Empowering Learning Through EdTech E-Assessment Strategies

Leader(s): Nicole Ning

Member(s): Wang Mo, Soi Mui and Michael

1. What was the current need/gap that you were addressing?

The current need being addressed is the effective integration of EdTech tools in the art classroom and across various disciplines to enhance teaching and learning experiences. Educators aim to foster reflective, contextual, and collaborative learning that connects students to real-world applications, ultimately improving learning outcomes and creating engaging, personalized experiences. Additionally, there is a gap in providing timely feedback through e-assessment methods, which is essential for continuous improvement. The focus on Active Learning Processes (ALPs) highlights the necessity for students to engage in relevant activities that promote deep understanding and metacognitive reflection. Furthermore, empowering students to take charge of their learning journeys is crucial for cultivating lifelong learning competencies, such as autonomous learning and civic literacy. As educators evolve into role models and mentors, they guide students in utilizing digital tools for meaningful learning experiences, thereby encouraging collaboration and innovation. This approach prepares students to be adaptable individuals capable of thriving in a BANI world.

2.  How had it been experimented and enacted?

The integration of EdTech tools in the art classroom was experimented with through various strategies, including pilot programs that tested digital portfolios and collaborative platforms. Collaborative projects utilizing tools like Google Docs and Padlet fostered student engagement and community building. Active Learning Processes (ALPs) involved hands-on activities that promoted critical thinking and reflection, while e-assessment tools provided timely feedback for continuous improvement. Educators underwent professional development to enhance their skills in using technology effectively, emphasizing student agency by encouraging learners to take ownership of their projects. Regular reflection sessions allowed for adjustments based on feedback, resulting in innovative teaching and learning practices that enhanced the educational experience.

3.  Which group(s) had benefited?

Students (Selected Groups), Students (Entire Cohort), Teaching Staff (Selected Groups), All Teaching Staff

4.  What was the positive impact?

The integration of EdTech tools in the art classroom resulted in enhanced student engagement, improved learning outcomes, and the development of critical thinking and collaboration skills. Students became more autonomous and confident in their learning, while educators experienced professional growth through effective technology use. This positive impact was shared with the department, leading to interest from colleagues in other units who are open to trying these strategies in their classes. Additionally, there is a movement to create a resource pool and a safe environment for sharing experiences, fostering a collaborative culture that encourages innovation and continuous improvement across the educational community. This was also presented at the HC-NY conference, where it received positive feedback from teachers of other subjects who expressed interest in implementing these strategies in their classrooms.

5.  What is a future need that this IdEas@work could meet?

The development of a comprehensive professional development program focused on integrating EdTech tools across various subjects. This program could provide educators with ongoing training and resources to effectively implement technology in their classrooms, fostering collaboration and innovation. Additionally, it could facilitate the creation of a centralized platform for sharing best practices, lesson plans, and experiences, enabling teachers to learn from one another and adapt successful strategies to their specific contexts. Such a resource would not only enhance teaching practices but also support a culture of continuous improvement and adaptability in an increasingly digital learning environment. The art teachers in the Aesthetic department are experimenting with various EdTech tools introduced during the sharing session to integrate them into the curriculum and enhance students' civic literacy.