You are here:

Assessing Educational Technology Knowledge with a Problem-based
PROCEEDINGS

, , University of Connecticut, United States ; , The Pennsylvania State University, United States ; , University of Connecticut, United States

EdMedia + Innovate Learning, in Lugano, Switzerland ISBN 978-1-880094-53-2 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Full Text

Abstract

The Husky Educational Technology Assessment Program (HETAP) is a performance-based assessment that is built upon a three-tier system in which the first level (Level I) focuses on an educators' use for technology for personal productivity and the implication of technology in the classroom to enhance student learning. The second level (Level II) requires educators to come together through an asynchronous discussion system to learn and demonstrate their technology and planning skills to develop a curriculum appropriate for their specific learning environments designed to facilitate student learning. The third level (Level III) requires the educator to provide a portfolio of student products that demonstrate student learning resulting from specific approaches and assignments implemented by the teacher. Additionally, the educator must provide a clear link between pedagogy, student products and a systematic approach to enhancing student learning.

Citation

Holcomb, L., Brown, S., Kulikowich, J. & Jordan, J. (2004). Assessing Educational Technology Knowledge with a Problem-based. In L. Cantoni & C. McLoughlin (Eds.), Proceedings of ED-MEDIA 2004--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 2008-2013). Lugano, Switzerland: Association for the Advancement of Computing in Education (AACE). Retrieved February 25, 2021 from .

© 2004 Association for the Advancement of Computing in Education (AACE)

Keywords

References

View References & Citations Map
  1. Ashton, P. (1984). Teacher efficacy: A motivational paradigm for effective teacher education. Journal of Teacher Education, 35(5), 28 - 32.
  2. Ashton, P. T. (1985). Motivation and teachers’ sense of efficacy. In C. Ames & R. Ames (Eds.), Research on motivation in education: Vol. 2. The classroom milieu (pp. 141-174). Orlando, FL: Academic Press. Ashton, P. & Webb, R. (1982, March). Teachers’ sense of efficacy: Toward an ecological model . Paper presented at the annual meeting of the American Ed ucational Research Association, New York, NY.
  3. Airasian, P. W. (1996). Assessment in the classroom. New York: McGraw-Hill, Inc.
  4. Aspy, D.N., Aspy, C. B., & Quimby, P.M. (1993). What doctors can teach teachers about problem-based learning. Educational Leadership, 50 (7), 22-24.
  5. Bandura, A. (1977). Social learning theory. Englewood Cliffs, NJ: Prentice -Hall.
  6. Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.
  7. Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 28 , 117- 148.
  8. Bandura, A. (1996). Multifaceted impact of self-efficacy beliefs on academic functioning. Child Development, 67 , 206- 1222.
  9. Bandura, A. (1997). Se l f-efficacy: The exercise of control. Prentice -Hall: N.J, Englewood Cliffs. Bandura, A., Pastorelli, C., Barbaranelli, C., & Caprara, G. V. (1999). Self-efficacy pathways to childhood depression. Journal of Personality and Social Psychology, 76 , 258 -269.
  10. Bridges, E. M., & Hallinger, P. (1991, September). Problem-based learning in medical and managerial education. Paper presented for the Cognition and School Leadership Conference of the National Center for Educational Leadership and the Ontario Instit ute for Studies in Education, Nashville, TN.
  11. Czerniak, C., & Schriver-Waldon, M. (1991, April). A study of science teaching efficacy using qualitative and quantitative research methods. Paper presented at the annual meeting of the National Association for Research in Science Teaching, Lake Geneva, WI.
  12. CTGV (1992). The Jasper Series as an example of anchored instruction: Theory, program description, and assessment data. Educational Psychologist, 27, 291- 315.
  13. Ertmer, P. A., Evenbeck, E., Cennamo, K. S., & Lehman, J. D. (1994). Enhancing self-efficacy for computer technologies through the use of positive classroom experiences. Educational Technology Research and Development, 42, 45 - 62.
  14. Frederikson, J. R., & Collins, A. (1989). A systems approach to educational testing. Educational Researcher, 18(9), 27 -33.
  15. Hani, J., Czerniak, C., & Lumpe, A. (1996). Teacher beliefs and intentions regarding the implementation of science education reform strands. Journal of Research in Science Teaching, 33(9), 971-993.
  16. Karsten, R., & Roth, R. M. (1998). The relationship of computer experience and computer self-efficacy to performance in introductory computer literacy courses. Journal of Research in Computing Education, 31 (1), 14 -24.
  17. Mayo, P., Donnelly, M. B., Nash, P. P., & Schwartz, R. W. (1993). Student Perceptions of Tutor Effectiveness in problem based surgery clerkship. Teaching and Learning in Medicine. 5 (4), 227- 233.
  18. Olivier, T.A., & Shapiro, F. (1993). Self -efficacy and computers. Journal of Computer-Based Instruction, 20, 81- 85. Riggs, I.M. & Enochs, L.G. (1990). Toward the development of an elementary teachers' science teaching efficacy belief instrument. Science Education, 74 , 625 -637.
  19. Schunk, D.H. (1984). Self-efficacy perspective on achievement behavior. Educational Psychologist, 19, 48 -58. Schunk, D. H. (1991). Self-efficacy and academic motivation. Educational Psychologist, 26 , 201- 231. Silver, B.B., Smith, Jr., E.V., & Greene, B. (1999, April). Social cognitive influences on college student GPA: Testing a model. Poster presented at the annual meeting of the American Educational Research Association, Montreal, Canada.
  20. Wiggins, G. (1989). A true test: Toward more authentic and equitable assessment. Ph i Delta Kappan , 70, 703 -714. Zimmerman, B.J., & Bandura, A. (1994). Impact of self-regulatory influences on writing course attainment. American Educational Research Journal, 31 , 845- 862.
  21. Zimmerman, B.J., & Ringle, J. (1981). Effects of model persistence and statements of confidence on children’s selfefficacy and problem solving. Journal of Educational Psychology, 73, 485- 493.

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

Suggest Corrections to References