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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. 57
Barab, S. & Squire, K. (2004). Design-Based Research: Putting a Stake in the Ground. The Journal of the Learning Sciences, 13(1), 1-14. Bradley, B.A., & Reinking, D. (2011): Enhancing research and practicein early childhood through formative and design experiments, Early Child Development and Care, 181:3, 305-319 Budin, H. (1999). The Computer Enters the Classroom: Essay Review. Teachers College Record, 100(3), 656-670 Christopherson, K.M. (2011). Hardware or Wetware: What Are the Possible Interactions of Pedagogy and Technology in the Classroom? Teaching of Psychology, 38(4). 288-292. Collins, A. (1990). Toward a design science of education. Technical Report No. 1. New York: Center for Technology in Education. Creswell, J. W. (2007). Qualitative inquiry and research design, 2nd edition. Sage Publications. Cuban, L. (2001). Oversold & Underused: Computers in the Classroom. Cambridge, MA: Harvard University Press. Dewey, J. (2001). The School and Society & The Child and the Curriculum. Mineola, NY: Dover. Dyson, A.H. & Genishi, C. (2005). On the Case: Approaches to Language and Literacy Research. New York: Teachers College Press. Goodman, N. (1984) Of mind and other matters. Cambridge, MA: Harvard University Press. Guba, E. G., & Lincoln, Y. S. (1994). Competing paradigms in qualitative research. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research, (pp. 105-117). London: Sage. Haertel, G.D., & Means, B. (2003). Evaluating Educational Technology: Effective Research Designs for Improving Learning. New York: Teachers College Press. Hawkins, J. & Collins, A. (1992). Design-Experiments for Infusing Technology into Learning. Educational Technology, 32(9), 63-67 HMH Fuse. (2011). Results of a yearlong Algebra pilot in Riverside, CA. Houghton Mifflin Harcourt. Retrieved March 21, 2012 from http://www.hmheducation.com/fuse/pilot-1.php McMillan, J. (2008). Educational Research: Fundamentals for the Consumer. New York, Pearson. Pink, D.H. (2006). A Whole New Mind: Why Right-Brainers will Rule the Future. New York: Riverhead Books. Rao, L. (2011). The O’Sullivan Foundation Grants $5M To Online Learning Platform Khan Academy. Tech Crunch. Retrieved March 21, 2012 from http://techcrunch.com/2011/11/04/the-osullivan-foundation-grants-5m-to-online-learningplatform-khan-academy/ Schoonmaker, F. (2002). Growing up teaching: from personal knowledge to professional practice. New York: Teachers College Press. Skinner, B. F. (1986, October). Programmed instruction revisited. Phi Delta Kappan, 68, 103–110. Yin, R. K. (2002). Case Study Research. Sage Publications, 3rd edition. Yorks, L. (2005). Action research methods. In R.A. Swanson & E. Holton, (Eds.), Research in organizations: Foundational principles, processes, and methods of inquiry, (pp. 375-398). San Francisco, CA: Berrett-Koehler. 58
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Proceedings of the Fourth Annual Te
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Table of Contents Math Strategies i
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Harnessing the Power of Emotionally
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Think Facts introduces four charact
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Guidelines for an Online Networking
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Page 15 and 16: Investigating the Effects of Choice
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Page 21 and 22: Augmenting The Arrival: Students’
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Page 27 and 28: MOOCs, Open Education, and Implicat
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Page 31 and 32: Figure 2: Monster Appetite in actio
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Page 35 and 36: Figure 2: The Aesthetigraph represe
Page 37 and 38: Digital Modeling Artifacts as Geome
Page 39 and 40: Using Weblogs to Increase Language
Page 41 and 42: Total 3 Advanced Performance Level
Page 43 and 44: “Media Literacy in Action: Using
Page 45 and 46: Learning Science Systems with Graph
Page 47 and 48: Liu, L., & Hmelo-Silver, C. E. (200
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Page 55 and 56: Duncan, H., Tan, J. (2012). A Visua
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