Abstracts - Earli

Educational uses of ICT in an online learning environment: analysis of an experience in HigherEducationTeresa Guasch, Open University of Catalonia, SpainAnna Espasa, Open University of Catalonia, SpainAntoni Badia, Open University of Catalonia, SpainElena Barbera, Open University of Catalonia, SpainThe incorporation of ICT into educational practices brings with it changes in the way we teach andlearn, though, as seen in a number of different studies, these changes or their effects are not due tothe technology itself, but to a series of interrelated variables (ie, Salomon, Perkins & Globerson,1991). Some of these variables are the objective of its introduction, or the educational use made ofit, the activities designed, the teaching and learning environment. We focus specifically in thisresearch on the educational use made of the technology, in order to identify, characterise andspecify the presence of educational uses of ICT in a teaching process developed on a virtuallearning environment. The following data was considered for the analysis: messages betweenteachers and students in three teaching-learning activities; interviews with the teacher and studentsat the start, during and at the end of the teaching sequence; self-reports (to teacher and students)which provided us with detailed and continuous information throughout the sequence; subjectdocuments (study plan, teaching material); and, the learning products produced by the studentsduring the three activities. The results allow us to identify and characterise the educational uses ofICT in an educational process in a virtual classroom, specify the frequencies of use and mostcommon concatenations, and the establishment of the relations between the educational usesidentified and the different patterns of interaction. Detection of the uses of ICT has beenconsidered intrinsically in terms of concatenation, which requires the identification of the internaland inseparable relations in certain uses of ICT in the development of the different activities in theeducational sequence. The results show the most common concatenations, by activity, whichhighlight the most probable relations in the use of technology in the context of a virtual university.D529 August 2007 11:00 - 12:20Room: PP5Poster SessionPoster sessionChair:Roger Säljö, Göteborg University, SwedenAssessment in the mathematical classroom – studies of interaction between teacher and pupilsViveca Lindberg, Stockholm Inst. of Education, SwedenLisa Björklund Boistrup, Stockholm Inst. of Education, SwedenIs there any assessment going on during "ordinary" classroom work in mathematics? This dependson what we count as assessment. If we consider assessment as a concept with broad boundariesthere is assessment going on, explicit or implicit, during every lesson in any subject. Examples ofwhat can be part of assessment are tests/diagnoses, documentation via portfolios, feedback inclassroom work etc. In this paper the focus is on formative assessment (assessment for learning) inmathematics and especially the feedback processes between teacher and pupil. Our main focus in– 212 –