jlebaron
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14 years ago @ Educational Technology... - Should We Shift ICT4E ... · 0 replies · +1 points
While I agree with Negroponte's recent assertion that ICT should now be accepted as a basic utility, I disagree that we can therefore do away with attempts to assess the contribution technology can make to learning. Rather, I suggest that such assessment informs best when it is naturalistic and when it is keyed to deliberate intentions. Is the technology-supported strategy conceived imaginatively, to worthwhile purposes, and are the observable results consonant with intentions?
Readers might be interested in a recent hour-long radio interview with UCLA's Mike Rose on the "Meaning of Intelligence." His remarks touch upon some of the questions driving this debate, especially the issues he presents relative to schooling, the valuing of different ways of knowing, our predominant methods for assessing student performance, and alternative ways of viewing such challenges. You'll find the link at
http://speakingoffaith.publicradio.org/programs/2...
14 years ago @ Educational Technology... - Should We Shift ICT4E ... · 0 replies · +1 points
14 years ago @ Educational Technology... - Should We Shift ICT4E ... · 0 replies · +1 points
http://fpamediaserver.wcu.edu/~jlebaron/ICT4E/Lin...
References for the two studies cited in the mp3 voice file are:
Lin, J. M. (2008). ICT education: To integrate or not to integrate? British Journal of Educational Technology, 39(6), 1121-1123. doi:10.1111/j.1467-8535.2008.00825.x
Peltenburg, M., van, d. H., & Doig, B. (2009). Mathematical power of special-needs pupils: An ICT-based dynamic assessment format to reveal weak pupils' learning potential. British Journal of Educational Technology, 40(2), 273-284. doi:10.1111/j.1467-8535.2008.00917.x
14 years ago @ Educational Technology... - Improving ICT Assessme... · 1 reply · +1 points
Mary, I agree with Rob that your quadrant helps illustrate the assessment challenge. It reminds me a little of Bloom's Taxonomy, but the matrix allows for greater analytical flexibility, elevating shades of gray to a full color palette. Perhaps assessment should be keyed to a descriptive model describing ideal learning environments and through structured observation, conversation and product-analysis, individual cases could be analyzed against a "best practice" standard.
By the same token for learners, goal-based learning attributes could be described against which learners' achievement might be assessed. Some of this assessment can indeed be quantitative, even test-centered, but not all of it. The point is that success would be measured against things deemed worthy of achieving, and narrative valued as highly as numbers, if not more so.
But I dream -- and ramble.... Back to the real world where I'll pick up my laundry, pondering the degree to which my shirts match my ideal model of cleanliness.
14 years ago @ Educational Technology... - ICT in Education Asses... · 0 replies · +2 points