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From Disrupted Classrooms to Human-Machine Collaboration? The Pocket Calculator, Google Translate, and the Future of Language Education
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In: L2 Journal, vol 14, iss 1 (2022)
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The Impact of CLIL Teacher Education on the Beliefs of In-service CLIL Teachers
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In: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 4, 2022 (Ejemplar dedicado a: Monográfico), pags. 47-61 (2022)
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Student and Teacher Translanguaging in Dual Language Elementary Mathematics Classrooms: An Exploration of Beliefs, Responses and Functions
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Exploring the self-efficacy beliefs of Vietnamese pre-service teachers of English as a foreign language
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In: Research outputs 2014 to 2021 (2021)
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Preservice Teachers’ Use of Mathematics Tasks In Relation To Their Experiences With, Goals For, and Beliefs About English Learners
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In: Faculty Publications (2021)
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The critical role of sources of efficacy information in a mandatory teacher professional development program : Implementation in a less privileged region of Indonesia
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Russian language maintenance among multilingual teachers in Israeli educational settings
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In: Russian Journal of Linguistics, Vol 25, Iss 4, Pp 1103-1125 (2021) (2021)
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Upper Elementary and Middle School U.S. Teachers’ Views of Grammar and Its Instruction
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In: Reading Horizons: A Journal of Literacy and Language Arts (2021)
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Culturally Collaborative Teaching: A Path Toward Black Student Learning
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In: All Antioch University Dissertations & Theses (2020)
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An Examination of the Use of Computer-Based Formative Assessments
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In: Electronic Theses and Dissertations (2020)
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Abstract:
In one-to-one computing settings, the teacher's own internal beliefs and attitudes will primarily determine how often and in what ways they will use technology with their students. Although a great deal of literature addresses the barriers that teachers face when utilizing technology, the majority of these studies investigated technology use very broadly. The purpose of this quantitative, correlational study was to investigate the computer-based formative assessment (CBFA) practices of 414 core academic teachers within a one-to-one computing environment in a mid-sized suburban school district to better understand the relationships between CBFA usage rates of teachers and their background and perceptions of instruction technology. Survey data were collected from 261 of the academic teachers (63% response rate), which quantified teacher CBFA usage rates and collected information on teacher demographic factors, class factors, and teacher perceptions about technology as well as teacher autonomy. The major findings of the study indicated that there were statistically significant correlations between CBFA usage rates and teacher comfort with technology, teacher belief in technology as well as forms of teacher autonomy. Significant differences in CBFA usage rates were found between different subjects, class levels, grade levels, and for teachers that have a state-mandated end of course assessments. The findings from this study provide more insight into how teachers are utilizing CBFA in their classrooms and can aide in developing targeted professional development activities to support teachers in using technology to formatively assess students. Future research into the effectiveness of increased CBFA usage on student achievement could extend this research to demonstrate how student achievement may be related to increased use of this instructional tool. INDEX WORDS: Formative assessment, Computer-based formative assessment, Barriers to technology, Teacher beliefs, One-to-one computing
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Keyword:
Barriers to technology; Computer-based formative assessment; Educational Technology; Formative assessment; One-to-one computing; Teacher beliefs
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URL: https://digitalcommons.georgiasouthern.edu/cgi/viewcontent.cgi?article=3296&context=etd
https://digitalcommons.georgiasouthern.edu/etd/2116
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| 13 |
I Believe I Can Connect: Exploring Teachers' Relational Self-Efficacy and Teacher-Student Relationships
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| 14 |
“I Don’t Love Language; I Love Children”: Students’ Knowledge, Attitudes, and Beliefs about Linguistics and their Choice to Major in Speech-Language Pathology
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In: Excelsior: Leadership in Teaching and Learning (2020)
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Teachers’ beliefs about multilingual pedagogies and the role of initial training
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THE TEACHERS’ BELIEFS IN TEACHER WRITTEN CORRECTIVE FEEDBACK ON THE STUDENTS' WRITING
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In: Journal of Applied Linguistics and Literature, Vol 5, Iss 1, Pp 1-10 (2020) (2020)
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| 17 |
A CASE STUDY ON THE ROLE OF SOCIOCULTURAL FACTORS IN ESL PRE-SERVICE TEACHERS’ BELIEFS AND PRACTICE
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In: JEELS (Journal of English Education and Linguistics Studies), Vol 7, Iss 2, Pp 321-345 (2020) (2020)
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Map, Foundations, Recipe, Burden: Teachers’ Conceptual Metaphors on Lesson Planning
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In: DELTA: Documentação e Estudos em Linguística Teórica e Aplicada; v. 35, n. 4 (2019): Publicação continuada ; 1678-460X ; 0102-4450 (2020)
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| 19 |
Breaking down barriers: An analysis of pre-service health and physical education teachers’ beliefs and preparation for working with LGBTQ students
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Ecologies of language learning and teaching: a teacher cognition of language learning environments beyond the classroom
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