Title: A design rationale to support data use in successful teacher practice: some considerations for educational technology design

Authors: Peter Samuelson Wardrip; Phillip Herman

Addresses: University of Wisconsin-Madison, 210 Teacher Education Building, 225 North Mills Street, Madison, WI 53706, USA ' 3 Covered Bridge Path, Philadelphia PA 19115, USA

Abstract: Despite the growing ubiquity of educational technologies in K-12 classrooms, many scholars have pointed out that impact of these technologies for all students has been uneven (Gomez et al., 2010). Some attribute this to a lack of cumulativity in educational research, in general. In this paper, we present design rationale as a mechanism to support designers building upon others' designs and assumptions of designs. Reporting on design-based research study to support teachers' data-informed instruction, we highlight our own process connecting our decisions and outcomes to both the conditions on the ground as well as the current research literature.

Keywords: data-informed instruction; practice-based design; educational technology; school data systems; design-based research.

DOI: 10.1504/IJIIE.2020.10027798

International Journal of Innovation in Education, 2020 Vol.6 No.1, pp.47 - 63

Received: 07 Feb 2019
Accepted: 05 Jun 2019

Published online: 01 Apr 2020 *

Full-text access for editors Access for subscribers Purchase this article Comment on this article