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dc.contributor.authorPöysä-Tarhonen, Johanna
dc.contributor.authorCare, Esther
dc.contributor.authorAwwal, Nafisa
dc.contributor.authorHäkkinen, Päivi
dc.contributor.authorAhonen, Arto
dc.date.accessioned2017-10-10T10:42:15Z
dc.date.available2017-10-10T10:42:15Z
dc.date.issued2016
dc.identifier.citationPöysä-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.), <em>Transforming Learning, Empowering Learners : The 12th International Conference of the Learning Sciences (ICLS) 2016. Volume 2</em> (pp. 839-842). International Society of the Learning Sciences. Retrieved from <a href="https://www.isls.org/icls/2016/docs/ICLS2016_Volume_2.pdf">https://www.isls.org/icls/2016/docs/ICLS2016_Volume_2.pdf</a>
dc.identifier.isbn978-0-9903550-8-3
dc.identifier.otherTUTKAID_70861
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/55601
dc.description.abstractIn 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.isoeng
dc.publisherInternational Society of the Learning Sciences
dc.relation.ispartofTransforming Learning, Empowering Learners : The 12th International Conference of the Learning Sciences (ICLS) 2016. Volume 2, ISBN 978-0-9903550-8-3
dc.relation.urihttps://www.isls.org/icls/2016/docs/ICLS2016_Volume_2.pdf
dc.subject.otherstudent teachers
dc.subject.othercollaboration
dc.subject.othertechnology-enhanced practices
dc.titleTracking student teachers’ technology-enhanced collaborative problem solving : Combining objective assessment data with subjective verbal reporting
dc.typeconferenceObject
dc.identifier.urnURN:NBN:fi:jyu-201608103753
dc.contributor.laitosKoulutuksen tutkimuslaitosfi
dc.contributor.laitosFinnish Institute for Educational Researchen
dc.contributor.oppiaineKoulutuksen tutkimuslaitos
dc.type.urihttp://purl.org/eprint/type/ConferencePaper
dc.date.updated2016-08-10T12:15:05Z
dc.relation.isbn978-0-9903550-8-3
dc.type.coarconference paper
dc.description.reviewstatuspeerReviewed
dc.format.pagerange839-842
dc.relation.issn1814-9316
dc.type.versionacceptedVersion
dc.rights.copyright© © 2016 International Society of the Learning Sciences, Inc.
dc.rights.accesslevelopenAccessfi


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