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research-article

How Teachers Make Dashboard Information Actionable

Authors:

Carolien A. N. Knoop-van CampenAuthors Info & Claims

IEEE Transactions on Learning Technologies, Volume 12, Issue 3

Pages 347 - 355

https://doi.org/10.1109/TLT.2018.2851585

Published: 01 July 2019 Publication History

Abstract

This study investigates how teachers use dashboards in primary school classrooms. While learners practice on a tablet real-time data indicating learner progress and performance is displayed on teacher dashboards. This study examines how teachers use the dashboards, applying Verberts’ learning analytics process model. Teacher dashboard consultations and resulting pedagogical actions were observed in 38 mathematics lessons. In stimulated recall interviews, the 38 teachers were asked to elaborate on how they reflect on and make sense of the information on the dashboard. The results showed that teachers consulted the dashboard on average 8.3 times per lesson. Teachers activated existing knowledge about students and the class to interpret dashboard information. Task and process feedback were the pedagogical actions most often used following dashboard consultation. Additionally, teachers who consulted the dashboard more often activated more and more diverse pedagogical knowledge to interpret the data and, consequently, gave more and more diverse feedback. These results indicated that teacher dashboards were indeed influencing teachers’ pedagogical actions in their daily classroom activities. This study provided the first evidence that dashboards progressively impact teaching practice and initiate more profound behavioral changes as teachers become more proficient in using them.

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Cited By

Brunskill ENorberg KFancsali SRitter SJoyner DKim MWang XXia M(2024)Examining the Use of an AI-Powered Teacher Orchestration Tool at ScaleProceedings of the Eleventh ACM Conference on Learning @ Scale10.1145/3657604.3664704(356-360)Online publication date: 9-Jul-2024
https://dl.acm.org/doi/10.1145/3657604.3664704
Alajlani NMonga MLonati VBarendsen ESheard JPaterson J(2024)Educators as Stakeholders within Adaptive LearningProceedings of the 2024 on Innovation and Technology in Computer Science Education V. 210.1145/3649405.3659469(824-825)Online publication date: 8-Jul-2024
https://dl.acm.org/doi/10.1145/3649405.3659469
Sloan-Lynch JMorse R(2024)Equity-Forward Learning Analytics: Designing a Dashboard to Support Marginalized Student SuccessProceedings of the 14th Learning Analytics and Knowledge Conference10.1145/3636555.3636844(1-11)Online publication date: 18-Mar-2024
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cover image IEEE Transactions on Learning Technologies

IEEE Transactions on Learning Technologies Volume 12, Issue 3

July-Sept. 2019

151 pages

ISSN:1939-1382

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1939-1382 © 2018 IEEE. Personal use is permitted, but republication/redistribution requires IEEE permission. See http://www.ieee.org/publications standards/publications/rights/index.html for more information.

Publisher

IEEE Computer Society Press

Washington, DC, United States

Publication History

Published: 01 July 2019

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Cited By

Brunskill ENorberg KFancsali SRitter SJoyner DKim MWang XXia M(2024)Examining the Use of an AI-Powered Teacher Orchestration Tool at ScaleProceedings of the Eleventh ACM Conference on Learning @ Scale10.1145/3657604.3664704(356-360)Online publication date: 9-Jul-2024
https://dl.acm.org/doi/10.1145/3657604.3664704
Alajlani NMonga MLonati VBarendsen ESheard JPaterson J(2024)Educators as Stakeholders within Adaptive LearningProceedings of the 2024 on Innovation and Technology in Computer Science Education V. 210.1145/3649405.3659469(824-825)Online publication date: 8-Jul-2024
https://dl.acm.org/doi/10.1145/3649405.3659469
Sloan-Lynch JMorse R(2024)Equity-Forward Learning Analytics: Designing a Dashboard to Support Marginalized Student SuccessProceedings of the 14th Learning Analytics and Knowledge Conference10.1145/3636555.3636844(1-11)Online publication date: 18-Mar-2024
https://dl.acm.org/doi/10.1145/3636555.3636844
Colling LKholin MMeurers DBoratto LGena CMarras MGermanakos PPopescus E(2024)A Learning Analytics Dashboard for K-12 English Teachers - Bridging the Gap Between Student Process Data and Teacher NeedsAdjunct Proceedings of the 32nd ACM Conference on User Modeling, Adaptation and Personalization10.1145/3631700.3665228(538-548)Online publication date: 27-Jun-2024
https://dl.acm.org/doi/10.1145/3631700.3665228
Sibley LLachner APlicht CFabian ABackfisch IScheiter KBohl T(2024)Feasibility of adaptive teaching with technologyComputers & Education10.1016/j.compedu.2024.105108219:COnline publication date: 1-Oct-2024
https://dl.acm.org/doi/10.1016/j.compedu.2024.105108
Kim J(2024)Types of teacher-AI collaboration in K-12 classroom instruction: Chinese teachers’ perspectiveEducation and Information Technologies10.1007/s10639-024-12523-329:13(17433-17465)Online publication date: 23-Feb-2024
https://dl.acm.org/doi/10.1007/s10639-024-12523-3
Barthakur AMarrone REsnaashari SKovanovic VDawson S(2024)A Systematic Review of Studies on Decision-Making Systems for Teaching and Learning in K-12Technology Enhanced Learning for Inclusive and Equitable Quality Education10.1007/978-3-031-72315-5_4(49-63)Online publication date: 16-Sep-2024
https://dl.acm.org/doi/10.1007/978-3-031-72315-5_4
Kragten MHoogma TBredeweg B(2024)Integration of a Teacher Dashboard in a Hybrid Support Approach for Constructing Qualitative RepresentationsTechnology Enhanced Learning for Inclusive and Equitable Quality Education10.1007/978-3-031-72315-5_15(208-221)Online publication date: 16-Sep-2024
https://dl.acm.org/doi/10.1007/978-3-031-72315-5_15
Borgards LKarademir OStrauß SDi Mitri DKubsch MBrobeil MGrimm AGombert SNeumann KDrachsler HScheffel MRummel N(2024)Achieving Tailored Feedback by Means of a Teacher Dashboard? Insights into Teachers’ Feedback PracticesTechnology Enhanced Learning for Inclusive and Equitable Quality Education10.1007/978-3-031-72312-4_8(75-80)Online publication date: 16-Sep-2024
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Sapsai IValencia Usme YAbke J(2023)Learning Analytics Dashboard for Educators: Proposed Project to Design with Pedagogical BackgroundProceedings of the 5th European Conference on Software Engineering Education10.1145/3593663.3593686(38-47)Online publication date: 19-Jun-2023
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