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Keepin' It Real: Understanding Analytics in Classroom Practice

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Title: Keepin' It Real: Understanding Analytics in Classroom Practice
Language: English
Authors: Shapiro, R. Benjamin, Wardrip, Peter Samuelson
Source: Technology, Instruction, Cognition and Learning. 2015 10(2):27-149.
Availability: Old City Publishing. 628 North 2nd Street, Philadelphia, PA 19123. Tel: 215-925-4390; Fax: 215 925-4371; e-mail: info@oldcitypublishing.com; Web site: https://www.oldcitypublishing.com/journals/ticl-home/
Peer Reviewed: Y
Page Count: 23
Publication Date: 2015
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Grade 6
Intermediate Grades
Middle Schools
Descriptors: Classroom Techniques, Learning Analytics, Data Use, Homework, Reading Assignments, Web Based Instruction, Notetaking, Vocabulary Development, Educational Technology, Suburban Schools, Content Area Reading, Grade 6
ISSN: 1540-0182
Abstract: Increased attention to Data-Informed Instruction (DII) and learning analytics has not been accompanied by a commensurate base of theory or evidence showing how practitioners successfully enact DII, or illustrating what the difficulties and contextual particularities of doing so involve (Coburn & Turner, 2012; Little, 2012; Spillane, 2012). While it is theoretically clear how data should aid classroom teaching (e.g., by illustrating students' conceptualizations of different topics), very little research has investigated how teachers transform data into insight and then insight into pedagogical action. This paper presents a case study of how two teachers used an online reading analysis support tool to access data about students' reading homework and how those teachers used what they noticed about students' thinking through that data to enact DII.
Abstractor: As Provided
Entry Date: 2020
Access URL: https://www.oldcitypublishing.com/journals/ticl-home/ticl-issue-contents/ticl-volume-10-number-2-2015/
Accession Number: EJ1257976
Database: ERIC
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  Data: <searchLink fieldCode="AR" term="%22Shapiro%2C+R%2E+Benjamin%22">Shapiro, R. Benjamin</searchLink><br /><searchLink fieldCode="AR" term="%22Wardrip%2C+Peter+Samuelson%22">Wardrip, Peter Samuelson</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Technology%2C+Instruction%2C+Cognition+and+Learning%22"><i>Technology, Instruction, Cognition and Learning</i></searchLink>. 2015 10(2):27-149.
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  Data: Old City Publishing. 628 North 2nd Street, Philadelphia, PA 19123. Tel: 215-925-4390; Fax: 215 925-4371; e-mail: info@oldcitypublishing.com; Web site: https://www.oldcitypublishing.com/journals/ticl-home/
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  Data: Increased attention to Data-Informed Instruction (DII) and learning analytics has not been accompanied by a commensurate base of theory or evidence showing how practitioners successfully enact DII, or illustrating what the difficulties and contextual particularities of doing so involve (Coburn & Turner, 2012; Little, 2012; Spillane, 2012). While it is theoretically clear how data should aid classroom teaching (e.g., by illustrating students' conceptualizations of different topics), very little research has investigated how teachers transform data into insight and then insight into pedagogical action. This paper presents a case study of how two teachers used an online reading analysis support tool to access data about students' reading homework and how those teachers used what they noticed about students' thinking through that data to enact DII.
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        StartPage: 27
    Subjects:
      – SubjectFull: Classroom Techniques
        Type: general
      – SubjectFull: Learning Analytics
        Type: general
      – SubjectFull: Data Use
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      – SubjectFull: Homework
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      – SubjectFull: Reading Assignments
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      – SubjectFull: Web Based Instruction
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      – SubjectFull: Notetaking
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      – SubjectFull: Vocabulary Development
        Type: general
      – SubjectFull: Educational Technology
        Type: general
      – SubjectFull: Suburban Schools
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      – SubjectFull: Content Area Reading
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      – SubjectFull: Grade 6
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