Amplifying Student Learning by Promoting Technology Enhanced Assessment Practices: Transformational Experiences From COVID-19

• In Event: Fairmont Roundtable Session Fifteen
  In Roundtable Session: Teaching During the Pandemic: Lessons Learned (Table 2)

Abstract

Technology can make classroom learning engaging, accessible, and inclusive; although it was present in educational contexts pre-COVID, it became critical in response to the pandemic. Our study used the Technological, Pedagogical and Content Knowledge (TPAK) framework to explore the perceptions, implementation, and development of professional knowledge of pre-service teachers as they integrated technology for assessment purposes. This case study uses data produced across two courses through reflections, discussion posts, and focus groups. Data was first analyzed using an inductive thematic analysis, then deductively using TPACK. Emerging themes identified depict that although some pre-service teachers struggle with integrating technology, the necessity of online learning during the pandemic has created awareness of the possibilities and challenges related to assessment and technology.

Authors

• Katrina Carbone, Queen's University - Kingston
  Presenting Author

• Michelle J. Searle, Queen's University - Kingston
  Presenting Author

• Saad Chahine, Queen's University - Kingston
  Presenting Author