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Vygotsky's Zone of Proximal Development (ZPD), Zimmerman Self-Regulated Learning (SRL) and Puentedura's SAMR levels of technology integration
I designed an Explanatory Sequential Mixed Methods research study. The participants must be employed in NJ public schools, grades 5-12. The grades were selected as these teachers are the most likely to encourage students to generate digital work that would benefit from the formative assessment model. Participants are recruited via networking with administrators in various districts throughout NJ to seek permission to employ the study which will be submitted via email. The study will also be posted on assorted social media to try to get enough participants to validate the study, including the use of Twitter hashtags and Facebook educator groups. The first phase is a 5-10 minute quantitative study and if a participant indicates they are willing may proceed to a 30-45 minute interview. Questions explored by the researcher include the frequency of assigned digital content, the current methods of feedback to support student work, the familiarity of screencasting software and if this method has even been employed for the purpose of formative assessment.
The study is being launched right now. My hypothesis is that although teachers are familiar with screencasting software, as a result to provide students with lessons during quarantine and distance instruction, they are not employing it for this purpose. My question is, if they are not, what obstacles are preventing the implementation of the software for this purpose. If it is being employed, would they recommend the practice to others.
This could revolutionize how formative assessment is provided to students by offering a sustainable practice that has been proven by research to be a more effective method than traditional practices.
To date:
References
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