The Impact of Technology on the Reflective Practice and Assessment in a Teacher Education Program: The Accreditation Story of a Small Private University
Journal of Educational Technology Volume 3, Number 4, ISSN 0973-0559
The purpose of this paper is to describe the experiences of a small, Catholic university as it began implementing the various functions available through LiveText. LiveText represents a straight-forward tool for collection, analysis, and presentation of candidate artifacts. The LiveText platform was expected to allow to do long-term program improvement through a systematic approach to assessment. It was also anticipated that LiveText, as advertised, would allow to demonstrate the successful achievement of teacher education candidate standards for the upcoming accreditation visit of the campus. Complying with accreditation requirements through the use of this web-based tool resulted in more immediate and positive, and unanticipated effects on program-wide reflection, instruction, and assessment practices. As the "product" of data analysis to provide the necessary information for programmatic discussions was awaited the more subtle yet immediate impact the "process" of using the new technology had on the day-to-day operations was recognized.While as individual professors, faculty had always considered the careful creation of appropriate assignments and assessment tools, the department-wide use of standard templates, scoring guides and forms to foster more reflective, coherent and consistent assessment practices. This presentation will discuss the various ways that the use of LiveText had on all aspects of the teacher education program. Faculty collaboration, clarification of program goals, overlapping assessment tools and systematic application of their own revised conceptual framework standards resulted in a more coherent and, a more productive learning experience for the teacher education candidates of the campus.
Nagy-Rado, A. & Vaccaro, B. (2007). The Impact of Technology on the Reflective Practice and Assessment in a Teacher Education Program: The Accreditation Story of a Small Private University. Journal of Educational Technology, 3(4), 35-41.