Review Article
Yuan Cao, Zi Yan, Lan Yang, Ernesto Panadero, Chen Chen
CONT ED TECHNOLOGY, Volume 17, Issue 3, Article No: ep588
ABSTRACT
This review critically examines empirical evidence from 50 studies over two decades on technology-mediated self-assessment (TMSA) in higher education, providing a comprehensive overview of the tools used, and the benefits and challenges encountered in its application. The findings suggest that TMSA not only retains the benefits of traditional self-assessment, such as enhancing students’ academic performance and fostering long-term learning, but also introduces unique advantages. It amplifies student engagement via interactive and multimedia elements, provides flexibility for self-assessment, and assists educators with data-driven insights while easing administrative tasks. However, it also brings challenges, including technical issues like software glitches, connectivity problems, and compatibility issues with various devices or operating systems. The review concludes with recommendations for optimizing TMSA implementation.
Keywords: technology-mediated self-assessment, higher education, self-assessment, education technology
Research Article
Xuan Zhou, Yolanda Padron, Hersh Waxman
CONT ED TECHNOLOGY, Volume 14, Issue 1, Article No: ep328
ABSTRACT
The purpose of this study was to investigate whether there are differences in professional development (PD) opportunities afforded to English as a Foreign Language (EFL) teachers based on years of teaching experience related to foreign language teaching. Semi-structured interviews were conducted in seven primary schools with 60 primary EFL teachers in a middle-sized urban school district in China. Descriptive statistics and multiple Chi-square tests were used in the study. The results indicated that more experienced primary EFL teachers had the least technological pedagogical knowledge, which is contrary to the traditional concept that more experienced teachers have better teaching knowledge. The study suggests the need to support EFL teachers in China with technology-based PD training including teachers with varied years of teaching experience, in order to enhance their instructional skills.
Keywords: EFL, TPACK, education technology, professional development, teacher training