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Abstract This paper provides an experience report on a co‐design approach with teachers to co‐create learning analytics‐based technology to support problem‐based learning in middle school science classrooms. We have mapped out a workflow for such applications and developed design narratives to investigate the implementation, modifications and temporal roles of the participants in the design process. Our results provide precedent knowledge on co‐designing with experienced and novice teachers and co‐constructing actionable insight that can help teachers engage more effectively with their students' learning and problem‐solving processes during classroom PBL implementations. Practitioner notesWhat is already known about this topicSuccess of educational technology depends in large part on the technology's alignment with teachers' goals for their students, teaching strategies and classroom context.Teacher and researcher co‐design of educational technology and supporting curricula has proven to be an effective way for integrating teacher insight and supporting their implementation needs.Co‐designing learning analytics and support technologies with teachers is difficult due to differences in design and development goals, workplace norms, and AI‐literacy and learning analytics background of teachers.What this paper addsWe provide a co‐design workflow for middle school teachers that centres on co‐designing and developing actionable insights to support problem‐based learning (PBL) by systematic development of responsive teaching practices using AI‐generated learning analytics.We adapt established human‐computer interaction (HCI) methods to tackle the complex task of classroom PBL implementation, working with experienced and novice teachers to create a learning analytics dashboard for a PBL curriculum.We demonstrate researcher and teacher roles and needs in ensuring co‐design collaboration and the co‐construction of actionable insight to support middle school PBL.Implications for practice and/or policyLearning analytics researchers will be able to use the workflow as a tool to support their PBL co‐design processes.Learning analytics researchers will be able to apply adapted HCI methods for effective co‐design processes.Co‐design teams will be able to pre‐emptively prepare for the difficulties and needs of teachers when integrating middle school teacher feedback during the co‐design process in support of PBL technologies.
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The information won't just sink in: Helping teachers provide technology‐assisted data literacy instruction in social studies
Abstract In this study, support for teaching data literacy in social studies is provided through the design of a pedagogical support system informed by participatory design sessions with both pre‐service and in‐service social studies teachers. It provides instruction on teaching and learning data literacy in social studies, examples of standards‐based lesson plans, made‐to‐purpose data visualization tools and minimal manuals that put existing online tools in a social studies context. Based on case studies of eleven practicing teachers, this study provides insight into features of technology resources that social studies teachers find usable and useful for using data visualizations as part of standards‐ and inquiry‐based social studies instruction, teaching critical analysis of data visualizations and helping students create data visualizations with online computing tools. The final result, though, is that few of our participating teachers have yet adopted the provided resources into their own classrooms, which highlights weaknesses of the technology acceptance model for describing teacher adoption. Practitioner notesWhat is already known about this topicData literacy is an important part of social studies education in the United States.Most teachers do not teach data literacy as a part of social studies.Teachers may adopt technology to help them teach data literacy if they think it is useful and usable.What this paper addsEducational technology can help teachers learn about data literacy in social studies.Social studies teachers want simple tools that fit with their existing curricula, give them new project ideas and help students learn difficult concepts.Making tools useful and usable does not predict adoption; context plays a large role in a social studies teachers' adoption.Implications for practice and/or policyDesigning purpose‐built tools for social studies teachers will encourage them to teach data literacy in their classes.Professional learning opportunities for teachers around data literacy should include opportunities for experimentation with tools.Teachers are not likely to use tools if they are not accompanied by lesson and project ideas.
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- Award ID(s):
- 2030919
- PAR ID:
- 10445213
- Publisher / Repository:
- Wiley-Blackwell
- Date Published:
- Journal Name:
- British Journal of Educational Technology
- Volume:
- 53
- Issue:
- 5
- ISSN:
- 0007-1013
- Format(s):
- Medium: X Size: p. 1134-1158
- Size(s):
- p. 1134-1158
- Sponsoring Org:
- National Science Foundation
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