ClassInSight: Designing Conversation Support Tools to Visualize Classroom Discussion for Personalized Teacher Professional Development

Published: May 11, 2024

Teaching is one of many professions for which personalized feedback and reflection can help improve dialogue discussion between the professional those they serve. However, development (PD) often impersonal as human observation labor-intensive. Data-driven PD tools in teaching are growing interest, but open questions about how professionals engage with their data practice remain. In this paper, we present ClassInSight, a tool that visualizes three levels teachers' structures reflection. Through 22 sessions interviews 5 high school science teachers, found themes related to dissonance, contextualization, sustainability teachers engaged vision, use expertise interpret events, shifted over time. We discuss guidelines these conversational support beyond where conversation interaction important.

Language: Английский

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Using explainable AI to unravel classroom dialogue analysis: Effects of explanations on teachers' trust, technology acceptance and cognitive load

British Journal of Educational Technology, Journal Year: 2024, Volume and Issue: 55(6), P. 2530 - 2556

Published: April 23, 2024

Abstract Deep neural networks are increasingly employed to model classroom dialogue and provide teachers with prompt valuable feedback on their teaching practices. However, these deep learning models often have intricate structures numerous unknown parameters, functioning as black boxes. The lack of clear explanations regarding analysis likely leads distrust underutilize AI‐powered models. To tackle this issue, we leveraged explainable AI unravel conducted an experiment evaluate the effects explanations. Fifty‐nine pre‐service were recruited randomly assigned either a treatment ( n = 30) or control 29) group. Initially, both groups learned analyse using without Subsequently, group received explanations, while continued receive only predictions. results demonstrated that in exhibited significantly higher levels trust technology acceptance for compared those Notably, there no significant differences cognitive load between two groups. Furthermore, expressed high satisfaction During interviews, they also elucidated how changed perceptions features attitudes towards This study is among pioneering works propose validate use address interpretability challenges within learning‐based context analysis. Practitioner notes What already known about topic Classroom recognized crucial element process. Researchers utilized techniques, particularly methods, dialogue. models, characterized by structures, function boxes, lacking ability transparent limitation can result harbouring underutilizing paper adds highlights importance incorporating approaches issues associated Through experimental study, demonstrates providing enhances teachers' increasing load. Teachers express provided AI. Implications practice and/or policy integration effectively challenge complex used analysing Intelligent systems designed benefit from advanced approaches, which offer users automated By enabling understand underlying rationale behind analysis, contribute fostering users.

Language: Английский

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Moroccan Teachers’ Perceptions About Integrating Historical Contexts and AI in the Seamless Transition from Classical to Quantum Mechanics

African Journal of Research in Mathematics Science and Technology Education, Journal Year: 2025, Volume and Issue: unknown, P. 1 - 20

Published: March 4, 2025

Language: Английский

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Understanding the linguistic, conceptual, cultural, and professional considerations in the translation and localisation of teacher professional learning resources about educational dialogue

Language and Education, Journal Year: 2025, Volume and Issue: unknown, P. 1 - 24

Published: March 18, 2025

Language: Английский

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Variations and possibilities of exploratory talk in triggering collaborative engagement during collaborative problem‐solving process among MA in education students

British Educational Research Journal, Journal Year: 2025, Volume and Issue: unknown

Published: March 20, 2025

Abstract While collaborative learning activities are designed to foster inter‐thinking and co‐creation of knowledge, studies have suggested that these outcomes not guaranteed simply because learners work together in groups. This study investigated the relationship between cognitive interaction during engagement exploratory talk by analysing classroom dialogue dialogic practices among 12 international Master Arts Education (MA Education) students participating a problem‐solving process. Data were collected from three different groups, totalling 10.5 h engagement. Two independent coders analysed data using Cambridge Dialogic Analysis Scheme toolkit. The analysis revealed variations across Exploratory was most likely occur when ‘invitation’ codes present. Notably, all groups engaged led meaningful engagement, despite successfully completing assigned task end problem‐solving. highlights critical observation: completion does necessarily equate deep, knowledge creation.

Language: Английский

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Effects of ChatGPT-Based Human–Computer Dialogic Interaction Programming Activities on Student Engagement

Journal of Educational Computing Research, Journal Year: 2025, Volume and Issue: unknown

Published: April 14, 2025

This study seeks to deepen the understanding of direct and indirect effects human–computer dialogic interaction programming activities, facilitated by ChatGPT, on student engagement. Data were collected from 109 Chinese high school students who engaged in tasks using either ChatGPT-driven or traditional pair programming. A quasi-experimental analysis revealed that ChatGPT-based activities remarkably boost engagement, outperforming behavioral, cognitive, emotional dimensions. Results demonstrated such help minimize off-task behaviors, promote higher-order cognitive skills, foster greater interest Additionally, these interactions enhance students’ self-efficacy reduce learning anxiety. The findings underscore potential education. offers practical recommendations engagement learning.

Language: Английский

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Conceptualising a science toolkit for systematic educational dialogue analysis (SciT-SEDA): a holistic approach

International Journal of Science Education, Journal Year: 2025, Volume and Issue: unknown, P. 1 - 21

Published: May 19, 2025

Language: Английский

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Analysing educational dialogue around shared artefacts in technology-mediated contexts: a new coding framework

Classroom Discourse, Journal Year: 2024, Volume and Issue: unknown, P. 1 - 35

Published: July 5, 2024

Multimodal interactions that incorporate technology use can support rich new forms of educational dialogue highlight differences between participants' perspectives and make reasoning processes more explicit. Learning with is mediated by digitally represented knowledge artefacts participants construct together manipulate through dialogue. However, there a need for research into the methods which researchers practitioners understand learning taking place in such complex environments where verbal nonverbal are inter-connected entangled activities material resources. This paper addresses need. It offers critical discussion underlying theory presents 13-category coding scheme, 'Tech-SEDA'. first public version systematic, research-informed practical tool analysing dialogic communication at micro- or meso- level across diverse settings. Application illustrated examples interaction contexts learners located classrooms remotely – including online discussions, 3-dimensional modelling augmented reality, software apps on tablets, Knowledge Forum, Scratch programming, interactive whiteboards, more. The considers methodological issues arising capturing dynamic multimodal identifying place.

Language: Английский

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Faith and Culture in Education

Advances in educational marketing, administration, and leadership book series, Journal Year: 2023, Volume and Issue: unknown, P. 149 - 172

Published: Aug. 25, 2023

This chapter explores the role of faith and religious diversity in educational practices, focusing on creating sustaining inclusive environments. Educators can foster a sense belonging for students from diverse backgrounds by understanding importance faith-based education, safe spaces discussion around culture, promoting inclusivity. The examines impact exclusion discrimination offers strategies inclusion classroom school community. By embracing inclusivity, we create positive productive learning environments that celebrate encourage respect all students. concludes with call to action educators value promote

Language: Английский

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Better with Practice: Changes in Preservice Teachers’ Psychological Literacy by Counseling Pupils on Their Self-Regulated Learning

Psychology Learning & Teaching, Journal Year: 2024, Volume and Issue: 23(2), P. 189 - 206

Published: Feb. 2, 2024

In a rapidly changing and challenging world, teachers as influential social agents can play an important promising role to guide through but also bring about positive change individuals society whole. This potential stresses the importance of professionalization need for elaborate learning settings equip (future) psychologically literate reflective practitioners who systematically reflect integrate practice (psychological) theory. As part preservice teachers’ psychology curriculum, we implemented theory–practice setting in their educational foundation studies that aims at fostering psychological literacy. Specifically, own other's behavior apply knowledge counseling principles into real-life sessions. study addresses didactical concept teaching non-psychology students results from its evaluation. quasi-experimental pre-posttest design with comparison group ( N intervention = 46; 102), analyzed effects seminar on reflexivity, beliefs relationship agency. Results indicate levels reflection significantly increase task group, reflexivity agency does not.

Language: Английский

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