Exploring the relation between teacher practices, technology infrastructure and national curriculum: The case of the Goal Arrow

Andreas Lindenskov Tamborg, Jonas Dreyøe, Benjamin Brink Allsopp, Morten Misfeldt

Research output: Contribution to conference without publisher/journalPosterResearchpeer-review

21 Downloads (Pure)

Abstract

The context of this poster is a design-based research project developing and testing the tool the Goal Arrow, which supports teachers’ work with objective-oriented (Undervisningsministeriet, 2015) teaching using the new Danish national curriculum standards. The tool was designed to help teachers express their own learning objectives for a class, articulate how these objectives relate to the national curriculum standards, and evaluate students’ progress in relation to the defined teacher objectives and the national curriculum standards (Misfeldt, Bundsgaard, Slot, Hansen, & Jespersen, 2015). This technology supports learning analytics by visualizing the extent to which national curriculum standards are met on both an individual and a class-based level. Teachers’ workflow of planning and conducting teaching with the Goal Arrow begins with setting up learning objectives, or Goal Arrows, and relating them to the Danish curriculum standards in a popup window . Each learning objective can then be evaluated on the level of individual pupils. In this poster, we explore the relation between teacher practice, technological infrastructure and national curriculum standards. We explore this using a single case where a teacher uses the Goal Arrow to connect national standards with specific learning objectives that he registered in the system. Using documentational genesis (Gueudet & Trouche, 2009), we show how rules and national curriculum standards become parts of the teachers’ resource systems together with the learning platform. This resource system influences the planned and enacted curricula and impact teachers’ work in ways not easily predicted. More specifically, we show how the technological infrastructure can constrain teachers’ conception of their professional agentic manoeuvrability in classroom contexts.
Original languageEnglish
Publication date2018
Number of pages15
Publication statusPublished - 2018
EventLearning Analytics Summer Institutes (LASI) Nordic 2018 - Aalborg University, Copenhagen, Denmark
Duration: 29 Aug 201830 Aug 2018

Conference

ConferenceLearning Analytics Summer Institutes (LASI) Nordic 2018
LocationAalborg University
CountryDenmark
CityCopenhagen
Period29/08/201830/08/2018

Fingerprint

infrastructure
curriculum
teacher
learning objective
poster
workflow
Teaching
resources
electronic learning
pupil
research project
classroom
planning
learning
student

Bibliographical note

Digital Poster

Keywords

  • Goal Arrow
  • teacher
  • objective-oriented teaching
  • tools

Cite this

Tamborg, A. L., Dreyøe, J., Allsopp, B. B., & Misfeldt, M. (2018). Exploring the relation between teacher practices, technology infrastructure and national curriculum: The case of the Goal Arrow. Poster session presented at Learning Analytics Summer Institutes (LASI) Nordic 2018, Copenhagen, Denmark.
Tamborg, Andreas Lindenskov ; Dreyøe, Jonas ; Allsopp, Benjamin Brink ; Misfeldt, Morten. / Exploring the relation between teacher practices, technology infrastructure and national curriculum : The case of the Goal Arrow. Poster session presented at Learning Analytics Summer Institutes (LASI) Nordic 2018, Copenhagen, Denmark.15 p.
@conference{cd71ee2e2f73496694eab6f7b7ad36cc,
title = "Exploring the relation between teacher practices, technology infrastructure and national curriculum: The case of the Goal Arrow",
abstract = "The context of this poster is a design-based research project developing and testing the tool the Goal Arrow, which supports teachers’ work with objective-oriented (Undervisningsministeriet, 2015) teaching using the new Danish national curriculum standards. The tool was designed to help teachers express their own learning objectives for a class, articulate how these objectives relate to the national curriculum standards, and evaluate students’ progress in relation to the defined teacher objectives and the national curriculum standards (Misfeldt, Bundsgaard, Slot, Hansen, & Jespersen, 2015). This technology supports learning analytics by visualizing the extent to which national curriculum standards are met on both an individual and a class-based level. Teachers’ workflow of planning and conducting teaching with the Goal Arrow begins with setting up learning objectives, or Goal Arrows, and relating them to the Danish curriculum standards in a popup window . Each learning objective can then be evaluated on the level of individual pupils. In this poster, we explore the relation between teacher practice, technological infrastructure and national curriculum standards. We explore this using a single case where a teacher uses the Goal Arrow to connect national standards with specific learning objectives that he registered in the system. Using documentational genesis (Gueudet & Trouche, 2009), we show how rules and national curriculum standards become parts of the teachers’ resource systems together with the learning platform. This resource system influences the planned and enacted curricula and impact teachers’ work in ways not easily predicted. More specifically, we show how the technological infrastructure can constrain teachers’ conception of their professional agentic manoeuvrability in classroom contexts.",
keywords = "Goal Arrow, teacher, objective-oriented teaching, tools",
author = "Tamborg, {Andreas Lindenskov} and Jonas Drey{\o}e and Allsopp, {Benjamin Brink} and Morten Misfeldt",
note = "Digital Poster; Learning Analytics Summer Institutes (LASI) Nordic 2018, LASI-Nordic ; Conference date: 29-08-2018 Through 30-08-2018",
year = "2018",
language = "English",

}

Tamborg, AL, Dreyøe, J, Allsopp, BB & Misfeldt, M 2018, 'Exploring the relation between teacher practices, technology infrastructure and national curriculum: The case of the Goal Arrow' Learning Analytics Summer Institutes (LASI) Nordic 2018, Copenhagen, Denmark, 29/08/2018 - 30/08/2018, .

Exploring the relation between teacher practices, technology infrastructure and national curriculum : The case of the Goal Arrow. / Tamborg, Andreas Lindenskov; Dreyøe, Jonas; Allsopp, Benjamin Brink; Misfeldt, Morten.

2018. Poster session presented at Learning Analytics Summer Institutes (LASI) Nordic 2018, Copenhagen, Denmark.

Research output: Contribution to conference without publisher/journalPosterResearchpeer-review

TY - CONF

T1 - Exploring the relation between teacher practices, technology infrastructure and national curriculum

T2 - The case of the Goal Arrow

AU - Tamborg, Andreas Lindenskov

AU - Dreyøe, Jonas

AU - Allsopp, Benjamin Brink

AU - Misfeldt, Morten

N1 - Digital Poster

PY - 2018

Y1 - 2018

N2 - The context of this poster is a design-based research project developing and testing the tool the Goal Arrow, which supports teachers’ work with objective-oriented (Undervisningsministeriet, 2015) teaching using the new Danish national curriculum standards. The tool was designed to help teachers express their own learning objectives for a class, articulate how these objectives relate to the national curriculum standards, and evaluate students’ progress in relation to the defined teacher objectives and the national curriculum standards (Misfeldt, Bundsgaard, Slot, Hansen, & Jespersen, 2015). This technology supports learning analytics by visualizing the extent to which national curriculum standards are met on both an individual and a class-based level. Teachers’ workflow of planning and conducting teaching with the Goal Arrow begins with setting up learning objectives, or Goal Arrows, and relating them to the Danish curriculum standards in a popup window . Each learning objective can then be evaluated on the level of individual pupils. In this poster, we explore the relation between teacher practice, technological infrastructure and national curriculum standards. We explore this using a single case where a teacher uses the Goal Arrow to connect national standards with specific learning objectives that he registered in the system. Using documentational genesis (Gueudet & Trouche, 2009), we show how rules and national curriculum standards become parts of the teachers’ resource systems together with the learning platform. This resource system influences the planned and enacted curricula and impact teachers’ work in ways not easily predicted. More specifically, we show how the technological infrastructure can constrain teachers’ conception of their professional agentic manoeuvrability in classroom contexts.

AB - The context of this poster is a design-based research project developing and testing the tool the Goal Arrow, which supports teachers’ work with objective-oriented (Undervisningsministeriet, 2015) teaching using the new Danish national curriculum standards. The tool was designed to help teachers express their own learning objectives for a class, articulate how these objectives relate to the national curriculum standards, and evaluate students’ progress in relation to the defined teacher objectives and the national curriculum standards (Misfeldt, Bundsgaard, Slot, Hansen, & Jespersen, 2015). This technology supports learning analytics by visualizing the extent to which national curriculum standards are met on both an individual and a class-based level. Teachers’ workflow of planning and conducting teaching with the Goal Arrow begins with setting up learning objectives, or Goal Arrows, and relating them to the Danish curriculum standards in a popup window . Each learning objective can then be evaluated on the level of individual pupils. In this poster, we explore the relation between teacher practice, technological infrastructure and national curriculum standards. We explore this using a single case where a teacher uses the Goal Arrow to connect national standards with specific learning objectives that he registered in the system. Using documentational genesis (Gueudet & Trouche, 2009), we show how rules and national curriculum standards become parts of the teachers’ resource systems together with the learning platform. This resource system influences the planned and enacted curricula and impact teachers’ work in ways not easily predicted. More specifically, we show how the technological infrastructure can constrain teachers’ conception of their professional agentic manoeuvrability in classroom contexts.

KW - Goal Arrow

KW - teacher

KW - objective-oriented teaching

KW - tools

UR - https://www.lasi2018.aau.dk/

M3 - Poster

ER -

Tamborg AL, Dreyøe J, Allsopp BB, Misfeldt M. Exploring the relation between teacher practices, technology infrastructure and national curriculum: The case of the Goal Arrow. 2018. Poster session presented at Learning Analytics Summer Institutes (LASI) Nordic 2018, Copenhagen, Denmark.