Resumen de Teachers' Perceptions Concerning the Inclusion of Learning Analytics in STEAM Educationat Elementary Levels
Sergio Tirado Olivares, Ramón Cózar Gutiérrez, José Antonio González-Calero Somoza, Rosa María Toledano Torres
One of the challenges facing education is adapting to an increasingly technological world. Teachers must adjust their daily teaching practices by incorporating these technologies. This includes raising awareness, analysing data, and providing feedback on the learning process. Learning analytics (LA) is presented as an effective and potentially powerful tool for collecting, analysing, and reporting large amounts of student data almost automatically. However, there is limited research regarding how to integrate LA in Primary Education. This research aims to understand the perspective of four Primary School teachers on the use of LA after its real integration into their lessons. LA-mediated activities were implemented in a multidisciplinary manner, focusing on STEAM areas, over a period of two months. Subsequently, a focus group was conducted with the four tutors to reach our research objective. The teachers stated that LA-mediated activities not only reinforce theoretical content but also increase student interest and promote self awareness of the students' own learning process. They also highlighted the usefulness of LA in identifying unassimilated concepts and adapting teaching methods to meet each student's needs. Despite these advantages, the teachers expressed the need for more training in the use of LA to enhance their autonomy and adaptability in teaching. Finally, they underline the necessity of further digital resources for sustainable use over time, even in other areas of knowledge.
