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What information do teachers
demand from a computerized
classroom? An exploratory
analysis
Alejandra Martínez-Monés, Chris...
Zoe and Mme Joly
4 July, 2017LASI Spain 2017
2
Teachers do not use LA
 Lack of uptake of LA tools by teachers in primary and
secondary schools
 In last LAK, 1 out of 6...
Context – The project Epa’T
 French pilot project on the use of digital tools at the
school (Project Epa’T - Espace Proté...
The study
 Exploratory phase of the project (DBR methodology)
 The technological setup had not been deployed yet
 The g...
Method –
Contextual Interviews
 Interview structure:
 Part 1: Closed questions (teachers’ profile)
 Part 2: Open questi...
Method
Participants
4 July, 2017LASI Spain 2017
8
 Teachers’ group 1:
 11 teachers for the same secondary school (11-y)
...
Results
Expectations
4 July, 2017LASI Spain 2017
9
 What the teacher expect from the technological support:
EXPECTATIONS ...
Results – Information
demanded (1/4)
 Supervision of students’ activities & time-related
information
4 July, 2017LASI Spa...
Results – Information
demanded (2/4)
 Usage of the computers inside and outside the
classroom
4 July, 2017LASI Spain 2017...
Results – Information
demanded (3/4)
 Information related to the assessment of competencies:
4 July, 2017LASI Spain 2017
...
Results – Information
demanded (4/4)
4 July, 2017LASI Spain 2017
13
 More specific requirements
Use a color code to asses...
4 July, 2017LASI Spain 2017
14
SUPERVISION OF THE ACTIVITIES 1 2 3 4 5 6 7 8 9 10 11 1 2 3 4 5 6 7 8
Number of exercises m...
Discussion
 Teachers demand information related to what they perceive as
their duty (supervision of students’ tasks, asse...
Conclusions
 There is a need to understand teachers’ needs and
restrictions if LA comunity wants to reach a further impac...
Future work
 Next DBR iterations
 Define indicators and work with teachers to validate them
 Implement them and test if...
Thank you!
amartine@infor.uva.es
christophe.reffay@univ-fcomte.fr
vanda.luengo@lip6.fr
Images taken from:
http://www.color...
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VII Jornadas eMadrid "Education in exponential times". What information do teachers demand from a computerized classroom? An exploratory analysis. Alejandra Martínez-Monés, Universidad de Valladolid. 04/07/2017.

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VII Jornadas eMadrid "Education in exponential times". What information do teachers demand from a computerized classroom? An exploratory analysis. Alejandra Martínez-Monés Universidad de Valladolid. 04/07/2017.

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VII Jornadas eMadrid "Education in exponential times". What information do teachers demand from a computerized classroom? An exploratory analysis. Alejandra Martínez-Monés, Universidad de Valladolid. 04/07/2017.

  1. 1. What information do teachers demand from a computerized classroom? An exploratory analysis Alejandra Martínez-Monés, Christophe Reffay, Gwénaëlle Lécuyer-Cabioch and Vanda Luengo ÉSPÉ Besançon, Université Franche-Comté GSIC – EMIC, Universidad de Valladolid amartine@infor.uva.es
  2. 2. Zoe and Mme Joly 4 July, 2017LASI Spain 2017 2
  3. 3. Teachers do not use LA  Lack of uptake of LA tools by teachers in primary and secondary schools  In last LAK, 1 out of 65 papers reported on a case of adoption of a tool by a teacher in a primary school  Likely reasons  LA is leaned towards the supply side (LA researchers) (Fergusson et al., 2016)  There is a mistmatch between what it is offered and what teachers need (Holdstein, 2017) 4 July, 2017LASI Spain 2017 3 Ferguson, R., Brasher, A., Clow, D., Cooper, A., Hillaire, G., Mittelmeier, J., Rienties, B., Ullmann, T., Vuorikari, R.: Research Evidence on the Use of Learning Analytics: Implications for Education Policy. (2016). Holstein, K., McLaren, B.M., Aleven, V.: Intelligent tutors as teachers’ aides: exploring teacher needs for real- time analytics in blended classrooms. In: Proceedings of the Seventh International Learning Analytics & Knowledge Conference. pp. 257–266. ACM (2017).
  4. 4. Context – The project Epa’T  French pilot project on the use of digital tools at the school (Project Epa’T - Espace Protégé pour l’Apprentissage en ses Traces).  Overall goal  Providing teachers with efficient ICT support to fill the current distance between learning analytics and current classroom practices  The envisioned technological setup:  Google Chromebooks with Google Classroom & Hapara (a learning analytics tool) 4 July, 2017LASI Spain 2017 4
  5. 5. The study  Exploratory phase of the project (DBR methodology)  The technological setup had not been deployed yet  The goal was to understand teachers’ points of view before deployment  Qualitative approach - Exploring & Understanding  The research question: What kind of support do teachers expect from a computerized classroom? 4 July, 2017LASI Spain 2017 5
  6. 6. Method – Contextual Interviews  Interview structure:  Part 1: Closed questions (teachers’ profile)  Part 2: Open questions to elicit current practices  Part 3: Open questions about what information teachers’ would demand from a digital system  Protocol followed (only in one of the two groups)  Teachers should propose a situation of personalization with an application devoted to the design of lesson plans for the development of competences 4 July, 2017LASI Spain 2017 7
  7. 7. Method Participants 4 July, 2017LASI Spain 2017 8  Teachers’ group 1:  11 teachers for the same secondary school (11-y)  Teachers’ group 2:  8 teachers of different primary schools (10-y) TEACHERS' GROUP 1 (SECONDARY SCHOOL) TEACHERS' GROUP 2 (PRIMARY SCHOOLS) 1 2 3 4 5 6 7 8 9 10 11 1 2 3 4 5 6 7 8
  8. 8. Results Expectations 4 July, 2017LASI Spain 2017 9  What the teacher expect from the technological support: EXPECTATIONS 1 2 3 4 5 6 7 8 9 10 11 1 2 3 4 5 6 7 8 Adapt the difficulty of the activities to the leaners' profile Adapt the type of activity to the learners' profile Monitor the activities (success, failure, assessment, and behaviour) Intervene directly by sending personalized messages TEACHERS' GROUP 1 (SECONDARY SCHOOL) TEACHERS' GROUP 2 (PRIMARY SCHOOLS)
  9. 9. Results – Information demanded (1/4)  Supervision of students’ activities & time-related information 4 July, 2017LASI Spain 2017 10 Intervene directly by sending personalized messages SUPERVISION OF THE ACTIVITIES 1 2 3 4 5 6 7 8 9 10 11 1 2 3 4 5 6 7 8 Number of exercises made (or not) Number of attempts to make an exercise Time spent in an exercise Visualization and remedation of mistakes Main errors in the class & number of pupils concerned Need to carry out the supervision off-line (evenings) TIME Time spent working on task Time elapsed until the activity is submitted TEACHERS' GROUP 1 (SECONDARY SCHOOL) TEACHERS' GROUP 2 (PRIMARY SCHOOLS)
  10. 10. Results – Information demanded (2/4)  Usage of the computers inside and outside the classroom 4 July, 2017LASI Spain 2017 11 Time elapsed until the activity is submitted USE OF COMPUTERS AT THE CLASSROOM 1 2 3 4 5 6 7 8 9 10 11 1 2 3 4 5 6 7 8 Supervising the screens Visualize whether the students are connected and working Direct interaction by means of messages USE OF COMPUTERS OUT THE CLASSROOM which activities had been carried out lenght of connection from home access to the classroom blog TEACHERS' GROUP 1 (SECONDARY SCHOOL) TEACHERS' GROUP 2 (PRIMARY SCHOOLS)
  11. 11. Results – Information demanded (3/4)  Information related to the assessment of competencies: 4 July, 2017LASI Spain 2017 12 access to the classroom blog COMPETENCE ASSESSMENT Visualize the progress for the competence assessment Visualize the level of acquistion compared to the class or the school Use a color code to assess the level of acquisition TEACHERS' GROUP 1 (SECONDARY SCHOOL) TEACHERS' GROUP 2 (PRIMARY SCHOOLS)
  12. 12. Results – Information demanded (4/4) 4 July, 2017LASI Spain 2017 13  More specific requirements Use a color code to assess the level of acquisition MORE SPECIFIC 1 2 3 4 5 6 7 8 9 10 11 1 2 3 4 5 6 7 8 Cardiac Rythm Record oral exercises Quality of written productions TEACHERS' GROUP 1 (SECONDARY SCHOOL) TEACHERS' GROUP 2 (PRIMARY SCHOOLS)
  13. 13. 4 July, 2017LASI Spain 2017 14 SUPERVISION OF THE ACTIVITIES 1 2 3 4 5 6 7 8 9 10 11 1 2 3 4 5 6 7 8 Number of exercises made (or not) Number of attempts to make an exercise Time spent in an exercise Visualization and remedation of mistakes Main errors in the class & number of pupils concerned Need to carry out the supervision off-line (evenings) TIME Time spent working on task Time elapsed until the activity is submitted USE OF COMPUTERS AT THE CLASSROOM 1 2 3 4 5 6 7 8 9 10 11 1 2 3 4 5 6 7 8 Supervising the screens Visualize whether the students are connected and working Direct interaction by means of messages USE OF COMPUTERS OUT THE CLASSROOM which activities had been carried out lenght of connection from home access to the classroom blog COMPETENCE ASSESSMENT Visualize the progress for the competence assessment Visualize the level of acquistion compared to the class or the school Use a color code to assess the level of acquisition MORE SPECIFIC 1 2 3 4 5 6 7 8 9 10 11 1 2 3 4 5 6 7 8 Cardiac Rythm Record oral exercises Quality of written productions TEACHERS' GROUP 2 (PRIMARY SCHOOLS) TEACHERS' GROUP 1 (SECONDARY SCHOOL)
  14. 14. Discussion  Teachers demand information related to what they perceive as their duty (supervision of students’ tasks, assessment, classroom management …).  They suggest visualizations connected to their practices  Codes green – yellow – red  Some of them envision more advanced tools specific to their needs  These demands point out to requirements for the design of ICT enriched with learning analytics, but even if some of they apper to be simple, it has not been explored yet if all this information can be handled online  The request to use the indicators in the evening points out to the fact that it may be difficult 4 July, 2017LASI Spain 2017 15
  15. 15. Conclusions  There is a need to understand teachers’ needs and restrictions if LA comunity wants to reach a further impact in schools (primary and early secondary)  This study provides initial findings and complements previous studies (Holdstein, 2017; Rodriguez-Triana, 2015)  LA has to work on more holistic approaches to the implementation of ICT at these elementary levels, taking also into account the specific data privacy issues that appear when working with minors (Rodríguez-Triana et al., 2016) 4 July, 2017LASI Spain 2017 16 Rodríguez-Triana, M.J., Martínez-Monés, A., Villagrá-Sobrino, S.: Learning analytics in small-scale teacher-led innovations: Ethical and data privacy issues. J. Learn. Anal. 3, 43–65 (2016). Rodríguez-Triana, M.J., Holzer, A., Vozniuk, A., Gillet, D.: Orchestrating inquiry-based learning spaces: An analysis of teacher needs. In: International Conference on Web-Based Learning. pp. 131–142. Springer (2015).
  16. 16. Future work  Next DBR iterations  Define indicators and work with teachers to validate them  Implement them and test if they help fulfil the objectives (which are also to be defined in each case or group of cases)  Continue the cycles and test whether the adapted tools help teachers envision more advanced ways of appropriation and move from modification to redefinition of their practices (in terms of the SAMR model). 4 July, 2017 17
  17. 17. Thank you! amartine@infor.uva.es christophe.reffay@univ-fcomte.fr vanda.luengo@lip6.fr Images taken from: http://www.coloring-pictures.net/drawings/DesertIsland/a-sunset-seen-since-a-beach-of-an-island.php http://classroom-aid.com/2014/04/28/open-learning-analytics/ http://www.dangastineau.com/post/introduction http://classroom-aid.com/2014/04/28/open-learning-analytics/ http://www.freepik.es/index.php?goto=74&idfoto=863711 4 July, 2017LASI Spain 2017 18

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