Document Type

Thesis

Publication Date

Spring 5-3-2019

Advisor

Diana Fenton

Abstract

As more schools begin to phase in technology to classrooms, teachers are faced with a new task. Technology-based assessments allow teachers and students to get immediate feedback on the level of understanding of a certain topic. Using the Technological Pedagogical Content Knowledge (TPACK) framework gives insight to the knowledge base of teachers in various categories. A survey was conducted with Minnesota high school science teachers on their perceptions and practices of implementing technology-based assessments in their classrooms. Data analysis showed a difference between the beliefs and practices of teachers in their use of this type of assessment. Participants described a number of barriers and changes to integrating technology-based assessments in their classrooms including access, time, training, and software. The data suggests that more training and access is needed for technology-based assessments to be utilized to their full capacity in secondary science education.

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