How Teachers Integrate Dashboards into Their Feedback Practices

Autor/inn/en	Knoop-van Campen, Carolien; Molenaar, Inge
Titel	How Teachers Integrate Dashboards into Their Feedback Practices
Quelle	In: Frontline Learning Research, 8 (2020) 4, S.37-51 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2295-3159
Schlagwörter	Feedback (Response); Technology Integration; Teacher Student Relationship; Behavior Patterns; Instructional Effectiveness; Educational Technology; Learning Analytics; Grade 2; Grade 6; Elementary School Teachers; Foreign Countries; Computer Assisted Instruction; Visual Aids; Prompting; Netherlands + Suchen Sie Ihr Suchwort? Teacher student relationships; Lehrer-Schüler-Beziehung; Unterrichtserfolg; Unterrichtsmedien; School year 02; 2. Schuljahr; Schuljahr 02; School year 06; 6. Schuljahr; Schuljahr 06; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Ausland; Computer based training; Computerunterstützter Unterricht; Anschauungsmaterial; Benutzerführung; Niederlande
Abstract	In technology empowered classrooms teachers receive real-time data about students' performance and progress on teacher dashboards. Dashboards have the potential to enhance teachers' feedback practices and complement human-prompted feedback that is initiated by teachers themselves or students asking questions. However, such enhancement requires teachers to integrate dashboards into their professional routines. How teachers shift between dashboard-and human-prompted feedback could be indicative of this integration. We therefore examined in 65 K-12 lessons: i) differences between human- and dashboard-prompted feedback; ii) how teachers alternated between human- and dashboard-prompted feedback (distribution patterns); and iii) how these distribution patterns were associated with the given feedback type: task, process, personal, metacognitive, and social feedback. The three sources of feedback resulted in different types of feedback: Teacher-prompted feedback was predominantly personal and student-prompted feedback mostly resulted in task feedback, whereas dashboard-prompted feedback was equally likely to be task, process, or personal feedback. We found two distribution patterns of dashboard-prompted feedback within a lesson: either given in one sequence together (blocked pattern) or alternated with student- and teacher-prompted feedback (mixed pattern). The distribution pattern affected the type of dashboard-prompted feedback given. In blocked patterns, dashboard-prompted feedback was mostly personal, whereas in mixed patterns task feedback was most prevalent. Hence, both sources of feedback instigation as well as the distribution of dashboard-prompted feedback affected the type of feedback given by teachers. Moreover, when teachers advanced the integration of dashboard-prompted feedback in their professional routines as indicated by mixed patterns, more effective types of feedback were given. (As Provided).
Anmerkungen	European Association for Research on Learning and Instruction. Peterseliegang 1, Box 1, 3000 Leuven, Belgium. e-mail: info@frontlinelearningresearch.org; Web site: http://journals.sfu.ca/flr/index.php/journal/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01