Friday, March 6
2:45 PM-3:45 PM
UTC
Meeting Room 1

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

Brief Paper ID: 24767
  1. aaa
    Mary Kayler
    George Mason University

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.

No presider for this session.
Conference attendees are able to comment on papers, view the full text and slides, and attend live presentations. If you are an attendee, please login to get full access.
x