Technology to support teachers using evidence from student work to customize technology-enhanced inquiry units

Matuk, Camillia; Linn, Marcia C.; Eylon, Bat‐Sheva

doi:10.1007/s11251-014-9338-1

Cited by 64 publications

(44 citation statements)

References 38 publications

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“…Moreover, Matuk et al (2015) pointed out the added value of re-designing learning materials through small and systematic adjustments made by teachers. The authors claim that when teachers stem from real needs of their 'clients', it creates better adapted teaching.…”

Section: Digital Design As a Parameter Of Teacher Professional Knowledgementioning

confidence: 99%

Digital competences and long-term ICT integration in school culture: The perspective of elementary school leaders

2016

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This study examines how the leaders of technology integration in educational institutions -school principals and ICT facilitators -assess systemic changes that occurred in their schools. The study collected the data from Israeli elementary schools towards the end of the third and the fourth years of the gradual National ICT program. The research questions explored (1) the predictors of the general school ICT culture and (2) changes over time in the general school ICT culture and its components. An online questionnaire was distributed to all elementary schools in the Northern District and filled out jointly by the school principal and ICT facilitator. A total of 392 questionnaires (91.2 % response rate) were analyzed. The following predictors explained 63 % of variance in general school ICT culture: the percent of teachers who frequently use ICT in lessons, using technology for enhance pedagogy, teachers' digital competence, digital content use, its design by teachers, pedagogical update of class website, school portal update (negative predictor), e-communication within school staff, and teacherparents e-communication. Regarding the impact of time, the results indicated that between the 3rd and 4th years of ICT integration significant changes still occur in the general school ICT culture and most of its components.

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Section: Digital Design As a Parameter Of Teacher Professional Knowledgementioning

confidence: 99%

Digital competences and long-term ICT integration in school culture: The perspective of elementary school leaders

2016

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“…If the student is viewed as the end user (as I believe that (s)he should), participatory design needs to include a more direct participation/contribution of the student in the design of (technology enhanced) learning environments. Matuk et al (2015) explore what they call the added value of teachers' re-design of curriculum materials via small, systematic adjustments. Their stated goal is to ''offer rich descriptions, rather than evaluations… [and]…not to make generalizable claims about the role of technology in supporting teachers' customizations, but to illustrate specific cases in which it is done'' so as to ''begin to recognize the roles of available technologies in their work'' with the ultimate goal of informing ''the design of TEL materials that best support and guide customizations that promote student learning''.…”

Section: The Individual Contributions To This Special Issuementioning

confidence: 99%

Do we need teachers as designers of technology enhanced learning?

Kirschner

2015

Instr Sci

123

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In this special issue, five teams of researchers discuss different aspects of the teacher as designer of technology enhanced learning situations. This final contribution critically discusses if and how teachers as designers of technology enhanced learning might (not) be feasible or even desirable. The premise underlying this critical view is that technology enhanced learning should not be seen as 'special' in comparison to other forms of learning in the teacher's arsenal. Both practicing professionals and institutions for teacher education must understand and embrace the role of design in professional competencies if technology enhanced learning is ever to be fully integrated into teaching and learning processes.Keywords Competencies Á Technology enhanced learning Á Teachers Á DesignThe stated purpose of this special issue is to contribute to the discussion of the teacher as a design professional and to ''provide[s] clear and timely considerations for those aiming to investigate and/or facilitate teachers as designers of technology enhanced learning'' (Kali & McKenney 2012). In line with this, I will try to make a critical yet constructive contribution to this discussion. First, I will place a few critical notes on the theme itself, namely teachers as designers of technology enhanced learning with respect to teacher competences and the ecology of education as a whole. Having done this, I will place a few critical remarks on the papers themselves. After a short discussion on what is needed for good learning, not only technology enhanced learning, I will conclude with recommendations for future work on this area, based on implications of my various considerations.

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“…This last step could take the shape of automatic feedback to the learner, but as we discuss in this paper, could also take the shape of providing teachers with information about learners, who subsequently use the information to support learners. LA may, for example, offer information that helps the teacher to offer individualised student guidance or to plan activities for subsequent lessons (e.g., Matuk, Linn, & Eylon, 2015).…”

Section: Learning Analytics As Teacher Supportmentioning

confidence: 99%

Measuring teacher sense making strategies of learning analytics: a case study

Leeuwen

Wermeskerken

Erkens

et al. 2017

Learning: Research and Practice

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Teacher orchestration of the classroom is a demanding task because of the multitude of activities and the rapid pace at which these activities occur. Teachers must constantly be aware of the activities students engage in and the progress students are making, in order to be able to make informed decisions. Recent years have seen the development of learning analytics (LA) to support teachers, in the form of interfaces that capture and visualise data about learner activities. LA are hypothesised to deliver actionable knowledge, because the provided information would enable teachers to immediately translate the information into concrete intervention of some kind. This paper provides a short discussion of the hypothesised affordances of LA for supporting teachers, and subsequently, a case study is presented in which a teacher's sense making strategies of LA were investigated within a digital environment, which enabled the teacher to monitor and regulate the activities of five collaborating groups of students. Besides automatically logged teacher behaviour, eye tracking was used to examine eye movements, and cued retrospective reporting was used to evaluate the choices and decisions made by the teacher. The case study is used to discuss directions for future research concerning learning analytics to support teachers. ARTICLE HISTORY

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Technology to support teachers using evidence from student work to customize technology-enhanced inquiry units

Cited by 64 publications

References 38 publications

Digital competences and long-term ICT integration in school culture: The perspective of elementary school leaders

Digital competences and long-term ICT integration in school culture: The perspective of elementary school leaders

Do we need teachers as designers of technology enhanced learning?

Measuring teacher sense making strategies of learning analytics: a case study

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