RT info:eu-repo/semantics/conferenceObject
T1 What information do teachers demand from a computerized classroom? An exploratory analysis
A1 Martínez Monés, Alejandra
A1 Reffay, Christophe
A1 Lécuyer Cabioch, Gwénaëlle
A1 Luengo, Vanda
K1 TIC
K1 Enseñanza analítica
AB 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.
YR 2017
FD 2017
LK http://uvadoc.uva.es/handle/10324/25479
UL http://uvadoc.uva.es/handle/10324/25479
LA eng
NO 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
NO Producción Científica
DS UVaDOC
RD 16-jul-2024