Exploring an Intersection of Formative Assessment, Multimedia, and Mobile Technologies

• In Event: Roundtable Session 67
  In Roundtable Session: Technology, Instruction, Cognition and Learning SIG Roundtable 2: Issues in Technology, Instruction, Cognition, and Learning

Abstract

This paper describes an action research qualitative study that explored possibilities for using mobile technologies to leverage opportunities to formatively assess understanding in an 8th grade algebra course. The purpose of this study was to document an instructional intervention that took advantage of the positive potentials of mobile phones in K-12 educational.

Students were engaged in an iterative process of producing multimedia representations of their understanding of algebraic inequalities. Through a mediated discourse built upon the students' shared digital artifacts, the teacher was able to provide meaningful and individualized feedback and guidance to the students. settings.

Author

• Reshan Richards, Teachers College, Columbia University