Ifeanyi G. Ndukwe|Ben Kei Daniel
Teaching analytics, value and tools for teacher data literacy: a systematic and tripartite approach
University of Otago|University of Otago
abstract teaching analytics ta new theoretical approach combines teaching expertise visual analytics designbased research support teachers diagnostic pedagogical ability use data evidence improve quality teaching ta gaining prominence offers enormous opportunities teachers also identifies optimal ways teaching performance enhanced ta provides platform teachers use data reflect teaching outcome outcome ta used engage teachers meaningful dialogue improve quality teaching arguably teachers need develop teacher data literacy data inquiry skills learn teaching challenges skills dependent understanding connection ta la learning design ld additionally need understand choices particular pedagogues ld enhance teaching experience words teachers need equip knowledge necessary understand complexity teaching learning environment providing teachers access analytics associated teaching practice learning outcome improve quality teaching practice research aims explore current ta related discussions literature provide generic conception meaning value ta review intended inform establishment framework describing various aspects ta develop model enable us gain insights ta help teachers improve teaching practices learning outcome tripartite model adopted carry comprehensive systematic critical analysis literature ta understand current stateoftheart relating ta implications future reviewed published articles year 2012 2019 results review led development conceptual framework ta established boundaries ta la analysis literature proposed teaching outcome model tom theoretical lens guide teachers researchers engage data relating teaching activities improve quality teaching