Batane, T. & Butale, C. (2022). Assessment in preparing in-service teachers to teach in the digital age. In J. Olivier, A. Oojorah, & W. Udhin (Eds.), Perspectives on teacher education in the digital age (pp 43–61). Springer Singapore. https://doi.org/10.1007/978-981-19-4226-6_4

Abstract:

“Current global technological transformations in education compel teachers to have technology skills that enable them to effectively function in digital classrooms. Thus, it is important for technology teacher training programs to equip teachers with the requisite skills. Assessment plays a crucial role in assisting one to cultivate these skills during training. In this study, we investigated assessment processes in a technology course in the in-service teacher education program at the University of Botswana to find out how they were contributing to technology skills development among the teachers. The Technological Pedagogical Content Knowledge (TPACK) model was used as the theoretical framework for the study. The findings indicated that the assessment pieces used for the course addressed the requisite skills that teachers need to use technology effectively. Evaluation of students’ performance in the various assessment pieces identified gaps in skill attainment that needed to be addressed. These included designing evaluation activities in lesson plans, identifying specific objectives for the use of tools, pedagogy, and application of design principles in developing digital resources. The results imply that assessment practices in in-service teacher training programs should focus more on requiring teachers to demonstrate technology skills in authentic situations to cement skill acquisition and improve their confidence. There is also an urgent need to provide requisite resources in the schools to promote skills application.”