When evaluation attends not only to what students must know but also what they must be able to do, assessments themselves can function as instructional devices. Given the emphasis on authenticity, it is not surprising that the language of constructivism permeates the technology literature. Writers characterize technology as a tool that can help teachers and students become co-learners who collaboratively construct knowledge. Technology use that results in student engagement is characterized as successful. They suggest that curriculum evaluators prepare their own assessment criteria tailored to the instructional context in which the curriculum materials will be used.
Students share data and are able to chat with scientists about their own experiments.
Effective content focuses on information literacy skills to assist students in gathering, interpreting, and presenting information. Students become content producers. There are so many examples of student knowledge production that numbers and types defy description. It's Time For Braces. This multimedia web production intends to inform and allay fears about orthodontic braces.