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Full-Text Articles in Social and Behavioral Sciences
How Technology Shapes Assessment Design: Findings From A Study Of University Teachers, Sue Bennett, Phillip Dawson, Margaret Bearman, Elizabeth K. Molloy, David J. Boud
How Technology Shapes Assessment Design: Findings From A Study Of University Teachers, Sue Bennett, Phillip Dawson, Margaret Bearman, Elizabeth K. Molloy, David J. Boud
Faculty of Social Sciences - Papers (Archive)
A wide range of technologies has been developed to enhance assessment, but adoption has been inconsistent. This is despite assessment being critical to student learning and certification. To understand why this is the case and how it can be addressed, we need to explore the perspectives of academics responsible for designing and implementing technology-supported assessment strategies. This paper reports on the experience of designing technology-supported assessment based on interviews with 33 Australian university teachers. The findings reveal the desire to achieve greater efficiencies and to be contemporary and innovative as key drivers of technology adoption for assessment. Participants sought to …
Patients' Acceptance Of Smartphone Health Technology For Chronic Disease Management: A Theoretical Model And Empirical Test, Kaili Dou, Ping Yu, Ning Deng, Fang Liu, Yingping Guan, Zhenye Li, Yumeng Ji, Ningkai Du, Xudong Lu, Huilong Duan
Patients' Acceptance Of Smartphone Health Technology For Chronic Disease Management: A Theoretical Model And Empirical Test, Kaili Dou, Ping Yu, Ning Deng, Fang Liu, Yingping Guan, Zhenye Li, Yumeng Ji, Ningkai Du, Xudong Lu, Huilong Duan
Faculty of Engineering and Information Sciences - Papers: Part B
No abstract provided.
Toward A Sociomaterial Understanding Of Writing Experiences Incorporating Digital Technology In An Early Childhood Classroom, Lisa K. Kervin, Barbara Comber, Annette Woods
Toward A Sociomaterial Understanding Of Writing Experiences Incorporating Digital Technology In An Early Childhood Classroom, Lisa K. Kervin, Barbara Comber, Annette Woods
Faculty of Social Sciences - Papers (Archive)
This article examines the resources, tools, and opportunities children enact as they engage with teacher-devised writing experiences within their classroom space. We begin with discussion about classroom writing time from the perspective of both the teacher and children of one Grade 1/2 composite class. We also reveal resources within the classroom space to consider the expertise available during writing times. We then examine a 5-week unit that focused on multimodal text construction. Using optical flow computer vision analysis to examine the movement of children during four video-recorded independent writing instances, we provide commentary about how the classroom writing experiences have …