Technology-Supported Face-to-Face Small Group Collaborative Formative Assessment and its Integration in the Classroom

Abstract

Transforming the learning process into an interactive and collaborative experience confers clear pedagogical benefits. Handheld devices with wireless networks provide an opportunity to support collaborative work by introducing computing capabilities through a ubiquitous channel. In this paper, we analyze in detail a methodology for technology-supported small group collaborative learning that uses assessment to adapt teaching to meet learning needs. The strategy follows the constructivist ideas of activity theory in the sense of supporting collaboration, reflection and significance, and promotes social and communication abilities while teaching the curriculum. We also report the results of a detailed qualitative and quantitative study of the methodology, which demonstrate that communication and social abilities are attained with an improvement in learning and bring to light the major issues involved in the strategy’s integration into the classroom.