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Keeping teachers in the center: a framework for data-driven decision-making
PROCEEDINGS

, , EDC/Center for Children and Technology, United States ; , EDC?Center Children and Technology, United States

Society for Information Technology & Teacher Education International Conference, in Phoenix, AZ, USA ISBN 978-1-880094-55-6 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

The Education Development Center's Center for Children and Technology (CCT) conducted a three year study of a large-scale data reporting system, developed by the Grow Network for New York City's Department of Education. This paper presents a conceptual framework based on three years of research exploring the intersection of decision-support technologies, educators, and the process of transforming data into knowledge. The model looks at three dimensions: the process by which raw data becomes useable information; the effect of the data-reporting tool in shaping that process; and the role of prior knowledge of the decision-maker. The model keeps the teacher at the center of the process and supports the hypothesis that, in order, for data-driven decision-making to change teaching and learning practices, the focus of professional development should be on teaching and learning, rather than on data analysis.

Citation

Light, D., Wexler, D. & Heinz, C. (2005). Keeping teachers in the center: a framework for data-driven decision-making. In C. Crawford, R. Carlsen, I. Gibson, K. McFerrin, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2005--Society for Information Technology & Teacher Education International Conference (pp. 128-133). Phoenix, AZ, USA: Association for the Advancement of Computing in Education (AACE). Retrieved March 25, 2019 from .

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