You are here:

Role of student feedback: Results from Integrating Learner-Centered Theory, Content & Technology to Create an Engaging Pedagogy for K-12 Students
PROCEEDINGS

, , George Mason University, United States

Society for Information Technology & Teacher Education International Conference, in Charleston, SC, USA ISBN 978-1-880094-67-9 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Full Text

Abstract

A qualitative study reported on “In what ways does gathering student feedback enhance teachers’ understandings of teaching with technology?” Participants were 62 K-12 teachers enrolled in a masters’ degree program. Data sources included: teacher-created projects and presentation materials (evidence of the ways teachers infused technology, content, and learner-centered theory into practice); individual reflective narratives; and transcripts of WebCT interviews. Data sources were coded and analyzed using the constant comparison method (Bogdan & Biklen, 1982). Student feedback was collected via class discussions, individual conversations, and paper or electronic surveys. Three dominant themes emerged from the data. Student feedback: 1) encouraged teachers to make pedagogical adjustments, 2) provided teachers with insights on student attitudes toward technology, and 3) influenced teacher attitudes and motivation to become a more competent user of technology.

Citation

Kayler, M. & Sullivan, L. (2009). Role of student feedback: Results from Integrating Learner-Centered Theory, Content & Technology to Create an Engaging Pedagogy for K-12 Students. In I. Gibson, R. Weber, K. McFerrin, R. Carlsen & D. Willis (Eds.), Proceedings of SITE 2009--Society for Information Technology & Teacher Education International Conference (pp. 3653-3658). Charleston, SC, USA: Association for the Advancement of Computing in Education (AACE). Retrieved February 26, 2021 from .

Keywords

References

View References & Citations Map
  1. Archambault, L. & Crippen, K. (2007). The sites teachers choose: A gauge of classroom web use. Contemporary Issues in Technology and Teacher Education, 7(2), 59-74
  2. Bogdan, R. & Biklen, S. (1982). Qualitative research for education: An introduction to theory and methods. Boston: Allyn and Bacon.
  3. Koehler, M., Misha, P. & Yahya, K. (2007). Tracing the development of teacher knowledge in a design seminar: Integrating content, pedagogy, and technology. Computers and Education, Vol. 49 (2007), 740-762.
  4. Narasimhan, K. (2001). Improving the climate of teaching sessions: the use of evaluations by students and instructors. Quality in Higher Education, 7(1), 179-190
  5. Wink, J. (2000). Critical pedagogy: Notes from the real world. New York: Addison Wesley Longman.
  6. Bull, G., Bell, L., & Hammond, T. (2008). Advancing TPCK through collaborations across educational associations. In AACTE Committee on Innovation and Technology (Eds). Handbook for Technological Pedagogical Content Knowledge (TPCK) for
  7. Sprague, D. (2004). Technology and teacher education: Are we talking to ourselves? Contemporary Issues in Technology and Teacher Education, 3(4), 353-361.

These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.

Suggest Corrections to References

Also Read