Author
Listed:
- Eleni Anastasopoulou
(Elementary School of Agios Vasileios, Patras, Greece)
- Gkika Konstantina
(2nd Special Primary School of Patras Patras, Greece)
- Angeliki Tsagri
(3rd Elementary School of Kyparissia Messinia, Greece)
- Ioanna Schoina
(26th Elementary School of Patras Patras, Greece)
- Chrysi Travlou
(4th Elementary School of Argostoli Kephalonia, Greece)
- Evangelia Mitroyanni
(Experimental Elementary School of University of Patras Patras, Greece)
- Theofania Lyrintzi
(Experimental Elementary School of University of Patras Patras, Greece)
Abstract
The integration of digital technologies into formative assessment has revolutionized modern education by enhancing the learning experience and transforming how educators evaluate student progress. Digital tools such as Learning Management Systems, Artificial Intelligence-driven platforms, and immersive technologies like Virtual Reality (VR) and Augmented Reality (AR) provide real-time feedback, personalized learning pathways, and increased engagement. These innovations support diverse learning styles and foster deeper understanding through interactive and multimedia-rich environments. However, challenges such as the digital divide, lack of teacher training, ethical concerns surrounding data privacy, and biases in AI-driven systems pose significant barriers to equitable implementation. Future trends, including predictive analytics, blockchain for secure data management, and gamified assessment strategies, offer promising avenues for further development. Addressing these challenges while leveraging technological advancements can lead to a more inclusive, engaging, and effective educational landscape, preparing students for the demands of a rapidly evolving world.
Suggested Citation
Eleni Anastasopoulou & Gkika Konstantina & Angeliki Tsagri & Ioanna Schoina & Chrysi Travlou & Evangelia Mitroyanni & Theofania Lyrintzi, 2024.
"The Impact of Digital Technologies on Formative Assessment and the Learning Experience,"
Technium Education and Humanities, Technium Science, vol. 10, pages 115-126, December.
Handle:
RePEc:tec:educat:ojs:12113
DOI: 10.47577/teh.v10i.12113
Download full text from publisher
Corrections
All material on this site has been provided by the respective publishers and authors. You can help correct errors and omissions. When requesting a correction, please mention this item's handle: RePEc:tec:educat:ojs:12113. See general information about how to correct material in RePEc.
If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.
We have no bibliographic references for this item. You can help adding them by using this form .
If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your RePEc Author Service profile, as there may be some citations waiting for confirmation.
For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: Anna Maria Golita (email available below). General contact details of provider: .
Please note that corrections may take a couple of weeks to filter through
the various RePEc services.