Assessment 1:
Multiple Choice Questions:
Strengths- One positive effective of a multiple choice assessment is teachers are able to assess a vast amount of students at the same time on the same standards/objectives therefore it requires less time to administer. Multiple choice assessments can cover a lot of material proficiently and performance on multiple choice assessments can be compared year to year or class to class (Zimmarco, 2010). Another strength of multiple choice assessments are scores are reliable and teachers can use answers to provide diagnostic information. According to Zimmarco (2010) “items can be written so that students must discriminate among options that vary in degree of correctness “(p.13). Students are graded purely on their selections which will take away any bias on the results.
Weaknesses- Instructors can find it challenging to write higher-level questions that do more than ask students to recall and memorize facts (Zimmarco, 2010). Multiple choice questions sometimes can be construed multiple ways by students and may push them to guess. Teachers may find it complex to come up with plausible distractors/alternative responses (University of Tennessee, 2010). Students’ reading ability also may influence assessment therefore the instructor may not have a true depiction of students. According to Zimmarco (2010) “multiple choice is ineffective for measuring some types of problem solving and the ability to organize and express
ideas.”
Role of Technology- Using technology with multiple choice assessments can save a lot of time. The teacher can create scan tron sheets and scan them into a scanner which can create a raw score or generate item analysis. There are also many programs that allow teachers to create online multiple choice assessments that can be easily accessed by students and gives the teacher and students instant results. This will provide the teacher and students with immediate results that may result in adjusting instructional adjustments or teaching strategies.
Strengths- One positive effective of a multiple choice assessment is teachers are able to assess a vast amount of students at the same time on the same standards/objectives therefore it requires less time to administer. Multiple choice assessments can cover a lot of material proficiently and performance on multiple choice assessments can be compared year to year or class to class (Zimmarco, 2010). Another strength of multiple choice assessments are scores are reliable and teachers can use answers to provide diagnostic information. According to Zimmarco (2010) “items can be written so that students must discriminate among options that vary in degree of correctness “(p.13). Students are graded purely on their selections which will take away any bias on the results.
Weaknesses- Instructors can find it challenging to write higher-level questions that do more than ask students to recall and memorize facts (Zimmarco, 2010). Multiple choice questions sometimes can be construed multiple ways by students and may push them to guess. Teachers may find it complex to come up with plausible distractors/alternative responses (University of Tennessee, 2010). Students’ reading ability also may influence assessment therefore the instructor may not have a true depiction of students. According to Zimmarco (2010) “multiple choice is ineffective for measuring some types of problem solving and the ability to organize and express
ideas.”
Role of Technology- Using technology with multiple choice assessments can save a lot of time. The teacher can create scan tron sheets and scan them into a scanner which can create a raw score or generate item analysis. There are also many programs that allow teachers to create online multiple choice assessments that can be easily accessed by students and gives the teacher and students instant results. This will provide the teacher and students with immediate results that may result in adjusting instructional adjustments or teaching strategies.
Assessment 2:
Journals:
Strengths- Using journals allow students the opportunity to reflect on topics which can allow the teacher to see what students are thinking. They can be a form of self-assessment and an opportunity for students to reflect on knowledge of the subject and to build confidence (White, n.d). Journals also can be used for students to summarize content that they have learned in class. The teacher can use journal entries to analyze whether a topic or skill needs to be retaught whole group or to individual students. Students are able to display critical thinking skills, show a depth of knowledge and expand a deeper dialogue over the content with journal entries.
Weaknesses- Journal assessments can be biased; grading can be subjective based on handwriting, typing, word choices or spelling. They can also be very time consuming to grade therefore the teacher may not be able to give timely feedback to students. The teacher also may not have the time to give constructive feedback to all students concerning their work. According to Buck, Haack & Kaften (2006) “by reflecting on comments given to individual students, the teacher can identify trends in misunderstanding and competence.”
Role of Technology- Students can keep an electronic journal to compile evidence of learning. This will allow journal entries to be assessed from anywhere there is a computer. Students can use software programs or a program such as Word to work on journal entries. Electronic journals offer the opportunity for teachers and students to
emerge outside of the classroom.
Strengths- Using journals allow students the opportunity to reflect on topics which can allow the teacher to see what students are thinking. They can be a form of self-assessment and an opportunity for students to reflect on knowledge of the subject and to build confidence (White, n.d). Journals also can be used for students to summarize content that they have learned in class. The teacher can use journal entries to analyze whether a topic or skill needs to be retaught whole group or to individual students. Students are able to display critical thinking skills, show a depth of knowledge and expand a deeper dialogue over the content with journal entries.
Weaknesses- Journal assessments can be biased; grading can be subjective based on handwriting, typing, word choices or spelling. They can also be very time consuming to grade therefore the teacher may not be able to give timely feedback to students. The teacher also may not have the time to give constructive feedback to all students concerning their work. According to Buck, Haack & Kaften (2006) “by reflecting on comments given to individual students, the teacher can identify trends in misunderstanding and competence.”
Role of Technology- Students can keep an electronic journal to compile evidence of learning. This will allow journal entries to be assessed from anywhere there is a computer. Students can use software programs or a program such as Word to work on journal entries. Electronic journals offer the opportunity for teachers and students to
emerge outside of the classroom.
Assessment 3:
Reflections:
Strengths- Using reflections as an assessment allows students to discuss what they learned, how they learned it, and how it is useful in real-life. These assessments allow students to make their learning meaningful to them and express how they will be able to use it for the future, which help increase retention on the information since they are able to make self connections. Reflections also allow students to be honest with themselves and their teacher discussing whether or not they learned what they were supposed to or if they need more help (Trejos, 2008). Lastly, reflections allow students and teachers to see the progress that is being made over time with writing skills and students gain the ability to properly reflect and become responsible for their own learning throughout the year (Trejos, 2008).
Weaknesses- Many students do not like to write and when it comes to a reflective assessment they need to use their writing skills to convey their meaning; therefore, sometimes students will not provide the most accurate reflection as possible. It may lack details necessary in demonstrating exactly what they learned or did not learn. Sometimes students will not be completely honest because they don’t want to seem “dumb” or like they did not learn what their peers did (Morely, 2013). Another downfall to reflection assessments is that they require a lot of time for both the students and the teacher, for students they are time consuming to write and some students may not complete the work because they do not want to contribute the time, and for teachers they are time consuming to give as well as grade, especially if there are over a hundred students per grade level (Morely, 2013).
Role of Technology- Students could use Microsoft word to complete their reflections and then be required to email their response to their teacher. Teachers could submit student papers to a plagiarism checker to ensure are using their own ideas or include the appropriate citations. Another way for students to complete reflections would be through a blogging site and then they could respond to their classmates’ reflections, too. Lastly, students could create pod castings or a video reflection to demonstrate their knowledge and incorporate technology. When using the higher levels of technology students could be required to complete a script to ensure their writing skills are being demonstrated as well.
Strengths- Using reflections as an assessment allows students to discuss what they learned, how they learned it, and how it is useful in real-life. These assessments allow students to make their learning meaningful to them and express how they will be able to use it for the future, which help increase retention on the information since they are able to make self connections. Reflections also allow students to be honest with themselves and their teacher discussing whether or not they learned what they were supposed to or if they need more help (Trejos, 2008). Lastly, reflections allow students and teachers to see the progress that is being made over time with writing skills and students gain the ability to properly reflect and become responsible for their own learning throughout the year (Trejos, 2008).
Weaknesses- Many students do not like to write and when it comes to a reflective assessment they need to use their writing skills to convey their meaning; therefore, sometimes students will not provide the most accurate reflection as possible. It may lack details necessary in demonstrating exactly what they learned or did not learn. Sometimes students will not be completely honest because they don’t want to seem “dumb” or like they did not learn what their peers did (Morely, 2013). Another downfall to reflection assessments is that they require a lot of time for both the students and the teacher, for students they are time consuming to write and some students may not complete the work because they do not want to contribute the time, and for teachers they are time consuming to give as well as grade, especially if there are over a hundred students per grade level (Morely, 2013).
Role of Technology- Students could use Microsoft word to complete their reflections and then be required to email their response to their teacher. Teachers could submit student papers to a plagiarism checker to ensure are using their own ideas or include the appropriate citations. Another way for students to complete reflections would be through a blogging site and then they could respond to their classmates’ reflections, too. Lastly, students could create pod castings or a video reflection to demonstrate their knowledge and incorporate technology. When using the higher levels of technology students could be required to complete a script to ensure their writing skills are being demonstrated as well.
Assessment 4:
Whiteboards:
Strengths- There are many benefits to student whiteboards. In order to meet budget constraints, teachers can use student whiteboard sets to assess student learning either during lessons, as a review, or at the end of a unit all while saving paper (Lynette, 2010). Whiteboards also motivate students to provide the most accurate answer possible to showcase their knowledge to their classmates and teacher. Whiteboards are also engaging to students since they have their own and get to write on them, plus it is different than the normal paper and pencil. There are also multiple ways to use them including: partner work, practice, in place of scratch paper; these can help provide formative assessments to teachers (Lynette, 2010).
Weakness- The disadvantages of whiteboards can be minimal compared to their benefits. When giving students any supplies it is necessary to include the do’s and don’ts of how to use the materials. However, kids do not always listen, some kids will deface the whiteboards by carving into them or using the marker to write things on the backs of the boards, which are not always appropriate. Teachers must also ensure that students are using the correct markers to write on the boards because if they do not it could permanently damage the boards (Check for Understanding, n.d.). Lastly, ensuring that there are enough whiteboards and markers to go around can be challenging, the more the students use the dry erase markers the quickly they dry out. Most school districts will provide one set of marker for the class and then after they dry out it becomes the responsibility of the teacher to provide more markers for the rest of the year.
Role of Technology- Although whiteboards do not lend themselves to technology there are several ways to share the ideas on the whiteboards with technology. Students can use cameras to take pictures of their whiteboards and the teacher could upload them to a document for references. The teacher can also display student work through the document camera to share out different ways a problem can be solved. Lastly, teachers could track data from the whiteboards in an excel document to be able to compare the data over the year.
Strengths- There are many benefits to student whiteboards. In order to meet budget constraints, teachers can use student whiteboard sets to assess student learning either during lessons, as a review, or at the end of a unit all while saving paper (Lynette, 2010). Whiteboards also motivate students to provide the most accurate answer possible to showcase their knowledge to their classmates and teacher. Whiteboards are also engaging to students since they have their own and get to write on them, plus it is different than the normal paper and pencil. There are also multiple ways to use them including: partner work, practice, in place of scratch paper; these can help provide formative assessments to teachers (Lynette, 2010).
Weakness- The disadvantages of whiteboards can be minimal compared to their benefits. When giving students any supplies it is necessary to include the do’s and don’ts of how to use the materials. However, kids do not always listen, some kids will deface the whiteboards by carving into them or using the marker to write things on the backs of the boards, which are not always appropriate. Teachers must also ensure that students are using the correct markers to write on the boards because if they do not it could permanently damage the boards (Check for Understanding, n.d.). Lastly, ensuring that there are enough whiteboards and markers to go around can be challenging, the more the students use the dry erase markers the quickly they dry out. Most school districts will provide one set of marker for the class and then after they dry out it becomes the responsibility of the teacher to provide more markers for the rest of the year.
Role of Technology- Although whiteboards do not lend themselves to technology there are several ways to share the ideas on the whiteboards with technology. Students can use cameras to take pictures of their whiteboards and the teacher could upload them to a document for references. The teacher can also display student work through the document camera to share out different ways a problem can be solved. Lastly, teachers could track data from the whiteboards in an excel document to be able to compare the data over the year.
Assessment 5:
Exit slips:
Strengths- These types of assessments provide quick glances of what students learned and are great to use daily. These are also great ways to provide closure after a lesson, allowing the students to reflect on “thought provoking questions,” which allow them to think more critically (Education World, n.d.). They are effective for teachers to get quick data that allows them to see exactly what students know and understand or where they are confused and need more help. These slips also help students to reflect upon their learning and help them practice higher order thinking since they have to formulate actual responses in complete sentences (Education World, n.d.). Lastly, these help provide teachers with feedback about whether students benefited from the instruction or what they would suggest, this way they are fully engaged at all times (Exit slips, n.d.).
Weakness- Sometimes students do not have enough time to completely fulfill the purpose of the exit ticket; therefore, they may not provide a substantial answer. This would hinder the quality of the answer giving the teacher an inaccurate picture of what the students have or have not learned. There is also the potential of students assisting each other with the answers which would not provide an accurate reflection either.
Role of Technology- Students can use response pads to complete their exit tickets. The Promethean responder pads allow students to text in their answers, the only downside to this would be that it does take more time than a piece of paper would, but the data can be exported to an excel document for easier viewing and comparing results of all students. Students can also access the exit slips via Edmodo which can be completed for homework, this way students can spend the time giving their all for a substantial response which their peers can see and possibly respond to at least two of them.
Strengths- These types of assessments provide quick glances of what students learned and are great to use daily. These are also great ways to provide closure after a lesson, allowing the students to reflect on “thought provoking questions,” which allow them to think more critically (Education World, n.d.). They are effective for teachers to get quick data that allows them to see exactly what students know and understand or where they are confused and need more help. These slips also help students to reflect upon their learning and help them practice higher order thinking since they have to formulate actual responses in complete sentences (Education World, n.d.). Lastly, these help provide teachers with feedback about whether students benefited from the instruction or what they would suggest, this way they are fully engaged at all times (Exit slips, n.d.).
Weakness- Sometimes students do not have enough time to completely fulfill the purpose of the exit ticket; therefore, they may not provide a substantial answer. This would hinder the quality of the answer giving the teacher an inaccurate picture of what the students have or have not learned. There is also the potential of students assisting each other with the answers which would not provide an accurate reflection either.
Role of Technology- Students can use response pads to complete their exit tickets. The Promethean responder pads allow students to text in their answers, the only downside to this would be that it does take more time than a piece of paper would, but the data can be exported to an excel document for easier viewing and comparing results of all students. Students can also access the exit slips via Edmodo which can be completed for homework, this way students can spend the time giving their all for a substantial response which their peers can see and possibly respond to at least two of them.
Assessment 6:
Graphic Organizers:
Strengths- There are multiple types of graphic organizers that can be used to assess various skills students should be learning. These are great ways to assess both individual learning and collaborative learning (Johnson, 2007). These tools help students to think more critically in ways that are different from actual paragraphs, they are also great ways for students to see the various ways to organizer information and how it depends on the purpose of the text (Johnson, 2007). Lastly, students can take their organizers, which teachers can use to assess how well each student understood the text and purpose of the piece, to create a report or essay if desired by the teacher (Johnson, 2007).
Weakness- Creating and filling in graphic organizers can be time consuming, especially if they are being completed in a group. When incorporating the technology it can be difficult to access enough for all students to participate at once, or it can be time consuming to teach students how to use the technology needed to fulfill the requirements for the assignment. Sometimes students don't provide adequate enough information in an organizer like they would in a written piece or multiple choice test.
Role of Technology- There are several ways to incorporate technology into graphic organizer assessments. There are several software types that kids can use to create different types of graphic organizers like Kidspiration, plus several online sites that are graphic organizer generators (Johnson, 2007). Kids can also use programs such as paint or word to create graphic organizers as well. Lastly, kids can use a camera to photograph their graphic organizers, in which they can use creative materials to create them, and make a slide show of what they are learning or how to use the graphic organizers (Johnson, 2007).
Strengths- There are multiple types of graphic organizers that can be used to assess various skills students should be learning. These are great ways to assess both individual learning and collaborative learning (Johnson, 2007). These tools help students to think more critically in ways that are different from actual paragraphs, they are also great ways for students to see the various ways to organizer information and how it depends on the purpose of the text (Johnson, 2007). Lastly, students can take their organizers, which teachers can use to assess how well each student understood the text and purpose of the piece, to create a report or essay if desired by the teacher (Johnson, 2007).
Weakness- Creating and filling in graphic organizers can be time consuming, especially if they are being completed in a group. When incorporating the technology it can be difficult to access enough for all students to participate at once, or it can be time consuming to teach students how to use the technology needed to fulfill the requirements for the assignment. Sometimes students don't provide adequate enough information in an organizer like they would in a written piece or multiple choice test.
Role of Technology- There are several ways to incorporate technology into graphic organizer assessments. There are several software types that kids can use to create different types of graphic organizers like Kidspiration, plus several online sites that are graphic organizer generators (Johnson, 2007). Kids can also use programs such as paint or word to create graphic organizers as well. Lastly, kids can use a camera to photograph their graphic organizers, in which they can use creative materials to create them, and make a slide show of what they are learning or how to use the graphic organizers (Johnson, 2007).
Assessment 7:
True/False Questions:
Strengths- True/false assessments are great to use with younger students or struggling readers since they are generally easy to read. Instructors may find them easy to administer and easy to score. True/false assessments are objective
(University of Fraser Valley, 2012). Students are graded solely on their selections which will take
away any bias on the results. Teachers are able to test a large amount of students in a limited time on different subjects. According to the University of Minnesota (2013) true/false assessments are versatile and adjustable to the measurement of a wide variety of learning outcomes.
Weaknesses- According to University of Fraser Valley (2012) true false assessments do not require a high level of thinking and it may encourage students to guess. Teachers may not have a true depiction of students since there is a chance score of 50%. In general, no diagnostic information is available from incorrect answers. Instructors can find it challenging to write higher-level questions that do more than ask students to recall and memorize facts (Zimmarco, 2010).
Role of Technology- Teachers can create true-false assessments through various
programs that will allow students to take the assessment on the computer. This
saves a lot of time since many programs are able to give the teacher instant
results on the student’s performance. This will allow the teacher to adjust and
reteach instantaneously based on the results. Teachers can also create scan tron
sheets for true/false assessments that can be scanned into a scan tron machine
that will generate raw scores and item analysis.
Strengths- True/false assessments are great to use with younger students or struggling readers since they are generally easy to read. Instructors may find them easy to administer and easy to score. True/false assessments are objective
(University of Fraser Valley, 2012). Students are graded solely on their selections which will take
away any bias on the results. Teachers are able to test a large amount of students in a limited time on different subjects. According to the University of Minnesota (2013) true/false assessments are versatile and adjustable to the measurement of a wide variety of learning outcomes.
Weaknesses- According to University of Fraser Valley (2012) true false assessments do not require a high level of thinking and it may encourage students to guess. Teachers may not have a true depiction of students since there is a chance score of 50%. In general, no diagnostic information is available from incorrect answers. Instructors can find it challenging to write higher-level questions that do more than ask students to recall and memorize facts (Zimmarco, 2010).
Role of Technology- Teachers can create true-false assessments through various
programs that will allow students to take the assessment on the computer. This
saves a lot of time since many programs are able to give the teacher instant
results on the student’s performance. This will allow the teacher to adjust and
reteach instantaneously based on the results. Teachers can also create scan tron
sheets for true/false assessments that can be scanned into a scan tron machine
that will generate raw scores and item analysis.
Assessment 8:
Interviews:
Strengths- Interviews are a great way to make individual connections. The structure of the assessment allows for the flexibility to give it before, during or after instruction. During an interview teachers can ask for clarification from the student about their understanding. Information obtained from an interview can guide instruction. Teachers can even incorporate the questioning and probing techniques during class discussions to have students explain their thinking (Scholastic website, 2010). Interviews typically allow for students to discuss their thinking in a non-threatening environment.
Weaknesses- Interviews are conducted individually or in a small group, it may become challenging to keep the rest of the class occupied and busy. Some teachers find it difficult to conduct the interview without adding instruction. However, the purpose of the interview is to assess a student’s content knowledge, not to teach or reteach lessons. Students could be shy or not confident around unfamiliar interviewers, which could skew the data.
Role of Technology- With the use of audio or visual equipment, interviews can be recorded. This process allows for the interviewer to refer back to responses for additional data that may be needed. Interviewers can also use tablets such as an iPad to collect responses. Software programs can be used to create interview questions and teachers can use various programs to collect and organize the data.
Strengths- Interviews are a great way to make individual connections. The structure of the assessment allows for the flexibility to give it before, during or after instruction. During an interview teachers can ask for clarification from the student about their understanding. Information obtained from an interview can guide instruction. Teachers can even incorporate the questioning and probing techniques during class discussions to have students explain their thinking (Scholastic website, 2010). Interviews typically allow for students to discuss their thinking in a non-threatening environment.
Weaknesses- Interviews are conducted individually or in a small group, it may become challenging to keep the rest of the class occupied and busy. Some teachers find it difficult to conduct the interview without adding instruction. However, the purpose of the interview is to assess a student’s content knowledge, not to teach or reteach lessons. Students could be shy or not confident around unfamiliar interviewers, which could skew the data.
Role of Technology- With the use of audio or visual equipment, interviews can be recorded. This process allows for the interviewer to refer back to responses for additional data that may be needed. Interviewers can also use tablets such as an iPad to collect responses. Software programs can be used to create interview questions and teachers can use various programs to collect and organize the data.
Assessment 9:
Observation/Checklists:
Strengths- Observations can be conducted informally, as well as in formal situations. Observations can be taken over extended periods of time. This allows for the teacher to collect adequate amount of data on each student. Observations can be conducted without interfering with the learning process. Many students are unaware their teacher is recording information from observations. These observations can easily be added to a pre-made checklist. Teacher notes can provide information that typical tests may not.
Weaknesses- Student observations may not always provide all of the knowledge students may hold about a subject. Teachers may miss the demonstration of learning due to lack of attention or because they fail to recognize it. Teacher’s bias can interfere with the subjectivity of the observations (Maxwell, 2001).
Role of Technology- Student observations can be recorded using technology such as video and digital cameras. Many teachers are finding the benefits of using an iPad or tablet to record observations. Checklists can be created using word processing programs.
Strengths- Observations can be conducted informally, as well as in formal situations. Observations can be taken over extended periods of time. This allows for the teacher to collect adequate amount of data on each student. Observations can be conducted without interfering with the learning process. Many students are unaware their teacher is recording information from observations. These observations can easily be added to a pre-made checklist. Teacher notes can provide information that typical tests may not.
Weaknesses- Student observations may not always provide all of the knowledge students may hold about a subject. Teachers may miss the demonstration of learning due to lack of attention or because they fail to recognize it. Teacher’s bias can interfere with the subjectivity of the observations (Maxwell, 2001).
Role of Technology- Student observations can be recorded using technology such as video and digital cameras. Many teachers are finding the benefits of using an iPad or tablet to record observations. Checklists can be created using word processing programs.
Assessment 10:
Project Based Learning:
Strengths- Project Based Learning (PBL) is a methodology that reaches the highest levels of Bloom’s Taxonomy. Students are engaged in non-traditional study, being given the opportunity to actually create a product that they can read, touch, present based on their new learning. Middle school students in a 2009 study were noted to have, “revealed growth in their historical thinking skills, as many were able to grasp a fundamental understanding that history is more than presenting facts” while completing a multimedia PBL unit (Hernandez-Ramos and De La Paz, 2009). Hernandez-Ramos and De La Paz (2009) go on to explain that these social studies students presented a higher level understanding of the content when compared to their peers completing a non-traditional PBL unit.
Weaknesses- Project Based Learning requires very clear expectations for classroom management. It is imperative that particularly young students are aware of how to create a productive classroom while interacting with peers, technology and learning. PBL also necessitates a good deal of planning on the part of the instructor. When done correctly this non-traditional method of teaching should still align with content indicators and/or standards. For some learners there is an additional concern that their learning style requires a more teacher-centered approach. The effective teacher can counter this concern by providing that learner with additional support as well as audio and or video support.
Role of Technology- It is possible to use PBL in the classroom without technology however, doing so may limit options available for students as well as for the instructor. Basham, Perry and Meyer (2011) discuss a classroom that was given “digital backpacks for specific projects and challenges as well as for projects in particular curriculum areas.” These were literal book bags filled with technology tools for use in the classroom. The authors noted that the middle school classroom had a very effective instructor that mandated clear policies and consistently had thoroughly planned higher-level lessons. Technology tools can also assist in taking content PBL projects and making them cross curricular additionally satisfying NETS S standards.
Strengths- Project Based Learning (PBL) is a methodology that reaches the highest levels of Bloom’s Taxonomy. Students are engaged in non-traditional study, being given the opportunity to actually create a product that they can read, touch, present based on their new learning. Middle school students in a 2009 study were noted to have, “revealed growth in their historical thinking skills, as many were able to grasp a fundamental understanding that history is more than presenting facts” while completing a multimedia PBL unit (Hernandez-Ramos and De La Paz, 2009). Hernandez-Ramos and De La Paz (2009) go on to explain that these social studies students presented a higher level understanding of the content when compared to their peers completing a non-traditional PBL unit.
Weaknesses- Project Based Learning requires very clear expectations for classroom management. It is imperative that particularly young students are aware of how to create a productive classroom while interacting with peers, technology and learning. PBL also necessitates a good deal of planning on the part of the instructor. When done correctly this non-traditional method of teaching should still align with content indicators and/or standards. For some learners there is an additional concern that their learning style requires a more teacher-centered approach. The effective teacher can counter this concern by providing that learner with additional support as well as audio and or video support.
Role of Technology- It is possible to use PBL in the classroom without technology however, doing so may limit options available for students as well as for the instructor. Basham, Perry and Meyer (2011) discuss a classroom that was given “digital backpacks for specific projects and challenges as well as for projects in particular curriculum areas.” These were literal book bags filled with technology tools for use in the classroom. The authors noted that the middle school classroom had a very effective instructor that mandated clear policies and consistently had thoroughly planned higher-level lessons. Technology tools can also assist in taking content PBL projects and making them cross curricular additionally satisfying NETS S standards.