literacy, 57(9), 1-5. This article takes a look at new literacies and what we have learned from research. The authors focus is on new literacies that have shifted the paradigm and differ from conventional literacies. These differences are explored in two … Continue reading What have we learned from research on new literacies?