Automated Feedback on Discourse Moves: Teachers' Perceived Utility of a Big Data Tool

• In Event: All In: Students, Teachers, and Principals Focus on Achievement Using Transformative Data Practices

Abstract

Using new technology to provide automated data to teachers is emerging as an opportunity for educators to engage more deeply with self-reflection on their own teaching, and in particular to support more equitable instructional practices. More information is needed about how teachers experience automated data tools, including what they perceive as relevant and helpful to their everyday teaching. This mixed-methods study explored the perceptions of 12 math teachers who sustained use of a big data tool that analyzes classroom recordings and generates information in near real-time about specific discourse strategies. The results highlight several emergent themes relating to perceived utility, along with corresponding analysis of teachers’ change in classroom discourse over time.

Authors

• Karla Scornavacco, University of Colorado - Boulder

• Jennifer Jacobs, University of Colorado - Boulder

• Cher Harty, University of Colorado - Boulder