The project described in this paper was undertaken at Acadia University’s School of Education (Nova Scotia, Canada). At Acadia, technology in teaching is supported by a wireless environment and academic explorations of thoughtful ways to incorporate technology in education. Two aspects of technology, and other learning activities, were integrated to support pre-service teacher development in assessment: a) purpose-developed videos of high school students recounting their experiences with assessment, and b) negotiated concept maps developed by the pre-service teachers responding to the videos. The video resources, and engagement with them through computer-based concept maps, assisted these pre-service teachers in developing a sophisticated, critically considered, rationale for their practices in assessment. This was grounded in an understanding of the diverse needs of learners. The range of video profiles and the variety of perspectives from which they could be viewed, allowed students to explore themes within and across student scenarios. This was integral to the success of the project. However, the overall utility of the videos depended on their connection and integration into constructivist classroom experiences. Carefully devised constructivist learning experiences such as this have the potential to engage pre-service teachers in a critical examination of their previous experiences and reputed ‘best practice’ in the field of educational assessment. Furthermore, so-called “mindtools” such as the concept mapping program Inspiration, were used to promote critical thinking and conceptual change within the context of assessment. An argument is made for an iterative process of development where pedagogy drives uses of technology.
|Keywords:||Pre-service Teacher Development, Constructivist Practices, Critical Thinking, Formative Assessment, Mindtools, Videography|
Assistant Professor, School of Education, Acadia University, Wolfville, Nova Scotia, Canada
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