How to assess A meaningful technology-integrated tool - reflective educators - self-assessment tool proposal

Oct 15, 2026

Paper introduces a self-assessment and support tool designed to strengthen reflective thinking in educators using digital storytelling. It outlines a theoretical framework for the reflective educator, emphasizing conscious practice, ethical considerations, and the difficult-to-change expectations and beliefs of educators. It then explains how a digital storytelling (DST) pathway is constructed for reflective practice, and how the rubric’s elements, indicators, and levels are developed to evaluate each educator’s produced work.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages26

Reading Time1 h 6 min

AccessFree to download

Abstract

Regarding skills for a reflective professionalism

How assess meaningful technology-integrated tool for reflective educators How to assess A meaningful technology-integrated tool for the reflective educators Giuseppe Annacontini [giuseppe.annacontini@unisalento.it](giuseppe.annacontini@unisalento.it) University of Salento, Italy Anna Paola Paiano [annapaola.paiano@unisalento.it](annapaola.paiano@unisalento.it) University of Salento, Italy Abstract In this paper we intend to present a tool for self-assess, support and improve reflective thinking in the educators towards the use of digital storytelling. First, we present an overview on the theoretical framework for conceptualizing a reflective educator, who needs to have a conscious approach on the practice and inquiries on the ethical consideration and important outcomes of teaching practice, with self-reflection, deep analysis of personal beliefs, and expectations on men and women and potential in general, and on learning. educators’ expectations are self-generating, and often hard to be changed. Moreover, educators stay trapped in unexamined rulings, judgements, interpretations, conventions, potentials and hopes . Second, we describe the process of constructing a DST for approaching to the reflective practice infusing personal beliefs and values into a professional identity. Third, we describe the process of constructing the rubric, its elements, indicators and levels to value the product every educator made . We conclude with the self-assessment tool we want to propose in our on-going research project. Keywords reflective educator, personal Digital Storytelling, self-assess, rubric . G.Annacontini and A. P. Paiano 36 Digital Education Review-Number 35, June 2019-[http://greav.ub.edu/der/](http://greav.ub.edu/der/) I. Regarding skills for a reflective professionalism In training of educators and in educational practice, times and spaces used to respond to the primarey need to be able to return to the actions carried out, in order to observe and initiate a reflection that gives back the sense of “applied technique” rather than “Strategy pursued” become unavoidable skills Where reflexivity is interpreted as a “form of heuristic-reflective rationality”, a set of useful to “contextually re-think one's actions [...], its theoretical and practical and ideological foundations and put it back into focus” (Cambi, 2006) . The reflection on the matter becomes a condition to facilitate the adherence to a model of practice as a strategic action able to concretize the educational intention to produce improvements in reference to the cure for the double bond of self-realization and socialization of the subjects in training, infinite integration of the self and the world. It is here that a strong identity trait of the educational profession is played, it is advisable to be cultivated in advance in such a way that it can accompany itself throughout the duration of its own continuous redefinition . The absence of the ability to reflect about and in regard of the experience would risk paradoxically to make the educator lose contact with reality and the practices themselves that, although they may be carriersand generators of knowledge, remain bound to their empirical origins, to a specific type of social representation and a mainly normative meaning, self-validating and self-affirming themselves . The knowledge related to pure praxis “even when they are elaborated reflexively, rarely reach the level of critical awareness, and their profile [...] makes them fall into dogmatic forms . There is therefore the need for an elaboration that is not only reflective but also critical” (Baldacci 2016, p.51) . Donald Schön, in his ”Reflective Practitioner”, had moreover specified that when we talk about professionalism, we always refer to a “form of research”. Reflective professionals are those able tobe “researchers in a practical context”, because through their tasks and their professional practices they modify, expand, im

FAQs

What is the main purpose of the proposed tool in the paper?

It is designed to support educators in self-assessing and improving reflective thinking through the use of digital storytelling.

How does the paper frame the reflective educator conceptually?

It highlights a conscious approach to practice and inquiry, including ethical considerations, deep analysis of personal beliefs, and the ability to reflect critically on teaching practice.

What does the paper describe about the rubric development?

It presents the process of constructing the rubric, detailing its elements, indicators, and levels used to value the product each educator creates.

Oct 15, 2026

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