Data in practice: a participatory approach to understanding pre-service teachers’ perspectives

Rita Prestigiacomo, Jane Hunter, Simon Knight, Roberto Martinez-Maldonado, Lori Lockyer

Research output: Contribution to journalArticleResearchpeer-review


Data about learning can support teachers in their decision-making processes as they design tasks aimed at improving student educational outcomes. However, to achieve systemic impact, a deeper understanding of teachers’ perspectives on, and expectations for, data as evidence is required. It is critical to understand how teachers’ actions align with emerging learning analytics technologies, including the practices of pre-service teachers who are developing their perspectives on data use in classroom in their initial teacher education programme. This may lead to an integration gap in which technology and data literacy align poorly with expectations of the role of data and enabling technologies. This paper describes two participatory workshops that provide examples of the value of human-centred approaches to understand teachers’ perspectives on, and expectations for, data as evidence. These workshops focus on the design of pre-service teachers enrolled in teacher education programmes (N = 21) at two Australian universities. The approach points to the significance of (a) pre-service teachers’ intentions to track their students’ dispositions to learning and their ability to learn effectively, (b) the materiality of learning analytics as an enabling technology and (c) the alignment of learning analytics with learning design, including the human-centred, ethical and inclusive use of educational data in the teaching practice.
Original languageEnglish
Pages (from-to)107-119
Number of pages13
JournalAustralasian Journal of Educational Technology
Issue number6
Publication statusPublished - 28 Dec 2020


  • learning analytics
  • learning design
  • participatory approach
  • pre-service teachers
  • data literacy

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