The Learning Analytics Applications in the Framework of Technological Leadership in Public and Private Schools in Turkiye
DOI:
https://doi.org/10.14689/enad.42.1973Keywords:
Technological leadership, learning analytics, phenomenology, education administratorAbstract
The amount of data in the field of education is increasing rapidly today and it has become extremely significant skill for educational administrators to manage, sort and use this data and have a certain level of competence in technological leadership. In this context, learning analytics, which enables the analysis of learner behavior and give personalized feedback by following the learning process digitally, has emerged as a new field in Turkiye. Since, there is no institutional policy regarding competencies in this field in Turkiye, the technological leadership and learning analytics applications in schools vary significantly. The aim of this study is to investigate the opinions of school administrators on technological leadership and the learning analytics application in their schools. In this context, semi-structured interviews were made with 18 education administrators. MAXQDA software was used for analyses. The findings of the study revealed that the use of technological competencies and learning analytics applications, especially in public schools, remained at a very limited level due to many reasons. Learning analytics applications in schools are not fully understood and an effective software system that will pave the way for these applications is not used. These situations stand out as the most important obstacles to learning analytics.
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