Week5 Dis
2
Assignment Part 2
Review your colleagues’ posts.
Respond to at least two of them in a 150-word response each, and offer another perspective.
Use APA format and appropriate citations.
Patricia D. Wells
MondayMar 27 at 8:47am
This week's discussion aimed to explain the problem, evidence, and purpose statements from my prospectus from. The problem that will be addressed through this study is teachers struggle to introduce K-5 grade students to online learning. Novice teachers are often not fully prepared to utilize the technology provided by their districts to teach online. According to Winter et al. (2021), teaching online poses challenges for teachers trained primarily to work face-to-face. Dinc (2019) examined teachers' thoughts about technology integration and collected their ideas about possible barriers to technology integration in education. Due to meeting the more diverse group of students' needs, there is a higher need for flexibility and ways of delivering coursework. Leech et al. (2022) stated that additional research is needed on teachers' support while remote teaching. Knowing what teachers think about technology integration, including technology used in online instruction, and is vital to improving the quality of education supported by technology (Winter et al., 2021). The purpose of this qualitative study is to investigate teacher perceptions about the challenges of introducing K-5 students to online learning. Investigating teachers' perspectives on what resources they need to when introducing K-5 to online learning essential now and in the future.
References
Dinç, E. (2019). Prospective teachers’ perceptions of barriers to technology integration in education. Contemporary Educational Technology. 10(4), 381–398.
Leech, N., Gullet, S., Cummings, M. H., & Haug, C. (2022). The challenges of remote K-12 education during the COVID-19 pandemic: Differences by grade level. Online Learning, 26(1), 245–267. https://doi.org/10.24059/olj.v26i1.2609 Links to an external site. .
Winter, A.C., O'Brien, M. & Hickey, G. (2021). Teachers' use of technology and the impact of Covid-19. Irish Educational Studies. 40(2), 235-246, https://doi.org/10.1080/03323315.2021.1916559 Links to an external site. .
J ada Lea Reeves
Employing formative assessments frequently promotes a community of learners where pupils feel protected to learn from mistakes and are cognizant of metacognition strategies in the learning process because instruction is tailored to individual needs through digital feedback from analyzed information (See et al., 2021). Educators need instruction on efficiently implementing formative assessments frequently for advanced student attainment in the classroom instead of focusing on comprehensive strategies so knowledge can be internalized and assimilated (See et al., 2021). There is a need to explore challenges teachers encounter in creating consistent formative assessments and teacher perceptions of how additional training could address these challenges for consistency. Perceptions from this study will determine what support teachers need to implement formative assessments with their students (Martin et al., 2017).
Title :
Elementary Reading Teacher Perceptions About the Challenges and Needs of Formative Assessments.
Problem :
The problem that will be addressed through this study is that teachers are struggling to implement formative assessments in reading comprehension and educators must know the value of effectively utilizing formative assessments with students so sufficient instructional assistance is provided to students to accelerate and challenge their learning.
Evidence :
The first piece of evidence is observations from administrators and academic coaches are in the classrooms monitoring instruction. Secondly, another piece of evidence is notes from PLC meetings where notes are taken on skills and learning deficits based upon data, typically diagnostic assessments. Lesson plans submitted by teachers is another piece of evidence to demonstrate the need of formative assessment use.
Purpose :
The purpose of this qualitative study is to examine 3rd-5th grade reading teacher perceptions of the challenges of implementing formative assessments and their suggestions for improved training and resources.
References
Burkholder, G. J., Cox, K. A., Crawford, L. M., & Hitchcock, J. H. (Eds.). (2020). Research designs and methods: An applied guide for the scholar-practitioner. Sage.
Martin, C. S., Polly, D., Wang, C., Lambert, R. G., & Pugalee, D. K. (2017). Perspectives and practices of elementary teachers using an internet-based formative assessment tool: The case of “assessing mathematics concepts.” International Journal for Technology in Mathematics Education, 23(1), 3–11.
See, B. H., Gorard, S., Lu, B., Dong, L., & Siddiqui, N. (2021). Is technology always helpful? A critical review of the impact on learning outcomes of education technology in supporting formative assessment in schools. Research Papers in Education, 1–33.
https://doi-org.ezp.waldenulibrary.org/10.1080/02671522.2021.1907778 Links to an external site.
Walden University, LLC. (2016). Differentiation of problem and purpose. [Handout]. Author.