“I spent more time with that team”: making spatial pedagogy visible using positioning sensors

Teachers are often encouraged to adopt different positioning strategies at various stages of a classroom lesson as each can influence learners in different ways. However, little work has been done to make evidence of the use of classrooms visible to teachers and students. As sensors drop in price, it is becoming more viable to capture traces of the use of the physical classroom space automatically. In this paper, we build on the notion of spatial pedagogy to propose an approach to visualise digital traces of teacher positioning in the classroom. We illustrate our approach through an authentic case study of a teacher enacting three distinctive learning designs. We document the teacher's and students' reactions to visual representations of positioning data to explore their potential as proxies of spatial pedagogy.