Using technology enabled feedback in initial teacher education

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Show simple item record Heap, Irene en Garbett, Dawn en Ovens, Alan en Tolosa Izquierdo, Constanza en Bowes, Margot en Lee, S en Leichtweis, Steven en
dc.contributor.editor Walker, L en
dc.contributor.editor Conner, L en
dc.coverage.spatial University of Canterbury, Christchurch, NZ en 2015-04-28T03:05:32Z en 2018-10-01T02:06:01Z en 2014 en
dc.identifier.citation SITE International Symposium 2014, Christchurch, 28 Apr 2014 - 29 Apr 2014. 28 Apr 2014 en
dc.identifier.isbn 978-1-939797-11-7 en
dc.identifier.uri en
dc.description.abstract Formal assessment tasks such as assignments and exams, within the typical teaching and learning model in university settings, enable summative judgments to be made about students’ level of learning. Less common is the use of assessment to provide the kind of formative feedback that helps lecturers support and guide students’ learning, and less common still is feedback on learning from the students to the lecturer. This paper presents six case studies highlighting how mobile technologies and Web 2.0 applications can be leveraged to facilitate feedback from students and teachers. As lecturers, our use of this feedback exemplifies pedagogies that emphasise active participation in meaningful communities of learning and inquiry. en
dc.description.uri en
dc.relation.ispartof SITE International Symposium 2014 en
dc.relation.ispartofseries Future focussed teacher education: Proceedings of the SITE International Symposium en
dc.relation.replaces en
dc.relation.replaces 2292/25317 en
dc.rights Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher. en
dc.rights.uri en
dc.title Using technology enabled feedback in initial teacher education en
dc.type Conference Item en
pubs.begin-page 51 en
pubs.end-page 59 en
pubs.finish-date 2014-04-29 en
pubs.start-date 2014-04-28 en
dc.rights.accessrights en
pubs.subtype Conference Paper en
pubs.elements-id 467374 en Education and Social Work en Curriculum and Pedagogy en
pubs.record-created-at-source-date 2015-08-24 en

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