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Feedback consistently rates as an important and effective strategy in learning. Providing the right feedback at the right time to the right learner presents a real challenge for teachers in a classroom situation. Research into how learners process feedback by Timms, DeVelle and Lay (2016) is timely. Their interest in how participants (13-14 years old) respond to different types of feedback after correct and incorrect responses while using an online system provides an in-depth consideration of what is involved in receiving feedback.
In the fast evolving digital landscape, students are significant consumers of social media. They use social media for a variety of purposes, however many schools do not consider social media an appropriate or useful educational platform. Are there literacy benefits in using social media? What do teachers think about the use and benefits (if any) of social media? A US interpretive study sets out to understand how teachers’ perceptions may impact how digital literacy practices are considered and used within their classrooms.
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