Mobile Devices Contribute to Feedback Processes

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Author(s): Beverly Dann (University of the Sunshine Coast, Australia)
Copyright: 2020
Pages: 21
Source title: Technology-Enhanced Formative Assessment Practices in Higher Education
Source Author(s)/Editor(s): Christopher Ewart Dann (University of Southern Queensland, Australia)and Shirley O'Neill (University of Southern Queensland, Australia)
DOI: 10.4018/978-1-7998-0426-0.ch010

Keywords: Education / Higher Education / Information Science Reference / Learning Assessment and Measurement

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Abstract

The use of mobile devices such as mobile phones and tablets in education is a problematic field of research that fits within the scope of assessment, mobile technologies, dialogic practices, and more broadly, feedback. This small pilot study investigated how supervising teachers incorporated a mobile device in the form of a video-enabled app into practicums to promote feedback in the form of dialogue and record achievements in alignment with requisite criteria. It further investigated the role of the app in the dialogic feedback process and the interactions between supervising teachers and preservice teachers when they undertake practical performance reviews. The findings showed that using mobile devices aids the dialogic practices of preservice teachers and leads to better outcomes. Despite the evidence, systemic organizational intent will be needed to reinforce the benefits and encourage adoption.

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Mobile Devices Contribute to Feedback Processes

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