Year: 2015
Type: article
Abstract: This practitioner research in the form of a case study examined the digital feedback process related to teacher growth in learning and instruction. Graduate students fulfilled course requirements utilizing iPad applications to generate assignments, coach undergraduate preservice teachers, and tutor low performing readers. Course instructors provided online written feedback on all written assignments. An analysis of data through the perspective of the formative process allowed four themes to emerge: (a) teacher learning through iContact, (b) immediate digital feedback and enduring learning, (c) creating an affinity space, and (d) transfer with a ripple effect.
Source: Lincoln (University of Nebraska)
Authors: Kathleen Wilson, Laurie A Friedrich
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2287045645