VII Jornadas eMadrid "Education in exponential times". What information do teachers demand from a computerized classroom? An exploratory analysis. Alejandra Martínez-Monés Universidad de Valladolid. 04/07/2017.

1. What information do teachers
demand from a computerized
classroom? An exploratory
analysis
Alejandra Martínez-Monés, Christophe
Reffay, Gwénaëlle Lécuyer-Cabioch and
Vanda Luengo
ÉSPÉ Besançon, Université Franche-Comté
GSIC – EMIC, Universidad de Valladolid
amartine@infor.uva.es

2. Zoe and Mme Joly
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3. Teachers do not use LA
 Lack of uptake of LA tools by teachers in primary and
secondary schools
 In last LAK, 1 out of 65 papers reported on a case of
adoption of a tool by a teacher in a primary school
 Likely reasons
 LA is leaned towards the supply side (LA researchers)
(Fergusson et al., 2016)
 There is a mistmatch between what it is offered and what
teachers need (Holdstein, 2017)
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Ferguson, R., Brasher, A., Clow, D., Cooper, A., Hillaire, G., Mittelmeier, J., Rienties, B., Ullmann, T., Vuorikari,
R.: Research Evidence on the Use of Learning Analytics: Implications for Education Policy. (2016).
Holstein, K., McLaren, B.M., Aleven, V.: Intelligent tutors as teachers’ aides: exploring teacher needs for real-
time analytics in blended classrooms. In: Proceedings of the Seventh International Learning Analytics &
Knowledge Conference. pp. 257–266. ACM (2017).

4. Context – The project Epa’T
 French pilot project on the use of digital tools at the
school (Project Epa’T - Espace Protégé pour
l’Apprentissage en ses Traces).
 Overall goal
 Providing teachers with efficient ICT support to fill the
current distance between learning analytics and current
classroom practices
 The envisioned technological setup:
 Google Chromebooks with Google Classroom & Hapara
(a learning analytics tool)
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5. The study
 Exploratory phase of the project (DBR methodology)
 The technological setup had not been deployed yet
 The goal was to understand teachers’ points of view
before deployment
 Qualitative approach - Exploring & Understanding
 The research question:
What kind of support do teachers expect
from a computerized classroom?
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6. Method –
Contextual Interviews
 Interview structure:
 Part 1: Closed questions (teachers’ profile)
 Part 2: Open questions to elicit current practices
 Part 3: Open questions about what information teachers’ would
demand from a digital system
 Protocol followed (only in one of the two groups)
 Teachers should propose a situation of personalization with an
application devoted to the design of lesson plans for the development
of competences
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7. Method
Participants
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 Teachers’ group 1:
 11 teachers for the same secondary school (11-y)
 Teachers’ group 2:
 8 teachers of different primary schools (10-y)
TEACHERS' GROUP 1
(SECONDARY SCHOOL)
TEACHERS' GROUP 2
(PRIMARY SCHOOLS)
1 2 3 4 5 6 7 8 9 10 11 1 2 3 4 5 6 7 8

8. Results
Expectations
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 What the teacher expect from the technological support:
EXPECTATIONS 1 2 3 4 5 6 7 8 9 10 11 1 2 3 4 5 6 7 8
Adapt the difficulty of the activities to the leaners' profile
Adapt the type of activity to the learners' profile
Monitor the activities (success, failure, assessment, and behaviour)
Intervene directly by sending personalized messages
TEACHERS' GROUP 1
(SECONDARY SCHOOL)
TEACHERS' GROUP 2
(PRIMARY SCHOOLS)

9. Results – Information
demanded (1/4)
 Supervision of students’ activities & time-related
information
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Intervene directly by sending personalized messages
SUPERVISION OF THE ACTIVITIES 1 2 3 4 5 6 7 8 9 10 11 1 2 3 4 5 6 7 8
Number of exercises made (or not)
Number of attempts to make an exercise
Time spent in an exercise
Visualization and remedation of mistakes
Main errors in the class & number of pupils concerned
Need to carry out the supervision off-line (evenings)
TIME
Time spent working on task
Time elapsed until the activity is submitted
TEACHERS' GROUP 1
(SECONDARY SCHOOL)
TEACHERS' GROUP 2
(PRIMARY SCHOOLS)

10. Results – Information
demanded (2/4)
 Usage of the computers inside and outside the
classroom
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Time elapsed until the activity is submitted
USE OF COMPUTERS AT THE CLASSROOM 1 2 3 4 5 6 7 8 9 10 11 1 2 3 4 5 6 7 8
Supervising the screens
Visualize whether the students are connected and working
Direct interaction by means of messages
USE OF COMPUTERS OUT THE CLASSROOM
which activities had been carried out
lenght of connection from home
access to the classroom blog
TEACHERS' GROUP 1
(SECONDARY SCHOOL)
TEACHERS' GROUP 2
(PRIMARY SCHOOLS)

11. Results – Information
demanded (3/4)
 Information related to the assessment of competencies:
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access to the classroom blog
COMPETENCE ASSESSMENT
Visualize the progress for the competence assessment
Visualize the level of acquistion compared to the class or the school
Use a color code to assess the level of acquisition
TEACHERS' GROUP 1
(SECONDARY SCHOOL)
TEACHERS' GROUP 2
(PRIMARY SCHOOLS)

12. Results – Information
demanded (4/4)
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 More specific requirements
Use a color code to assess the level of acquisition
MORE SPECIFIC 1 2 3 4 5 6 7 8 9 10 11 1 2 3 4 5 6 7 8
Cardiac Rythm
Record oral exercises
Quality of written productions
TEACHERS' GROUP 1
(SECONDARY SCHOOL)
TEACHERS' GROUP 2
(PRIMARY SCHOOLS)

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SUPERVISION OF THE ACTIVITIES 1 2 3 4 5 6 7 8 9 10 11 1 2 3 4 5 6 7 8
Number of exercises made (or not)
Number of attempts to make an exercise
Time spent in an exercise
Visualization and remedation of mistakes
Main errors in the class & number of pupils concerned
Need to carry out the supervision off-line (evenings)
TIME
Time spent working on task
Time elapsed until the activity is submitted
USE OF COMPUTERS AT THE CLASSROOM 1 2 3 4 5 6 7 8 9 10 11 1 2 3 4 5 6 7 8
Supervising the screens
Visualize whether the students are connected and working
Direct interaction by means of messages
USE OF COMPUTERS OUT THE CLASSROOM
which activities had been carried out
lenght of connection from home
access to the classroom blog
COMPETENCE ASSESSMENT
Visualize the progress for the competence assessment
Visualize the level of acquistion compared to the class or the school
Use a color code to assess the level of acquisition
MORE SPECIFIC 1 2 3 4 5 6 7 8 9 10 11 1 2 3 4 5 6 7 8
Cardiac Rythm
Record oral exercises
Quality of written productions
TEACHERS' GROUP 2
(PRIMARY SCHOOLS)
TEACHERS' GROUP 1
(SECONDARY SCHOOL)

14. Discussion
 Teachers demand information related to what they perceive as
their duty (supervision of students’ tasks, assessment, classroom
management …).
 They suggest visualizations connected to their practices
 Codes green – yellow – red
 Some of them envision more advanced tools specific to their
needs
 These demands point out to requirements for the design of
ICT enriched with learning analytics, but even if some of
they apper to be simple, it has not been explored yet if all this
information can be handled online
 The request to use the indicators in the evening points out to
the fact that it may be difficult
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15. Conclusions
 There is a need to understand teachers’ needs and
restrictions if LA comunity wants to reach a further impact in
schools (primary and early secondary)
 This study provides initial findings and complements previous
studies (Holdstein, 2017; Rodriguez-Triana, 2015)
 LA has to work on more holistic approaches to the
implementation of ICT at these elementary levels, taking also
into account the specific data privacy issues that appear
when working with minors (Rodríguez-Triana et al., 2016)
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Rodríguez-Triana, M.J., Martínez-Monés, A., Villagrá-Sobrino, S.: Learning analytics in small-scale teacher-led innovations:
Ethical and data privacy issues. J. Learn. Anal. 3, 43–65 (2016).
Rodríguez-Triana, M.J., Holzer, A., Vozniuk, A., Gillet, D.: Orchestrating inquiry-based learning spaces: An analysis of
teacher needs. In: International Conference on Web-Based Learning. pp. 131–142. Springer (2015).

16. Future work
 Next DBR iterations
 Define indicators and work with teachers to validate them
 Implement them and test if they help fulfil the objectives
(which are also to be defined in each case or group of
cases)
 Continue the cycles and test whether the adapted tools
help teachers envision more advanced ways of
appropriation and move from modification to redefinition of
their practices (in terms of the SAMR model).
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17. Thank you!
amartine@infor.uva.es
christophe.reffay@univ-fcomte.fr
vanda.luengo@lip6.fr
Images taken from:
http://www.coloring-pictures.net/drawings/DesertIsland/a-sunset-seen-since-a-beach-of-an-island.php
http://classroom-aid.com/2014/04/28/open-learning-analytics/
http://www.dangastineau.com/post/introduction
http://classroom-aid.com/2014/04/28/open-learning-analytics/
http://www.freepik.es/index.php?goto=74&idfoto=863711
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