Screencasting and Formative Assessment as Lenses for Exploring the Relationship Between Teachers’ Beliefs and Practices

• In Event: Looking Inward as a Critical Pathway to Teaching Excellence

Abstract

The success or failure of educational technology rarely depends on the technology itself. Contexts, environments, and deeply held belief systems often are more influential than any innovation. This paper presents a case study that was part of a larger design-based research project exploring the relationship between teachers’ formative assessment beliefs and practices when using screencasting technology with students. This qualitative research does not try to prove the efficacy of the technology. Instead it reveals contextual themes and theories that describe what happened, why it happened, and why it is important to understand. Findings include internal factors that contributed to successful practice, external factors that served as barriers for putting beliefs into practice, and changes in perception.

Author

• Reshan Richards, Teachers College, Columbia University