From Visible to Understandable: Designing for Teacher Agency in Education Data Visualizations

Autor/inn/en	Ahn, June; Nguyen, Ha; Campos, Fabio
Titel	From Visible to Understandable: Designing for Teacher Agency in Education Data Visualizations
Quelle	In: Contemporary Issues in Technology and Teacher Education (CITE Journal), 21 (2021) 1 PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1528-5804
Schlagwörter	Visual Aids; Professional Autonomy; Data Interpretation; Data Use; Intervention; Preservice Teachers; Secondary Education; Multiple Literacies; Preservice Teacher Education; Instructional Effectiveness + Suchen Sie Ihr Suchwort? Anschauungsmaterial; Berufsfreiheit; Data evaluation; Datenauswertung; Sekundarbereich; Lehramtsstudiengang; Lehrerausbildung; Unterrichtserfolg
Abstract	In the United States, teachers are expected to analyze data to inform instruction and improve student learning. Despite investments in data tools, researchers find that teachers often interact with data visualizations in limited ways. Researchers have called for data interpretation training for preservice teachers to increase teachers' interactions with data visualizations, but training alone may not be enough to spur pedagogical insights. Research suggests that helping teachers build personal connections with data may foster their own agency. However, little is known about how to provide agency-developing experiences for teachers more efficiently that respect both the time and resource constraints that teachers face in their daily work. This article presents a design experiment that explored whether giving preservice teachers the choice of which data to visualize impacted their connections with data. When compared with a control group who were not offered the chance of choosing their data (but only received data interpretation training), the authors found that participants who experienced the agency intervention reported a deeper connection with the underlying meanings of educational data. This intervention provides foundational evidence that facilitating agency-developing experiences may help educators to develop deeper sensemaking about educational data. (As Provided).
Anmerkungen	Society for Information Technology and Teacher Education. P.O. Box 719, Waynesville, NC 28786. Fax: 828-246-9557; Web site: http://www.citejournal.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01