Visualisation of movement patterns supporting teacher reflection - qualitative analysis of educational benefits of IoT in the classroom

Abstract

Research on IoT in educational contexts indicates a need for qualitative studies evaluating IoT technology use in schools. In this article, results from a qualitative study of the use of IoT technology to register and visualise teachers’ movements in the classroom, where visualisations of teachers’ movements are used to support teacher reflection on their practice, is reported. Data were collected through iterative conversations with 18 participating teachers from 9 different schools. In total 72 conversations of between 15 to 40 minutes each were carried out. In a thematic analysis, four themes emerged reflecting the benefits experienced by the teachers; movement, memory support, pupil perspective, collegial use and benefit. The results in sum indicate that visualisation of teachers’ movements support teachers to reflect on their classroom practice by providing an objective representation of movement, as a complement to subjective memory and experience.