Grading Technology Allows Teachers to Maximize Technology Infusion in the Classroom

Abstract

Education courses now involve homework assignments that require technology skill as well as domain knowledge. Yet there is little pedagogical and technological support for teaching “What” (statistical mean) while simultaneously teaching “How” (use the =average (Range) function in Excel). The authors’ concept describes a conceptual approach and a methodology that helps teachers leverage their domain knowledge and helps students learn both a new topic and a new information technology skill. While teachers will allocate more time towards preparing homework, far less time is spent overall in administering and grading assignments. This approach scales to any class size, thus removing grading burdens imposed by large class sizes. The huge burden of grading lessons is removed, leaving that time free to improve the teaching.

Keywords: Economic Education, Economics, Education, Pedagogical, Pedagogy, Teaching, Teaching of Economics, Iteration, Excel, Technology Infusion, Automated Grading, Student Feedback

JEL Classification: A20, A21, A22, A23, A29