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It is intimidating to adopt new technology when there are so many new technologies being introduced (at the beginning of this program we were introduced to several new programs/applications). If there was a universal approach, perhaps it would make it easier/less intimidating to adopt.

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Ideally, there should be constant communication occurring between educators in the midst of adopting video games, and game developers. Through collaboration, the community can expand, increasing the support available for integrating video games into the classroom. The result will hopefully be educational video games that motivate teachers by effectively displaying their usefulness to learning, and are easy to use.

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FINAL PROBLEM:  teachers/educators are traditionally late adopters of technology. What are the qualities of innovative educators or early adopters of classroom technologies?"

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FINAL PROBLEM:  teachers/educators are traditionally late adopters of technology. What are the qualities of innovative educators or early adopters of classroom technologies?"

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With Technology’s prevalence in modern day society and the ever-growing dominance of technology and multimedia in education, it is inevitable that educators look for ways of incorporating technology into assessment. Technology has the potential to be a powerful tool in conducting assessment tasks, providing educators do not simply use it as an accelerator to, or camouflage for traditional methods of testing (Cummings and Maxwell, 1999). Often, computer use in school is limited to answering multiple-choice or essay-type questions, and not for authentic assessment tasks (Herrington, 1998). In addition, the advance of technology over the past two centuries has streamlined the testing process. While testing can now be conducted and graded on a much larger scale, giving way to the creation of the standardized test (Madaus, 1999) it is important that this not be mistaken for authenticity in assessment. The role and impact of technology is powerful and ever changing, and has unlimited potential for supporting authentic assessment. Technology has become a common and often vital component in many fields of work, and reliance on and understanding of technology continues to grow. In schools, students have the perfect opportunity to mirror authentic performance based tasks using technology (Herrigton, 1999). In addition, there are several affordances that come as a result of technology; students can incorporate a wide variety of multimedia resources to their learning and participate in authentic contexts, through a number of on-line learning platforms and environments. Reeves, Herrington and Oliver outline the importance of technology in overcoming the obstacle of distance, as students can collaborate on-line, in addition to reaching a wider audience due to the publishing capacity of the internet (Reeves, Herrington and Oliver, 2002).  The advantages brought about by technology are critical to authentic assessment. Students can connect with peers and experts, share ideas, access information and simulate real-world performance based tasks, making authentic learning and assessment both a practical and sustainable reality.

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With Technology’s prevalence in modern day society and the ever-growing dominance of technology and multimedia in education, it is inevitable that educators look for ways of incorporating technology into assessment. Technology has the potential to be a powerful tool in conducting assessment tasks, providing educators do not simply use it as an accelerator to, or camouflage for traditional methods of testing (Cummings and Maxwell, 1999). Often, computer use in school is limited to answering multiple-choice or essay-type questions, and not for authentic assessment tasks (Herrington, 1998). In addition, the advance of technology over the past two centuries has streamlined the testing process. While testing can now be conducted and graded on a much larger scale, giving way to the creation of the standardized test (Madaus, 1999) it is important that this not be mistaken for authenticity in assessment. The role and impact of technology is powerful and ever changing, and has unlimited potential for supporting authentic assessment. Technology has become a common and often vital component in many fields of work, and reliance on and understanding of technology continues to grow. In schools, students have the perfect opportunity to mirror authentic performance based tasks using technology (Herrigton, 1999). In addition, there are several affordances that come as a result of technology; students can incorporate a wide variety of multimedia resources to their learning and participate in authentic contexts, through a number of on-line learning platforms and environments. Reeves, Herrington and Oliver outline the importance of technology in overcoming the obstacle of distance, as students can collaborate on-line, in addition to reaching a wider audience due to the publishing capacity of the internet (Reeves, Herrington and Oliver, 2002).  The advantages brought about by technology are critical to authentic assessment. Students can connect with peers and experts, share ideas, access information and simulate real-world performance based tasks, making authentic learning and assessment both a practical and sustainable reality.

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Nicholson, S. (2012). Completing the Experience: Debriefing in Experiential Educational Games. In the Proceedings of The 3rd International Conference on Society and Information Technologies. Winter Garden, Florida: International Institute of Informatics and Systemics. 117-121.

Southwest Educational Development Laboratory (SEDL). (2015). CBAM: The concerns-based adoption model. Austin, TX: SEDL. Retrieved from https://www.air.org/sites/default/files/concerns-based_adoption_model.pdf

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A study conducted by Nicholson (2012) showed that students better understood learning outcomes when they debriefed after the exercise. It also gave educators an opportunity to identify how learners interpreted the learning experience (2012). Although this study specifically looks at debriefing after using video games for learning, it may suggest that debriefing can benefit the assessment process in general.

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CBAM Model: The Concerns-Based Adoption Model is comprised of three diagnostic dimensions: “Stages of Concern”, “Levels of Use” and “Innovations Configurations” (SEDL, 2015). Utilizing the three diagnostic dimensions of the CBAM would be an effective way to identify several factors: the “Stages of Concern” process can identify educators’ attitudes towards the integration of new technologies; “Levels of Use” can highlight educators’ familiarity with using the newly introduced tech; “Innovations Configurations” would allow one to consider how the technology can be integrated in the classroom (2015).

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- tech as a form of 'authentic assessment' not as a camouflage for traditional methods of testing

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the negatives of learning with tech? (Short term vs long term memory)

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the negatives of learning with tech? (Short term vs long term memory)

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^I think this can be expanded to "how does tech affect learning?" To incorporate both positive and negative
-it could but that's pretty big
-or rather than considering the effects, we ask (or clarify), what might be causing the varying opinions

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1) There is little consistency between educators and tech adoption

2) The diffusion of technology in education has been inconsistent

3) There are varying opinions of how technology should be integrated into the classroom

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Some challenges with technology in education:
How do we improve student engagement?
Incorporate video games for learning?
How can teachers and game developers collaborate create a product that is engaging and informative? (solution)
Educators working with developers, doing research to inform best practice.

OR!
Using technology for authentic assessment.
How can it be used?

Teachers are poor adopters and users of technology:
- why?
- how can we improve uptake?
- poor rates of adoption
- disparity between innovators/ early adopters and late adopters and laggards