There are times when student learning and performance can be difficult to evaluate. That is, a distinction between a students’ “acquiring” a behavior and actually “performing” a behavior may not immediately be apparent. In the course of observation, the student can acquire the behavior without performing it. The student may then later, in a condition where there is an incentive to do so, demonstrate the behavior. Sometimes, imitating the model’s actions may involve skills the student has not yet come by. It is one thing to watch something being done, but completely another thing to go home and repeat those acts. Unobservable constructs sometimes need to be measured after allowing sufficient response time for students to process information and participate more readily. Self-regulation can be assessed by self-report surveys, think-alouds, interviews, diaries, observations of classroom discussion, anecdotal notes, and teacher-student conferences (Gredler, 2009)
As teachers complete a technology-based project with students, they should review evidence on how successful the strategies and plans were in solving the problems they identified. Teachers should use this information to decide what should be changed with respect to objectives, stragegies, and implementation tasks to ensure even more success the next time.
Were the Objectives Achieved?
What do Students Say?
Could Improving Instructional Strategies improve Results?
Could Improving the Environment Improve Results?
Have I Integrated Technology Well?
CIT 501: Curriculum and Instruction, Week 4 Lecturette, Nova Southeastern
University. Retrieved from https://mako.nova.edu/webapps/portal/frameset.jsp?
ETEC 602 Syllabus, Technology and the School Curriculum, Nova Southeastern
Gredler, M. E. (2009). Learning and instruction: Theory into practice (6th ed., pp
350-386). Upper Saddle River, NJ: Pearson Education, Inc.
Roblyer, M.D., Doering, A.H. (2010). Integrating educational
technology into teaching (5th ed.) Boston: Allyn & Bacon.