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