Teacher Assessment in Technology: Integrated Early Childhood Classrooms

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Author(s): Esther Ntuli (Idaho State University, USA)and Lydia Kyei-Blankson (Illinois State University, USA)
Copyright: 2013
Pages: 17
Source title: Handbook of Research on Teaching and Learning in K-20 Education
Source Author(s)/Editor(s): Viktor Wang (Florida Atlantic University, USA)
DOI: 10.4018/978-1-4666-4249-2.ch018

Keywords: Education / Educational Technologies / Information Science Reference / Instructional Design

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Abstract

Technology integration in the early childhood curriculum has seen some improvement. Many teachers now report using technology in instruction and providing young children the opportunity to use technology as a learning resource or tool in the classroom. While there has been some development in providing children with technological tools, research shows very little is known about teacher assessment of what young students know and can do with technology. This chapter a) discusses the literature on the role of assessment in education, particularly in technology-integrated early childhood classrooms, b) reveals results from a study that details the extent to which early childhood teachers assess young children’s developmental gains in technology-integrated classrooms, and c) presents recommendations for teacher use of assessment strategies or approaches to document information regarding learning among young children as evidenced by technology use in early childhood education.

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Teacher Assessment in Technology: Integrated Early Childhood Classrooms

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