RT info:eu-repo/semantics/article
T1 Classroom data collection for teachers’ data-informed practice
A1 Saar, Merike
A1 Prieto, Luis P.
A1 Rodríguez Triana, María Jesús
K1 Classroom data collection
K1 Classroom observation tools
K1 Teaching analytics
K1 Teacher professional development
K1 Technology design principles
AB Research indicates that data-informed practice helps teachers change their teaching and promotes teacher professional development (TPD). Although educational data are often collected from digital spaces, in-action evidence from physical spaces is seldom gathered, providing an incomplete view of the classroom reality. Also, most learning analytics tools focus on learners and do not explicitly collect or analyse teaching data. To support teacher-led inquiries in TPD, the authors’ Design-Based Research explores the feasibility and effects of teachers actively collecting, with the help of technology, data about their classroom practice and the possible impact of such data on their own teaching. Based on an online survey (N = 94), prior research literature and feedback from teachers (N = 11), the authors demonstrate the feasibility of such data collection and suggest design principles for classroom data-collection tools as, besides usability and ease of use, they also detected interest in customisation, triggering teacher interest and inclusion of teaching data.
PB Taylor & Francis
SN 1475-939X
YR 2021
FD 2021
LK https://uvadoc.uva.es/handle/10324/83194
UL https://uvadoc.uva.es/handle/10324/83194
LA eng
NO Technology, Pedagogy and Education, 2021, vol. 31, n. 1, p. 123-140
NO Producción Científica
DS UVaDOC
RD 27-feb-2026