dc.contributor.author | Pöysä-Tarhonen, Johanna | |
dc.contributor.author | Care, Esther | |
dc.contributor.author | Awwal, Nafisa | |
dc.contributor.author | Häkkinen, Päivi | |
dc.contributor.author | Ahonen, Arto | |
dc.contributor.editor | Looi, Chee-Kit | |
dc.contributor.editor | Polman, Joseph | |
dc.contributor.editor | Cress, Ulrike | |
dc.contributor.editor | Reimann, Peter | |
dc.date.accessioned | 2017-10-10T10:42:15Z | |
dc.date.available | 2017-10-10T10:42:15Z | |
dc.date.issued | 2016 | |
dc.identifier.citation | Pöysä-Tarhonen, J., Care, E., Awwal, N., Häkkinen, P., & Ahonen, A. (2016). Tracking student teachers’ technology-enhanced collaborative problem solving : Combining objective assessment data with subjective verbal reporting. In C.-K. Looi, J. Polman, U. Cress, & P. Reimann (Eds.), <i>Transforming Learning, Empowering Learners : The 12th International Conference of the Learning Sciences (ICLS) 2016. Volume 2</i> (pp. 839-842). International Society of the Learning Sciences. Proceedings : International Conference of the Learning Sciences. <a href="https://www.isls.org/icls/2016/docs/ICLS2016_Volume_2.pdf" target="_blank">https://www.isls.org/icls/2016/docs/ICLS2016_Volume_2.pdf</a> | |
dc.identifier.isbn | 978-0-9903550-8-3 | |
dc.identifier.other | CONVID_26155677 | |
dc.identifier.other | TUTKAID_70861 | |
dc.identifier.uri | https://jyx.jyu.fi/handle/123456789/55601 | |
dc.description.abstract | In spite of increasing interest, technology-enhanced formative assessment practices
reflecting 21st century skills are not yet much studied, particularly in teacher education
context. Also, studies that combine both objective and subjective data around these practices
are still rare. This study responds to these challenges in exploration of student teachers’
collaborative problem solving (CPS) processes. Relevant events in CPS tasks are tracked
through process data acquired via ATC21S™ portal, and complemented with students’
interpretations of these processes as cued retrospective reports. The broader aim is to provide
student teachers with hands-on experiences of using novel, technology-enhanced formative
assessment systems for 21st century skills. It is hypothesised that familiarity with these
practices will guide student teachers to be more open toward formative, technology-enhanced
assessment culture as they move into professional practice as teachers. | |
dc.language.iso | eng | |
dc.publisher | International Society of the Learning Sciences | |
dc.relation.ispartof | Transforming Learning, Empowering Learners : The 12th International Conference of the Learning Sciences (ICLS) 2016. Volume 2 | |
dc.relation.ispartofseries | Proceedings : International Conference of the Learning Sciences | |
dc.relation.uri | https://www.isls.org/icls/2016/docs/ICLS2016_Volume_2.pdf | |
dc.subject.other | student teachers | |
dc.subject.other | collaboration | |
dc.subject.other | technology-enhanced practices | |
dc.title | Tracking student teachers’ technology-enhanced collaborative problem solving : Combining objective assessment data with subjective verbal reporting | |
dc.type | conferenceObject | |
dc.identifier.urn | URN:NBN:fi:jyu-201608103753 | |
dc.contributor.laitos | Koulutuksen tutkimuslaitos | fi |
dc.contributor.laitos | Finnish Institute for Educational Research | en |
dc.contributor.oppiaine | Koulutuksen tutkimuslaitos | fi |
dc.contributor.oppiaine | Finnish Institute for Educational Research | en |
dc.type.uri | http://purl.org/eprint/type/ConferencePaper | |
dc.date.updated | 2016-08-10T12:15:05Z | |
dc.relation.isbn | 978-0-9903550-8-3 | |
dc.type.coar | http://purl.org/coar/resource_type/c_5794 | |
dc.description.reviewstatus | peerReviewed | |
dc.format.pagerange | 839-842 | |
dc.relation.issn | 1814-9316 | |
dc.type.version | acceptedVersion | |
dc.rights.copyright | © © 2016 International Society of the Learning Sciences, Inc. | |
dc.rights.accesslevel | openAccess | fi |
dc.relation.conference | International Conference of the Learning Sciences | |
dc.relation.grantnumber | 273970 | |
dc.relation.funder | Suomen Akatemia | fi |
dc.relation.funder | Academy of Finland | en |
jyx.fundingprogram | Akatemiaohjelma, SA | fi |
jyx.fundingprogram | Academy Programme, AoF | en |
jyx.fundinginformation | This work is funded by Academy of Finland (Grant no 273970). | |
dc.type.okm | A4 | |