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ABSTRACT BackgroundEducational technologies typically provide teachers with analytics regarding student proficiency, but few digital tools provide teachers with process‐based information about students' variable problem‐solving strategies as they solve problems. Utilising design thinking and co‐designing with teachers can provide insight to researchers about what educators need to make instructional decisions based on student problem‐solving data. ObjectivesThis case study presents a collaboration where researchers and teachers co‐designed MathFlowLens, a teacher‐facing dashboard that provides analytics and visualisations about students' diverse problem‐solving strategies and behaviours used when solving online math problems in the classroom. MethodsOver several sessions, teachers discussed, mocked up, and were provided with behavioural data and strategy visualisations from students' math problem‐solving that demonstrated the variability of strategic approaches. Throughout this process, the team documented, transcribed, and used these conversations and artefacts to inform the design and development of the teacher tool. Results and ConclusionsTeachers discussed and designed prototypes of data dashboards and provided the research team with ongoing feedback to inform the iteration of the tool development.
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Representation Is Not Enough: Teacher Identity and Discretion in an Asynchronous, Scripted Online Learning Environment
Background/Context:Schools are increasingly using scripted curricula that limit teacher autonomy. These limitations are exacerbated when scripted curricula are enacted in fully standardized, asynchronous online course environments with no mechanisms for student–teacher communication. Purpose:This study extends understanding of how teacher discretion, identity, and the relationship between those two components shape students’ educational experiences online. Research Design:Within a sequential mixed method design, we identified spaces for teacher discretion using critical discourse analysis. By coding lesson transcripts, we developed a typology of common strategies: friendly, directive, personalized, and procedural. We used the resulting typology to run statistical models examining associations among teacher identity, discretionary acts, and student achievement. Lastly, we turned back to the qualitative data to confirm findings, test hypotheses, and provide nuance. Findings:Teachers presenting as Black were significantly more likely to use a procedural approach and significantly less likely to use friendly strategies. Students scored higher on their end-of-lesson quiz when their teacher used personalized strategies, such as sharing relevant personal experiences, and scored lower when teachers used friendly or directive strategies. Conclusions:Findings have implications for understanding and enacting equitable educational practices in asynchronous, scripted online environments. The isolation of discretionary acts feasible within the virtual learning environment studied contributes nuance to knowledge of the mechanisms through which teacher discretion might result in more favorable learning outcomes for students belonging to minoritized groups.
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- Award ID(s):
- 1749275
- PAR ID:
- 10377694
- Publisher / Repository:
- SAGE Publications
- Date Published:
- Journal Name:
- Teachers College Record: The Voice of Scholarship in Education
- Volume:
- 124
- Issue:
- 9
- ISSN:
- 0161-4681
- Format(s):
- Medium: X Size: p. 91-121
- Size(s):
- p. 91-121
- Sponsoring Org:
- National Science Foundation
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