Season 2 is really long overdue. In case you haven't seen the premiere, hop over to this doc here . The next episodes set to look at some common word combinations used to talk about integrating technology in learning spaces; a sort of A to Z of educational technology. The author thought it fitting to bring together two areas of interest that would hopefully be of immediate value for teachers: explaining how words seem to just get along so nicely for no particular reason (they seem to just get along), and using a range of resources to make the learning experience a significant one for all participants. If you have gotten to this paragraph, dear reader, then know that you will become acquainted with chunks like these: 📒 Raise awareness 📒 Nurture mindset 📒 Promote literacy 📒 Introduce tools 📒 Change practices 📒 Engage students 📒 Accept challenges 📒 Foster collaboration 📒 Create opportunities And much, much more.
I hate to disappoint those of us who take for granted an almost innate ability of all teachers to test, grade, rate, and assess learning. Such an ability implies an understanding of the different types of assessment and their aims. Apart from being formal or informal, any type of assessment sets out to meet one of the two aims: either to improve instruction based on the results generated (Brindley, 2002:137) or to obtain a snapshot of learners' ability at a given moment (Cameron, 2001:22). The paragraph above is enough to debunk the proposition that heads this post. In fact, by assuming teachers know HOW to assess, we are categorically stating that teaching is second nature; that we know instinctively what teaching and learning entail, that we plan lessons with little effort and we provide feedback that is automatically theoretically sound and student centered. I decided to broach the issue after taking part in a four-way online chat about Assessment as Learning. Assessing, lik