Abstract : Adoption of teaching analytics systems at early school levels is scarce. To in-crease the uptake of these systems by teachers, there is a need of initiatives that enable teachers and designers work together, to allow designers understand teachers’ needs. This paper reports on the initial findings of a study where nine-teen teachers were interviewed to elicit their demands in the context of a techno-logically enabled classroom setup. The results show that teachers demand indica-tors related to their daily tasks in the context of formal education, and suggest de-sign features that resemble their current practices
https://hal.archives-ouvertes.fr/hal-01578346
Contributor : Vanda Luengo
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Submitted on : Tuesday, August 29, 2017 - 9:44:53 AM
Last modification on : Wednesday, September 18, 2019 - 1:30:30 AM
Alejandra Martinez-Monés, Christophe Reffay, Gwénaëlle Lécuyer-Cabioch, Vanda Luengo. What information do teachers demand from a computerized classroom? An exploratory analysis. LASI spain, Jul 2017, Madrid, Spain. ⟨hal-01578346⟩
