Proceedings of the Fourth Annual Teachers College Educational ...

The overall purpose of the dissertation research is to help identify how, if at all, constructivistoriented
teachers’ beliefs on qualitative formative assessment are put into practice when using an
instructional design that features student screencast production on mobile devices. This study will
not reveal generalizable theories, but rather will generate patterns and themes that can be
considered as more people and institutions look to mobile screencasting and its place in
education. It also explores a methodological framework for examining emerging technologies and
teaching practices (Collins 1990; Brown, 1992). Finally, the research helps fill a gap in existing
qualitative and quantitative literature on screencasting, mobile technology, and qualitative
formative assessment. The following research question guides this research: How are selfidentified
constructivist teachers' beliefs on formative assessment put into practice in their
instruction when integrating mobile screencasting technology in their teaching?
Study Design
The research is framed ontologically in relativism and social constructivism (Dewey, 2001;
Goodman, 1984; Guba & Lincoln, 1994; Creswell, 2007). The reality of what I explore and
uncover is only real within the context in which the research takes place. Epistemologically, the
knowledge that is explored and uncovered is tied directly to my own ontological perspective.
Thus, it is extremely important to paint as complete a picture as possible in this research in order
to address the questions. The adults with whom I will work must have some inherent beliefs of
constructivist learning. It will be impossible for me to address my questions if the people whom I
reach out to for this study do not value qualitative formative assessment and the process of
learning, but rather only focus on what has been learned.
I describe the methodology as design-based participatory case study research. I have chosen
design-based methodology because it is an approach that originated in educational research and
because it recognizes the importance and influence of context, including elements of the research
design, on the data that is gathered (Collins, 1990; Brown, 1992; Barab & Squire, 2004). There
will be three independent cases observed with several weeks, if not months, between cases.
During each case, interviews, observations, and archival data will be collected. At the conclusion
of each case, revisions to not only the instruments but also the research questions will take place.
Figure 1. Research design.
References
Anthis, K. (2011). Is It the Clicker, or Is It the Question? Untangling the Effects of
Student Response System Use. Teaching of Psychology, 38(3), 189-193.
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