教师对学习分析的数据素养:在高中使用数字数据的核心预测指标
Konstantinos Michos1, Maria-Luisa Schmitz1, Dominik Petko1
1Institute of Education, University of Zurich, Kantonsschulstrasse 3, Zurich, 8001 Switzerland.
概括
教师需要的不仅仅是数字工具;加强数据素养和信心是有效教学使用教育数据的关键. 这项研究突出了影响瑞士中学教师采用数字数据的因素.
科学领域:
- 教育技术的教育技术
- 教师专业发展教师专业发展
- 在教育教育中的数据素养.
背景情况:
- 学校越来越多地利用数字平台来获取教育数据.
- 教师的数据使用和数据素养是关键的研究领域.
- 一个主要的挑战是将数字数据整合到教学实践中.
研究的目的:
- 调查瑞士高中教师数字数据的使用情况.
- 确定影响教师采用数字数据进行教学的因素.
- 评估技术可用性和教师数据实践之间的关系.
主要方法:
- 一项涉及瑞士高中1059名教师的调查研究.
- 关于技术获取和使用的调查答案的描述性分析.
- 基于各种因素的多层次建模来预测教师的数字数据使用情况.
主要成果:
- 超过一半的教师可以使用数据技术,但只有三分之一的人积极使用这些技术.
- 四分之一的教师相信使用数据来提高教学效果.
- 教师的数据使用是由学校层面的因素,积极的信念,数据素养,技术访问和学生设备使用预测的.
结论:
- 仅仅提供数据技术对教师数据的有效使用是不够的.
- 加强教师的数据素养和培养积极的信念至关重要.
- 干预措施应集中在技能发展和数字数据的教学整合上.
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