Data-informed Teaching Reflection: A Pilot of a Learning Analytics Workflow in Japanese High School

Abstract

The use of ICT devices in the classroom for teaching has become more relevant in secondary education. However, the use of data driven technologies for supporting pedagogical practices are still limited in the Japanese school context. Promoting the use of ICT in the classroom is an important part of improving the quality of education. In this paper, we introduce the workflow of using e-book reader and learning analytics dashboard to improve teaching of a junior-high school Mathematics class in Japan. We recruited a teacher and forty students for the research and introduced the simple dashboard for daily teaching and learning in their class. An end of the study period survey results showed that the dashboard prompted a change in the way of teaching in the class and also the teacher became more positive towards using data-driven technologies for reflecting on teaching practices.