Supporting teachers in capturing and analyzing learning data in the technology-rich classroom

While the technology-rich classroom makes it comparatively easy to gather, store and access data on students' activities, turning those into information on learning that can inform pedagogical decision-making is still hard to achieve. In this symposium, it is argued that teachers are an important if not the most important source of knowledge about the necessary diagnostic assessment methods, and that therefore teachers should be supported in describing, sharing and deploying these methods. We also argue that teachers should play a more central role in analyzing learning data for the purpose of creating knowledge about how specific pedagogical and technical innovations play out in the context of specific classroom situations, and describe a new approach to teacher-led inquiry into students' learning data.