Making Sense of Sensemaking: Understanding How K-12 Teachers and Coaches React to Visual Analytics

Autor/inn/en	Campos, Fabio C.; Ahn, June; DiGiacomo, Daniela K.; Nguyen, Ha; Hays, Maria
Titel	Making Sense of Sensemaking: Understanding How K-12 Teachers and Coaches React to Visual Analytics
Quelle	In: Journal of Learning Analytics, 8 (2021) 3, S.60-80 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Campos, Fabio C.) ORCID (Ahn, June) ORCID (Nguyen, Ha) ORCID (Hays, Maria)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1929-7750
Schlagwörter	Middle School Teachers; Mathematics Teachers; Learning Analytics; Comprehension; Teacher Role; Coaching (Performance); Elementary Secondary Education; Data Use; Educational Technology; Technology Uses in Education; Visual Aids; Mathematics Instruction; Graphs; Emotional Response; Intention + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Mathematics; Mathematik; Verstehen; Verständnis; Lehrerrolle; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Anschauungsmaterial; Mathematics lessons; Mathematikunterricht; Grafische Darstellung; Emotionales Verhalten
Abstract	With the spread of learning analytics (LA) dashboards in K-12 schools, educators are increasingly expected to make sense of data to inform instruction. However, numerous features of school settings, such as specialized vantage points of educators, may lead to different ways of looking at data. This observation motivates the need to carefully observe and account for the ways data sense-making occurs, and how it may differ across K-12 professional roles. Our mixed-methods study reports on interviews and think-aloud sessions with middle-school mathematics teachers and instructional coaches from four districts in the United States. By exposing educators to an LA dashboard, we map their varied reactions to visual data and reveal prevalent sense-making patterns. We find that emotional, analytical, and intentional responses inform educators' sense-making and that different roles at the school afford unique vantage points toward data. Based on these findings, we offer a typology for representing sense-making in a K-12 school context and reflect on how to expand visual LA process models. (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