!"##$#% '()*+ ,-.

/0110 23

4















Vignette #2:
Technologys Influence on Teaching and Assessment
Kate Ropchan
ETEC 532, Section 65A
March 2014
University of British Columbia















,-./0110 23

3
Introduction
Technology has changed both how I perceive my students and how I view my role as a
teacher. Similarly in this vignette, the English teacher shows an evolving perspective of teaching
and learning, thus his assessment practices should change accordingly.
Altering The View of Students
Todays students see themselves as information seekers rather than passive information
recipients (Tapscott, 2008). The English teacher has accommodated for this by providing
students with opportunities to construct their own knowledge as they utilize technology to do a
book review assignment. This is a good example of active learning, which allows students to
make sense of the content they have read. After all, it is not enough merely to listen, view, or
read; learners have to do something with the learning material (Bates & Poole, 2003, p. 98).
Evolving as a Teacher
Tapscott (2008) asserts that students want a two-way conversation, not a lecture. I
think that this is an important point to keep in mind as a 21st century educator. Students should
be involved in the process of constructing their own knowledge through dialogue with others,
rather than passively accepting what they are told. This is an area where the English teacher still
has room for improvement. He uses technology to enhance his lectures and improve student
access to course content, but the lecture aspect of his teaching emphasizes a teacher-centered,
rather than student-centered classroom (Tufte, 1992). As students have changed, the role of the
teacher must change as well. The English teacher in this vignette should place greater emphasis
on student interactivity and reflection, creating opportunities for students to work together as
they formulate a deeper understanding of course concepts. After all, good learning, like good
work, is collaborative and social (Chickering & Gamson, 1987). Perhaps the English teacher
,-./0110 23

5
could replace his lectures with constructivist teaching approaches such as case-based reasoning,
inquiry projects, and hands-on learning.
Changes in Assessment
As the English teacher adapts his conceptions of students and teaching practices, he will
also need to change the way he conducts assessment. He should keep in mind that the purpose of
assessment should be to motivate, inform, and provide feedback to both learners and teachers
(Anderson, 2008, p. 49). He needs to create criteria for success that is obvious to students, for
example by giving students the rubric he will use for marking before they begin their book
review projects. Revealing the detailed assessment procedure supports Andersons (2008)
assertion that student assessment of any kind requires that the teacher be explicit, fair,
consistent, and as objective as possible (p. 282). Alternatively, he could even involve students
in the creation of the assessment rubric. If students have clear expectations then they will be
more likely to succeed.
The Role of Technology
The English teacher is already using technology to enhance student-teacher interaction,
access to course content, and student evaluation of online sources. Moving forward, he can use
technology to improve his classroom environment by creating more opportunities for students to
engage in inquiry-based projects and collaborate with one another. They can also exchange
projects online and provide each other with peer assessment before submitting their final product
to their instructor. As the students use technology, the teacher should encourage them to make
connections between various classes and to their lives outside of school. This type of
interdisciplinary approach will create learning opportunities for students that resonates with
,-./0110 23

6
their personal beliefs, and helps them chart their position in the larger world (Banet-Weiser,
2007).
Conclusion
Todays students have grown up as active consumers of media (Tapscott, 2008). Modern
teaching methods should take this into account and provide learners with opportunities to
actively construct new knowledge rather than passively listening to a teacher lecture. As a result
of evolving pedagogical perspectives, technology has a new role to play in the classroom,
enabling students to learn by inquiry and take a hands-on role in shaping their education.

,-./0110 23

7
References
Anderson, T. (2008). Towards a theory of online learning. In T. Anderson & F. Elloumi (Eds.),
Theory and practice of online learning. Athabasca University. Retrieved from
http://www.aupress.ca/books/120146/ebook/02_Anderson_2008-
Theory_and_Practice_of_Online_Learning.pdf
Banet-Weiser, S. (2007). Kids rule!: Nickelodeon and consumer citizenship (Console-ing
passions). Durham: Duke University.
Bates, A.W. & Poole, G. (2003). Chapter 4: A framework for selecting and using technology. In
Effective teaching with technology in higher education: Foundations for success. (pp. 77-
105). San Francisco: Jossey Bass Publishers.
Chickering, A.W. & Gamson, Z.F. (1987). Seven principles for good practice in undergraduate
education. American Association for Higher Education Bulletin, 39 (7), 3-7.
Tapscott, D. (2008). Net geners relate to news in new ways. Nieman Reports, 62 (4), 18-19.
Tufte, E.R. (2003). The cognitive style of PowerPoint. Cheshire, CT: Graphics Press. Retrieved
from http://users.ha.uth.gr/tgd/pt0501/09/Tufte.pdf