What Information Do Teachers Demand from a Computerized Classroom? An Exploratory Analysis

Adoption of teaching analytics systems at early school levels is scarce. To in-crease the uptake of these systems by teachers, there is a need of initiatives that enable teachers and designers work together, to allow designers understand teachers’ needs. This paper reports on the initial findings of a study where nine-teen teachers were interviewed to elicit their demands in the context of a techno-logically enabled classroom setup. The results show that teachers demand indica-tors related to their daily tasks in the context of formal education, and suggest de-sign features that resemble their current practices

[1]  Dennis Zielke,et al.  Design and Implementation of a Learning Analytics Toolkit for Teachers , 2012, J. Educ. Technol. Soc..

[2]  Rebecca Ferguson,et al.  Research Evidence on the Use of Learning Analytics: Implications for Education Policy , 2016 .

[3]  Christophe Reffay,et al.  EPA’T : Espace Protégé pour l’Apprentissage en ses Traces Bilan du projet , 2017 .

[4]  Martin Ebner,et al.  Why Learning Analytics for Primary Education Matters ! , .

[5]  Abdigani Diriye,et al.  Studying engagement and performance with learning technology in an African classroom , 2017, LAK.

[6]  Johan van Braak,et al.  The impact of primary school teachers' educational beliefs on the classroom use of computers , 2008, Comput. Educ..

[7]  Charles Buabeng-Andoh.  Factors influencing teachers' adoption and integration of information and communication technology into teaching: A review of the literature , 2012 .

[8]  E. Rogers,et al.  Diffusion of innovations , 1964, Encyclopedia of Sport Management.

[9]  Vincent Aleven,et al.  Intelligent tutors as teachers' aides: exploring teacher needs for real-time analytics in blended classrooms , 2017, LAK.

[10]  María Jesús Rodríguez-Triana,et al.  Orchestrating Inquiry-Based Learning Spaces: An Analysis of Teacher Needs , 2015, ICWL.

[11]  B. Somekh.  Factors Affecting Teachers’ Pedagogical Adoption of ICT , 2008 .

[12]  Xavier Ochoa,et al.  Proceedings of the Seventh International Learning Analytics & Knowledge Conference , 2017, LAK.

[13]  María Jesús Rodríguez-Triana,et al.  Learning analytics in small-scale teacher-led innovations: Ethical and data privacy issues , 2016 .

[14]  Thomas C. Reeves,et al.  Design research from a technology perspective , 2006 .

[15]  Matthew J. Koehler,et al.  Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge , 2006, Teachers College Record: The Voice of Scholarship in Education.