What question did this study set out to answer?

To examine how primary school teachers interpret real-time learning analytics dashboards and translate the information into pedagogical actions during mathematics instruction.

June 29, 2018IEEE Transactions on Learning Technologies

How Teachers Make Dashboard Information Actionable

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To examine how primary school teachers interpret real-time learning analytics dashboards and translate the information into pedagogical actions during mathematics instruction.
Observed dashboard consultations and immediate pedagogical responses across 38 primary school mathematics lessons where students practiced on tablets.
Conducted stimulated recall interviews with 38 teachers to evaluate cognitive reflection and sense-making processes using Verbert's learning analytics process model.
Teachers consulted the dashboard an average of 8.3 times per lesson.
Dashboard consultations primarily prompted task and process feedback, which teachers formulated by combining dashboard data with preexisting knowledge of students.
Higher dashboard consultation frequency was associated with the activation of more diverse pedagogical knowledge and the delivery of more varied feedback.

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Implication

Observational study reveals how real-time dashboard data guides instructional actions in primary mathematics lessons, indicating that analytics proficiency promotes adaptive teaching.

Cite This Study

Molenaar et al. (2018) studied this question.

synapsesocial.com/papers/6a10b79bcfa01e990d9f6185 https://doi.org/10.1109/tlt.2018.2851585

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Implication

Observational study reveals how real-time dashboard data guides instructional actions in primary mathematics lessons, indicating that analytics proficiency promotes adaptive teaching.

How Teachers Make Dashboard Information Actionable

Key Points

Discussion

Implication

Cite This Study

How Teachers Make Dashboard Information Actionable

Key Points

Discussion

Implication

Cite This Study

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