Teachers learning to implement student collaboration. The role of data analytics tools.

Autor/inn/en	Leeuwen, Anouschka van; Rummel, Nikol
Titel	Teachers learning to implement student collaboration. The role of data analytics tools.
Quelle	Aus: Castro Superfine, Alison (Hrsg.); Goldman, Susan R. (Hrsg.); Ko, Mon-Lin Monica (Hrsg.): Teacher learning in changing contexts. Perspectives from the learning sciences. London u.a.: Routledge (2023) S. 35-46 PDF als Volltext Link als defekt meldenVerfügbarkeit
Reihe	Routledge advances in the learning sciences
Sprache	englisch
Dokumenttyp	online; gedruckt; Sammelwerksbeitrag
ISBN	978-0-367-56266-3; 978-0-367-56267-0; 978-1-003-09711-2
DOI	10.4324/9781003097112-4
Schlagwörter	Learning Analytics; Lehrerausbildung; Kollaboration
Abstract	For collaboration between students to be successful, adequate teacher support is necessary. Teachers need to learn how to (1) monitor student collaboration so that they can effectively recognize and interpret meaningful events occurring during student collaboration, and (2) learn to monitor and adjust their own behavior to provide effective support to collaborating students. In this chapter, we point out the possible role that data analytics tools can play in these two learning processes. Data analytics tools are systems or displays that aggregate and visualize data collected from the classroom to inform the teacher. Introducing data analytics tools in the classroom also means that teachers need to learn how to make use of these tools and integrate them into their teaching practice. We will also discuss this aspect of teacher learning and point out directions for future research. (übernommen).
Erfasst von	Externer Selbsteintrag
Update	2025/2