[Advisory] Online Reporting in Schools

[Stanley, Neil]

Maybe it's because it is data and not *information* - context isn't
apparently relevant to or promptly derivable by the individual teacher;
no ownership.

Paper maps (well Google maps printed out) are relevant to the way I
operate so are owned by me - wouldn't want a sat-nav so I don't own one.
Same data on both.

Teachers need to own the information - if they've never collected their
own in any diligent manner (and experiences in mentoring trainees on
placement indicates that this has been a problem) then they won't want
someone else's format. If the system aids the collection, storage and
analysis and they previously did this then they may accept it.

Neil


Neil Stanley MA(Ed) BSc AUS PGCE FHEA MBCS
w: www.staff.ljmu.ac.uk/edcnstan & www.stanleyweb.co.uk

All we need is the perception of choice - real choice just confuses us.


-----Original Message-----
From: advisory-admin@talk.naace.org
[mailto:advisory-admin@talk.naace.org] On Behalf Of Crispin Weston
Sent: 06 January 2010 15:51
To: 'Williamson, Jon'; 'advisory'
Subject: RE: [Advisory] Online Reporting in Schools

<<That is often the fault of data providers for providing it as huge
tables
of data and graphs with limited interpretation, but also a challenge to
teachers that they should be making better use of data to improve
classroom
teaching. >>
I suspect that teachers are often made to feel inadequate because they
cannot use huge chunks of data when in fact the failure is one of user
interface.
I reckon the challenge is to software providers to present codified data
to
teachers in timely, digestible and easily understandable chunks.

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