Journal Article Detail Page

Journal of Science Education and Technology
written by Ian D. Beatty and William J. Gerace
Classroom response systems (CRSs) are a promising instructional technology, but most literature on CRS use fails to distinguish between technology and pedagogy, to define and justify a pedagogical perspective, or to discriminate between pedagogies. Technology-enhanced formative assessment (TEFA) is our pedagogy for CRS-based science instruction, informed by experience and by several traditions of educational research. In TEFA, four principles enjoin the practice of question-driven instruction, dialogical discourse, formative assessment, and meta-level communication. These are enacted via the question cycle, an iterative pattern of CRS-based questioning that can serve multiple instructional needs. TEFA should improve CRS use and help teachers "bridge the gap" between educational research findings and practical, flexible classroom strategies for science instruction.
Journal of Science Education and Technology: Volume 18, Issue 2, Pages 146-162
Subjects ADS Supplements Resource Types
Education Foundations
- Assessment
= Formative Assessment
= Methods
Education Practices
- Technology
= Audience Response
- Reference Material
= Article
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© 2009 Ian Beatty and William Gerace
DOI:
10.1007/s10956-008-9140-4
Keywords:
Classroom Response Systems, Technology Enhanced Formative Assessment
Record Creator:
Metadata instance created June 24, 2011 by Ian Beatty
Record Updated:
January 20, 2012 by Vince Kuo
Last Update
when Cataloged:
April 1, 2009
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Record Link
AIP Format
I. Beatty and W. Gerace, J. Sci. Educ. Tech. 18 (2), 146 (2009), WWW Document, (http://dx.doi.org/10.1007/s10956-008-9140-4).
AJP/PRST-PER
I. Beatty and W. Gerace, Technology-enhanced formative assessment: A research-based pedagogy for teaching science with classroom response technology, J. Sci. Educ. Tech. 18 (2), 146 (2009), <http://dx.doi.org/10.1007/s10956-008-9140-4>.
APA Format
Beatty, I., & Gerace, W. (2009, April 1). Technology-enhanced formative assessment: A research-based pedagogy for teaching science with classroom response technology. J. Sci. Educ. Tech., 18(2), 146-162. Retrieved October 26, 2014, from http://dx.doi.org/10.1007/s10956-008-9140-4
Chicago Format
Beatty, Ian, and William Gerace. "Technology-enhanced formative assessment: A research-based pedagogy for teaching science with classroom response technology." J. Sci. Educ. Tech. 18, no. 2, (April 1, 2009): 146-162, http://dx.doi.org/10.1007/s10956-008-9140-4 (accessed 26 October 2014).
MLA Format
Beatty, Ian, and William Gerace. "Technology-enhanced formative assessment: A research-based pedagogy for teaching science with classroom response technology." J. Sci. Educ. Tech. 18.2 (2009): 146-162. 26 Oct. 2014 <http://dx.doi.org/10.1007/s10956-008-9140-4>.
BibTeX Export Format
@article{ Author = "Ian Beatty and William Gerace", Title = {Technology-enhanced formative assessment: A research-based pedagogy for teaching science with classroom response technology}, Journal = {J. Sci. Educ. Tech.}, Volume = {18}, Number = {2}, Pages = {146-162}, Month = {April}, Year = {2009} }
Refer Export Format

%A Ian Beatty
%A William Gerace
%T Technology-enhanced formative assessment: A research-based pedagogy for teaching science with classroom response technology
%J J. Sci. Educ. Tech.
%V 18
%N 2
%D April 1, 2009
%P 146-162
%U http://dx.doi.org/10.1007/s10956-008-9140-4
%O application/pdf

EndNote Export Format

%0 Journal Article
%A Beatty, Ian
%A Gerace, William
%D April 1, 2009
%T Technology-enhanced formative assessment: A research-based pedagogy for teaching science with classroom response technology
%J J. Sci. Educ. Tech.
%V 18
%N 2
%P 146-162
%8 April 1, 2009
%U http://dx.doi.org/10.1007/s10956-008-9140-4


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