The Practical Application of e-Portfolios in K-12 Classrooms: An Exploration of Three Web 2.0 Tools by Three Teachers

Karlin, Michael; Özoğul, Gamze; Miles, Stacy; Heide, Saul

doi:10.1007/s11528-016-0071-2

Cited by 10 publications

(5 citation statements)

References 12 publications

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“…Limitations about Voki, which is one of the online environments used in the study, was also expressed by Yona and Marlina (2014). Karlin et al (2016) experienced similar limitations with various other online environments. Since these environments are all online, some of the limitations were related to environment updates, whilst content limitations were overcome with alternative online environment usage.…”

Section: Conclusion Discussion and Implicationsmentioning

confidence: 76%

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Analysis of a Teacher’s Online Teaching Material Planning and Development Processes: English Lesson Example

ULUUYSAL¹,

Kurt²

2022

Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi

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The aim of the research is to examine the process of developing materials for the ninthgrade English curriculum and the use of the developed materials in the teaching-learning desire, requirement, expectation and readiness of individual learners were considered. The findings of this study include designing occupational development activities for teacher properties, opportunities and requirements that contribute to teacher motivation and efficiency.

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Section: Conclusion Discussion and Implicationsmentioning

confidence: 76%

“…The most important online environment advantage was stated by the teacher as ease of use. Karlin et al (2016) expressed that teachers that use various Web 2.0 environment reported on their ease of use.…”

Section: Conclusion Discussion and Implicationsmentioning

confidence: 99%

Analysis of a Teacher’s Online Teaching Material Planning and Development Processes: English Lesson Example

ULUUYSAL¹,

Kurt²

2022

Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi

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“…Þannig getur sjálfstraust þeirra aukist sem hefur bein áhrif á námsárangur (Niguidula, 2005). Með því að skapa umgjörð og halda utan um eigið nám getur ferilbókagerð gefið nemendum taekifaeri til þess að vera virkir þátttakendur í eigin merkingarsköpun (Love og Cooper, 2004) ásamt að gefa þeim taekifaeri til ríkari hlutdeildar í eigin námi og aukið eignarhald nemenda (Abrami og Barret, 2005;Heide, Karlin, Miles og Ozogul, 2016). Þegar nemendur takast á við verkefni sem þeir hafa gott vald á getur skuldbinding þeirra aukist (Shernoff, Csikszentmihalyi, Schneider og Shernoff, 2014;Wang og Holcombe, 2010).…”

Section: Umgjörð Og Yfirsýn á Námunclassified

Rafrænar ferilbækur sem leið að aukinni námsvitund. Starfendarannsókn í sjónlistum

Arnarsdóttir¹,

Gunnþórsdóttir²,

Elídóttir³

2020

Netla

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Hér er greint frá starfendarannsókn um þróun rafrænna ferilbóka í sjónlistum á unglingastigi sem fór fram skólaárið 2017–2018. Tilgangurinn var að efla nám með því að skapa sameiginlega sýn og samábyrgð nemenda og kennara og stuðla að aukinni einstaklingsmiðun. Innleiddar voru ferilbækur sem tilraun til þess að stuðla að fyrrnefndum þáttum. Markmiðið var að ég sem kennari lærði af eigin vinnu og mótaði starfshætti þar sem nemendum eru gefin aukin tækifæri til þess að takast á við námið á eigin forsendum. Rannsóknarspurningin sem lagt var upp með var: Hvernig má nota rafrænar ferilbækur til þess að auka einstaklingsmiðun í sjónlistakennslu? Gagnaöflun var margþætt og fólst í skráningum í rannsóknardagbók, samtölum í umræðuhópum nemenda og rýniviðtölum við úrtak úr nemendahópnum, rafrænni könnun meðal nemenda og mati á rafrænum ferilbókum þeirra. Niðurstöður benda til þess að rafrænar ferilbækur hafi haft margþættan ávinning, bæði fyrir nemendur mína og mig sem kennara. Þær reyndust vera leið til þess að auka einstaklingsmiðun í kennslu minni í sjónlistum og þær gáfu nemendum aukna yfirsýn á nám sitt. Einnig sýndu niðurstöður að ferilbækur voru vettvangur til ígrundunar þegar markvissum námsstuðningi var beitt. Rafrænar ferilbækur reyndust einnig vera leið til þess að veita mér sem kennara aukna yfirsýn á nám og framför nemenda.

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“…From the intersection of the various instruments of formative assessment of the national and international research circle of the aforementioned authors, the inclusion of other instruments by other authors, equally relevant, is added. The instruments are as follows: Exit Cards -Patka et al [11]; Portfolios -Karlin et al [12]; Think-Pair-Share, Pass the Question, Muddiest Point, Two-tier Multiple-Choice Questions, Student generated test questions, Concept Card Mapping -Cullinane [13].…”

Section: Tools For Formative Assessmentmentioning

confidence: 99%

An Assessment Classification of Formative Evaluation Tools and Digital Tools

Paiva¹,

Oliveira²,

Reis³

2020

ICERI Proceedings

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The theme "An assessment classification of formative assessment tools and digital tools" represents the meeting between a theme with a history in education -formative assessment, and another very current theme -the use of digital tools with an emphasis on commonly called apps (digital apps). The formative evaluation presents numerous scientific evidences of its potential in supporting students and teachers in overcoming weaknesses and deficiencies, with very positive impacts in terms of motivation, engagement, achievement and autonomy, thus justifying a study on the difficulties in rooting. Technology can guarantee a greater rootedness and a performance more aligned with inclusive education, considering the student's profile after leaving compulsory education. The qualitative methodology was adopted. The technological environment by nature stands out for its ease and efficiency in the collection, organization and treatment of data, thus meeting, one of the main limitations of formative assessment is the difficulty in collecting data on the interaction of learning and results as well as the analysis of formative feedback and evaluation. The results obtained allowed us to conclude that was possible and a new model of classification of apps for formative evaluation was built. The structure of our model comes from the correspondence between the characteristics and the purposes of the tools and / or techniques of formative assessment, and the potentialities and functionalities of applications for mobile devices, in an intrinsic link to Bloom's Taxonomy (2001). This classification was built from three classifications. One classification focuses on formative assessment techniques and cognitive development goals, another organizes apps by type of pedagogical activities, and finally, another organizes, not apps, but web tools serving cognitive development goals concerning a 1956 version of Bloom's Taxonomy.

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The Practical Application of e-Portfolios in K-12 Classrooms: An Exploration of Three Web 2.0 Tools by Three Teachers

Cited by 10 publications

References 12 publications

Analysis of a Teacher’s Online Teaching Material Planning and Development Processes: English Lesson Example

Analysis of a Teacher’s Online Teaching Material Planning and Development Processes: English Lesson Example

Rafrænar ferilbækur sem leið að aukinni námsvitund. Starfendarannsókn í sjónlistum

An Assessment Classification of Formative Evaluation Tools and Digital Tools

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