Search results for: Towndrow Phillip A.
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The authors draw illustrative findings from a study of high school English teachers during the implementation of an ubiquitous mobile learning innovation. The authors use multiple profiles generated from the Concerns-Based Adoption Model to exemplify how they identified and supported teachers’ diminishing and increasing operational and pedagogical issues through an iterative co-generated action-planning programme.
Updated: Jun. 25, 2013
Catalyzing Student–Teacher Interactions and Teacher Learning in Science Practical Formative Assessment with Digital Video Technology
This paper reports how a teacher–researcher partnership examined a biology teacher's existing pedagogical practices. Furthermore, the paper attempted, through a task design innovation, to create the circumstances under which more interactive and emergent assessment for learning practices could flourish in her classroom. This work involved the use of digital video playback technology as the trigger or catalyst for reflection on concrete experiences by the teacher and her students to occur. Results suggest that the digital video innovation brought about changes in student–teacher interactions in science practical work and assisted the teacher in reflecting on her professional learning.
Updated: Jan. 07, 2009