Playful Assessment for Evaluating Teachers’ Competencies for Technology Integration

ID: 51845 Type: Brief Paper
  1. Beomkyu Choi, Grand Valley State University, United States

Tuesday, March 27 12:10-12:30 PM Location: Banneker View on map

Presider: Elizabeth Dalton, URI; Dalton Ed Services International, United States

Abstract: With a variety of learning technologies entering the classroom, teachers increasingly need to wisely integrate technology into their instruction technology integration cognition should be thought of as “design thinking” in a more situated way, which is a pedagogical reasoning (ie, decision-making) to critically examine the affordances of learning technologies and strategically utilize them as suited to particular subject matter ideas in a specific classroom context This study seeks to find an answer to the question of how we can assess situative and interactive on-the-fly teachers’ pedagogical reasoning/competencies To measure cognition and action as situated, this study specifically focuses on the affordances of games as an assessment tool


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