What information do teachers demand from a computerized classroom? An exploratory analysis

Abstract

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.