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La Fundación Bill y Melinda Gates ha publicado las conclusiones del estudio  Making Data Work for Teachers and Students. En esta investigación han participado  4.600 profesores de Estados Unidos. A continuación, se detallan las recomendaciones y conclusiones que aparecen en el documento (en inglés):

Making Data Work for Teachers and StudentsRecommendations for Product Developers 
Product developers should first and foremost listen to teachers and other educators. Our research identifies key areas of need and how different groups of teachers prioritize the use of digital tools. Key design principles to consider include: 

● Using the teacher segmentation described in this report to better understand the behaviors, preferences, and needs of different educators in order to develop tools appropriate for teachers at all levels of proficiency with the use of data and technology.
● Working with school leaders to develop better ways to support teachers, as well as parents and students, while introducing new products.
● Using the data-driven instructional model (assess/analyze/ pivot) to discuss with teachers where existing data procedures and tools support—or fail to support—student learning.
● Targeting the areas of opportunity identified by teachers in this report.
● Recognizing and addressing longstanding concerns about student privacy and security in the development and implementation of tools that handle student data. Developers should use existing best practices to ensure the security of data.
● Using standard approaches to ensure the open exchange of data among different tools, so that teachers can focus on teaching instead of time-consuming data management and aggregation.
● Developing tools that do not just report what has happened, but also use current and historical performance data to anticipate student learning trajectories and personalize instruction based on each student’s performance.

Recommendations for Teachers
Teachers should work together and with their administrators to find opportunities to leverage tools to use data more effectively, including:
● Collaborating with one another to master best practices for data-driven instruction, share how students are doing across classes, and discuss the implications of data.
● Engaging school leaders in conversations around challenges and needs in the use of data.
● Enabling students to participate in data-driven decisions about their learning whenever feasible and appropriate. 

Recommendations for District and School Leaders
School leaders should study the examples of technology-forward schools and look for ways to build attributes that support datadriven instruction in their own buildings, including:
● Using the data-driven instructional model to discuss where existing data procedures and tools support—or fail to support—student learning.
● Restructuring learning environments to ensure that teachers have access to rich data every day, and recognizing that the depth of data-driven instruction is dependent on the availability of high-quality tools that keep teachers from being overburdened with administrative tasks. ● Seeking out and potentially incorporating existing solutions that innovative schools have already developed, such as those highlighted on pp. 8 and 28.
● Supporting teachers by investing in the staff, training, dedicated time, and professional development needed to integrate tools and practice.
● Engaging teachers in the process of identifying and selecting new tools and strategies.
● Accelerating the shift to personalized learning by investing in infrastructure and high-quality tools. ● Explaining to parents and community members the value of data-driven instruction and the safeguards in place to protect student information.

Recommendations for Funders
unders can play a critical role in continuing to broaden the conversation between product developers and the educators who use the tools they develop, including:
● Emphasizing high standards for data privacy and security, as well as tools that have demonstrated impact, interoperability, and interfaces that encourage the sharing and aggregation of data from multiple sources.
● Encouraging developers to produce better, more scalable solutions that reduce teachers’ administrative burdens and measure student outcomes in multiple ways.
● Supporting teachers by helping schools and systems identify the staff, training, and professional development needed to integrate tools and practice.
● Taking an active role in sharing knowledge across teacher and school communities, including the creation of professional development that meets the needs of teachers at all levels of data and technology proficiency.
● Being vocal advocates for teachers partnering with developers. ● Targeting funding around the greatest opportunities for improvement and the largest market gaps.


Fecha publicación: 20.10.2015

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