Date of this Version
DBER Group Discussion on 2014‐02‐20
Quality formative feedback is an integral component contributing to growth in all learners (Shute, 2008). The introduction and convenience of digital devices like iPads and online applications such as Google Docs have created the potential to move formative feedback and professional development to a new level (Borko, Whitcomb, & Liston, 2009). This multi‐level case study examined the individualized digital feedback offered to in‐service teachers in a graduate clinical course and the changes in their teaching that followed. We studied what characteristics differentiate the type and quality of feedback needed to support positive change in teacher practices that have the potential to foster increases in student learning. Four themes emerged based on the findings.