Scribd Logo
Upload

Welcome to Scribd!

  • Reframing The Assessment Infographic

    Uploaded by

    api-549264840
    61 views1 page
    Three teachers were studied as they incorporated digital tools into their English classrooms. Each teacher had different goals and experienced benefits and challenges. Claire aimed to keep up with new technology and found students could challenge themselves more, though struggled with some tools. Zoe wanted students to write as much as possible and mastered using portfolios, inventing her class. Savannah aimed to manage new writing standards and could critique and improve her teaching, though lost sight of her goals at times. Overall, the teachers accomplished their goals and found ways to grow by adding technologies and communicating with each other.

    Original Description:

    Original Title

    reframing the assessment infographic

    Copyright

    © © All Rights Reserved

    Available Formats

    PDF, TXT or read online from Scribd

    Did you find this document useful?

    Is this content inappropriate?

    Report this Document
    Three teachers were studied as they incorporated digital tools into their English classrooms. Each teacher had different goals and experienced benefits and challenges. Claire aimed to keep up with new technology and found students could challenge themselves more, though struggled with some tools. Zoe wanted students to write as much as possible and mastered using portfolios, inventing her class. Savannah aimed to manage new writing standards and could critique and improve her teaching, though lost sight of her goals at times. Overall, the teachers accomplished their goals and found ways to grow by adding technologies and communicating with each other.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Flag for inappropriate content
    61 views1 page

    Reframing The Assessment Infographic

    Uploaded by

    api-549264840
    Three teachers were studied as they incorporated digital tools into their English classrooms. Each teacher had different goals and experienced benefits and challenges. Claire aimed to keep up with new technology and found students could challenge themselves more, though struggled with some tools. Zoe wanted students to write as much as possible and mastered using portfolios, inventing her class. Savannah aimed to manage new writing standards and could critique and improve her teaching, though lost sight of her goals at times. Overall, the teachers accomplished their goals and found ways to grow by adding technologies and communicating with each other.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Flag for inappropriate content
    of 1

    RAMI N G TH E A S SIG NM EN

    F
    ER EVOLUTIONS, NOT REVOLUTIONS,
    IN LEARNING TO TEACH
    T:
    WRITING WITH DIGITAL TOOLS.
    DR. LINDY JOHNSON

    What is Cultural Historical


    Activity Theory (CHAT)?

    "CHAT"
    101
    A few key concepts:
    1. Human activity is meditated by technical
    tools and psychological tools.
    2. Human activity takes place within
    settings oriented toward some goal.
    3. Activity settings include community
    members who share the same goals

    After reading the article, how do the concepts of CHAT play into what the

    THE STUDY
    teachers were trying to do in their classrooms?

    Three teachers were selected and presented as case


    studies. The author studied the tools each teacher
    appropriated, to the extent of which said tools were
    appropriated, and the benefits and challenges the

    "CLAIRE"
    teacher experienced because they appropriated
    these tools

    "ZOE"
    Goal met: keeping up with new technology
    Growth: students able to "stretch themselves",
    Claire rethinks individual nature of student research
    Struggles: Animoto as a tech resource, student
    collaboration
    Goal met: get students to "write as much as possible"
    Growth: personal mastery of portfolios,
    was able to "invent" as her class went along

    "SAVANNAH"
    Struggles: "lost sight" of what she was actually trying to do.

    Goal met: being able to manage new writing requirements of


    the new CCSS.
    Growth: was able to critique herself on things she was doing
    correctly and incorrectly. Was able to appropriate easily.
    Struggles: the "Jason" scenario

    ANALYSIS AND QUESTIONS TO CONSIDER


    All goals accomplished, teachers were able to find strengths in adding
    these technologies to their content and lesson plans. More importantly,
    they found areas to grow

    Consider practical vs. conceptual tools. How will these tools influence
    teachers to come? How did the teachers communicating with each other
    throughout the study impact their growth both individually and as a group
    of English teachers?

    SOURCES
    JOHNSON, L. (2016). Reframing the Assignment: Evolutions, Not Revolutions, in Learning to Teach Writing with Digital Tools.
    Journal of Technology & Teacher Education, 24(1), 5–35.

    You might also like