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Por favor, use este identificador para citar o enlazar este ítem: http://uvadoc.uva.es/handle/10324/25479
Título: What information do teachers demand from a computerized classroom? An exploratory analysis
Autor: Martínez Monés, Alejandra
Reffay, Christophe
Lécuyer Cabioch, Gwénaëlle
Luengo, Vanda
Congreso: LASI: Learning Analytics Summer Institute & Summer School (2017. Madrid)
Año del Documento: 2017
Descripción: Producción Científica
Documento Fuente: Martínez-Monés, A., Reffay, Lécuyer-Cabioch, G., Luengo, V., What information do teachers demand from a computerized classroom? An exploratory analysis. Proceedings of the Learning Analytics Summer Institute, Spain 2017, Madrid, July 2017
Resumen: Adoption of teaching analytics systems at early school levels is scarce. To increase the uptake of these systems by teachers, there is a need of initiatives that enable teachers and designers work together, to allow designers understand teachers’ needs. This paper reports on the initial findings of a study where nineteen teachers were interviewed to elicit their demands in the context of a technologically enabled classroom setup. The results show that teachers demand indicators related to their daily tasks in the context of formal education, and suggest design features that resemble their current practices.
Palabras Clave: TIC
Enseñanza analítica
Patrocinador: Ministerio de Economía, Industria y Competitividad (Project (TIN2014-53199-C3-2-R)
Ministerio de Economía, Industria y Competitividad (Project TIN2015-71669-REDT)
Ministerio de Educación, Cultura y Deporte (Proyect PRX16/00480)
Junta de Castilla y León (programa de apoyo a proyectos de investigación – Ref. VA082U16)
Version del Editor: https://lasi17.snola.es/
Idioma: eng
URI: http://uvadoc.uva.es/handle/10324/25479
Derechos: info:eu-repo/semantics/openAccess
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