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Playful Assessment for Evaluating Teachers’ Competencies for Technology Integration
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, Grand Valley State University, United States

Society for Information Technology & Teacher Education International Conference, in Washington, D.C., United States ISBN 978-1-939797-32-2 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

With a variety of learning technologies entering the classroom, teachers increasingly need to wisely integrate technology into their instruction technology integration cognition should be thought of as “design thinking” in a more situated way, which is a pedagogical reasoning (ie, decision-making) to critically examine the affordances of learning technologies and strategically utilize them as suited to particular subject matter ideas in a specific classroom context This study seeks to find an answer to the question of how we can assess situative and interactive on-the-fly teachers’ pedagogical reasoning/competencies To measure cognition and action as situated, this study specifically focuses on the affordances of games as an assessment tool

Citation

Choi, B. (2018). Playful Assessment for Evaluating Teachers’ Competencies for Technology Integration. In E. Langran & J. Borup (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 406-410). Washington, D.C., United States: Association for the Advancement of Computing in Education (AACE). Retrieved March 25, 2019 from .

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