The Role of Technology in Performance Feedback on Teacher Practice: A Systematic Review
Location
Boston 2&3
Session Format
Presentation
Abstract
Evidence-based practices are proven effective in increasing student achievement in the classroom; however, the use of EBPs is far below the recommended rate. Performance feedback offers a potential solution to increase teacher’s use of EBPs. Advancements in technology allow for performance feedback to be delivered in innovative ways. In this systematic review, we examine 24 experimental studies in which performance feedback is delivered to teachers through various technologies. Overall, we found that technology was primarily used during the training phase of intervention, and real-time feedback was the most common method for delivering feedback. Additionally, we found that generalization and maintenance measures were limited, as well as inconsistencies in the length of intervention. We will discuss why these current uses of technology with performance feedback may be limited or outdated and provide recommendations for researchers, teachers, and teacher educators to expand the use of technology within performance feedback.
Keywords
Performance feedback, educational technology, instructional technology, coaching, evidence-based practices
Professional Bio
Caitlin Criss, Ph.D. is an Assistant Professor in the Elementary and Special Education department at Georgia Southern University. Her research interests include increasing teachers' use of positive-based classroom management practices, performance feedback with technology, and effective reading interventions for students with disabilities. This research agenda is developed through a strong relationship with K-12 partnerships, administrators, and teachers. Adam Carreon is an assistant professor of special education in the Department of Elementary and Special Education at Georgia Southern University. He specializes in instructional design, technology, and innovation for the classroom. Carreon’s research interests include using emerging technology to provide effective instructional, adaptive, and social-emotional intervention and assistance. Specifically, the use of augmented reality, virtual reality, mixed reality, and extended reality to enhance the classroom for teachers of and students with disabilities. Carreon’s experiences range from elementary to secondary special education and the college classroom. He travels to many local, state, and national conferences, working with and presenting to teachers on innovations to support all learners, especially those with disabilities. Adam can be reached via email at acarreon@georgiasouthern.edu. Dr. Cynthia Massey is an Assistant Professor in the Department of Elementary and Special Education at Georgia Southern University. Her research focuses on three areas of interest: the development of preservice teachers in educator preparation programs, work with transition-aged students with mild disabilities, and the analysis of effective instructional technology.
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Criss, Caitlin; Carreon, Adam Dr.; and Massey, Cynthia Dr., "The Role of Technology in Performance Feedback on Teacher Practice: A Systematic Review" (2024). Georgia Educational Research Association Conference. 64.
https://digitalcommons.georgiasouthern.edu/gera/2024/2024/64
The Role of Technology in Performance Feedback on Teacher Practice: A Systematic Review
Boston 2&3
Evidence-based practices are proven effective in increasing student achievement in the classroom; however, the use of EBPs is far below the recommended rate. Performance feedback offers a potential solution to increase teacher’s use of EBPs. Advancements in technology allow for performance feedback to be delivered in innovative ways. In this systematic review, we examine 24 experimental studies in which performance feedback is delivered to teachers through various technologies. Overall, we found that technology was primarily used during the training phase of intervention, and real-time feedback was the most common method for delivering feedback. Additionally, we found that generalization and maintenance measures were limited, as well as inconsistencies in the length of intervention. We will discuss why these current uses of technology with performance feedback may be limited or outdated and provide recommendations for researchers, teachers, and teacher educators to expand the use of technology within performance feedback.
