How Teacher Characteristics Relate to How Teachers Use Dashboards: Results from Two Case Studies in K-12

Autor/inn/en	van Leeuwen, Anouschka; Knoop-van Campen, Carolien A. N.; Molenaar, Inge; Rummel, Nikol
Titel	How Teacher Characteristics Relate to How Teachers Use Dashboards: Results from Two Case Studies in K-12
Quelle	In: Journal of Learning Analytics, 8 (2021) 2, S.6-21 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (van Leeuwen, Anouschka) ORCID (Knoop-van Campen, Carolien A. N.) ORCID (Molenaar, Inge) ORCID (Rummel, Nikol)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1929-7750
Schlagwörter	Teacher Characteristics; Online Systems; Technology Uses in Education; Elementary School Teachers; Secondary School Teachers; Decision Making; Teaching Experience; Self Efficacy; Age Differences; Gender Differences; Case Studies; Elementary Secondary Education + Suchen Sie Ihr Suchwort? Online; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Decision-making; Entscheidungsfindung; Self-efficacy; Selbstwirksamkeit; Age; Difference; Age difference; Altersunterschied; Geschlechterkonflikt; Case study; Fallstudie; Case Study
Abstract	Teacher dashboards are a specific form of analytics in which visual displays provide teachers with information about their students; for example, concerning student progress and performance on tasks during lessons or lectures. In the present paper, we focus on the role of teacher dashboards in the context of teacher decision-making in K-12 education. There is large variation in teacher dashboard use in the classroom, which could be explained by teacher characteristics. Therefore, we investigate the role of teacher characteristics -- such as experience, age, gender, and self-efficacy -- in how teachers use dashboards. More specifically, we present two case studies to understand how diversity in teacher dashboard use is related to teacher characteristics. Surprisingly, in both case studies, teacher characteristics were not associated with dashboard use. Based on our findings, we propose an initial framework to understand what contributes to diversity of dashboard use. This framework might support future research to attribute diversity in dashboard use. This paper should be seen as a first step in examining the role of teacher characteristics in dashboard use in K-12 education. (As Provided).
Anmerkungen	Society for Learning Analytics Research. 121 Pointe Marsan, Beaumont, AB T4X 0A2, Canada. Tel: +61-429-920-838; e-mail: info@solaresearch.org; Web site: https://learning-analytics.info/index.php/JLA/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01