Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/7501
Title: “Making it Culturally Relevant”: A Visual Learning Analytics System Supporting Teachers to Reflect on Classroom Equity
Authors: Raza, Ali
Penuel, William R.
Allen, Anna-Ruth
Sumner, Tamara
Jacobs, Jennifer K.
Keywords: Learning Sciences
Issue Date: Jun-2021
Publisher: International Society of the Learning Sciences
Citation: Raza, A., Penuel, W. R., Allen, A., Sumner, T., & Jacobs, J. K. (2021). “Making it Culturally Relevant”: A Visual Learning Analytics System Supporting Teachers to Reflect on Classroom Equity. In de Vries, E., Hod, Y., & Ahn, J. (Eds.), Proceedings of the 15th International Conference of the Learning Sciences - ICLS 2021. (pp. 442-449). Bochum, Germany: International Society of the Learning Sciences.
Abstract: Experience is an important dimension of learning (Roth & Jornet, 2014). Research has drawn attention to the importance of equitable learning environments where all students experience opportunities to contribute to knowledge-building activities. Working in partnership with five middle school science teachers and two instructional coaches, we have developed a visual learning analytics system that aims to support teachers in reflecting on variability in students’ classroom experiences linked to race and gender. This system, the Student Electronic Exit Ticket (SEET), captures and visualizes student experience data related to three constructs that prior research indicates are reflective of equitable classroom experiences: coherence, relevance, and contribution. We share findings from a qualitative study of how the SEET system visualizations supported teachers and coaches to recognize and respond to classroom inequities. Further, we discuss our design process with teachers and how this partnership influenced the visual feedback display.
URI: https://doi.dx.org/10.22318/icls2021.442
https://repository.isls.org//handle/1/7501
Appears in Collections:ISLS Annual Meeting 2021

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