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Technology continues to form an important part of the educational landscape, although the value of portable devices as learning tools is still being explored and debated. In light of the technology-based teaching methods suddenly brought into effect in response to the COVID-19 pandemic, the deliberate use of technology for learning is increasingly significant. The purpose of this article is to highlight student perspectives of learning with portable devices to inform the use of portable technology in the Canadian school system going forward. To gather student perceptions, the research team surveyed 704 students in Grades 6 to 9 about their use of iPads in the classroom during a 1:1 technology initiative. While students were enthusiastic about the presence of portable technology, they also shared mixed feelings about the use of such technology as a learning tool. Key themes fell into three categories--engagement, inclusivity, and learning--as students shared their insight into the academic, social, and physical barriers that exist as a result of the technology. In the discussion, we identify lessons learned, especially in the area of self-regulation, and make recommendations on how to harness the power of this multi-faceted learning tool and minimize the chaos it can create when not utilized deliberately and carefully.

Background: The presence and function of assessment in Canadian classrooms has changed in the past thirty years. Driving this continuously evolving landscape of classroom assessment is the fundamental belief that classroom assessment can be effectively used to monitor and support student learning and achievement. A central challenge amid this changing landscape is that teachers are required to keep pace with increasing assessment expectations, with research continuing to show that teachers are generally underprepared for the current context of assessment they may face. A potential root cause of this reported unpreparedness relates to teacher preparation in assessment during initial teacher education programmes. Purpose: The purpose of this study is to examine approaches to assessment education across Canadian teacher education programmes. Drawing on data from teacher educators and teacher education documents (e.g. course syllabi), two research questions guided this study: (1) What are the programmatic provisions for assessment education across Canadian teacher education programmes?; and (2) What are teacher educators' approaches to assessment education? Method: This study explores the landscape of assessment education across Canada through analyses of interviews with teacher educators (n = 25) and programme documentation drawn from 12 teacher education programmes. Findings: The analyses identified six overarching themes that characterise contemporary assessment education: (1) similar structures of assessment education; (2) limited time for assessment education; (3) inconsistent messaging; (4) focus of learning; (5) attitudes and explicitly modelling assessment; and (6) building explicit connections to teaching contexts across kindergarten-12th grade (student ages 5-18). Conclusions: Understanding how teachers are educated in assessment is the first step in redressing teachers' low levels of assessment literacy. This exploratory pan-Canadian study provides a theoretical and descriptive foundation for future research into assessment education in Canada and elsewhere, with the aim of improving teacher education in assessment.