Pre-class Online Quizzing and Pedagogical Change in an Entry Level Course in Early Childhood Teacher Education
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Lu, H.L. (2009). Pre-class Online Quizzing and Pedagogical Change in an Entry Level Course in Early Childhood Teacher Education. In I. Gibson et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2009 (pp. 117-122). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/30574.
Society for Information Technology & Teacher Education International Conference (SITE) 2009
Charleston, SC, USA
March 2, 2009
Ian Gibson, Roberta Weber, Karen McFerrin, Roger Carlsen & Dee Anna Willis
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Table of Contents
Abstract: The purpose of this study was to examine the effectiveness of pre-class online quizzing vs. traditional quizzing, to explore preservice teachers’ perceptions of using the types of quizzing in the early childhood and elementary classrooms, and to investigate how assessment change influences instructional strategies. Multiple data sources were included: concept maps, a focus group interview, a survey and an examination of instructional strategies of an entry level course in two semesters. The results indicated that preservice teachers significantly favored pre-class online quizzing compared to traditional quizzing. Also, preservice teachers will use traditional quizzing more than pre-class online quizzing because of the ages of future students. Finally, comparison of instructional activities revealed that in the semester with pre-class online quizzing students were engaged in higher levels of cognitive learning, while the other without pre-class online quizzing in lower levels.
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