How to Assess a Meaningful Technology-Integrated Tool for the Reflective Educators

Autor/inn/en	Annacontini, Giuseppe; Paiano, Anna Paola
Titel	How to Assess a Meaningful Technology-Integrated Tool for the Reflective Educators
Quelle	In: Digital Education Review, (2019) 35, S.36-61 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2013-9144
Schlagwörter	Reflection; Story Telling; Educational Technology; Technology Uses in Education; Reflective Teaching; Self Evaluation (Individuals); Teacher Attitudes; Beliefs; Professional Identity; Values; Emotional Response; Self Control; Locus of Control; Success; Failure; Self Efficacy; Higher Education; College Students; Workshops; Foreign Countries; Italy + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Lehrerverhalten; Belief; Glaube; Wertbegriff; Emotionales Verhalten; Selbstbeherrschung; Erfolg; Self-efficacy; Selbstwirksamkeit; Hochschulbildung; Hochschulsystem; Hochschulwesen; Collegestudent; Lernwerkstatt; Schulung; Ausland; Italien
Abstract	In this paper we intend to present a tool for self-assess, support and improve reflective thinking in the educators towards the use of digital storytelling. First, we present an overview on the theoretical framework for conceptualizing a reflective educator, who needs to have a conscious approach on the practice and inquiries on the ethical consideration and important outcomes of teaching practice, with self-reflection, deep analysis of personal beliefs, and expectations on men and women and potential in general, and on learning. educators' expectations are self-generating, and often hard to be changed. Moreover, educators stay trapped in unexamined rulings, judgements, interpretations, conventions, potentials and hopes. Second, we describe the process of constructing a DST [digital storytelling] for approaching to the reflective practice infusing personal beliefs and values into a professional identity. Third, we describe the process of constructing the rubric, its elements, indicators and levels to value the product every educator made. We conclude with the self-assessment tool we want to propose in our on-going research project. (As Provided).
Anmerkungen	Universitat de Barcelona. Passeig de la Vall d'Hebron 171, Edifici Llevant P3, Barcelona, 08035 Spain. e-mail: der@greav.net; Web site: http://revistes.ub.edu/index.php/der
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01