Digital Feedback as i-Contact for Professional Development

• In Event: Pedagogical Approaches to Teacher Professional Development on the Use of Technology

Abstract

The convenience of digital platforms like iPads and Google Docs has created the potential to move formative feedback and teacher professional development to a new level. The purpose of the study was to examine deeply how teacher change may occur when digital feedback regarding instruction is given in graduate courses for inservice teachers and future teacher educators. We studied what differentiates the type and quality of feedback needed to support change in teacher practices that have the potential to foster increases in student learning. Do teachers respond when formative feedback is offered in a digital format, and if so, what changes in teacher and child learning can be determined in the participants’ lesson plans, reflections, and other digitally-gathered documents?

Authors

• Kathleen M. Wilson, University of Nebraska - Lincoln

• Laurie Ann Friedrich, University of Nebraska - Lincoln