April 23, 2025
This week, on April 23rd – 27th, Senior Researcher Kristin Børte and Postdoc Jessa Henderson are representing SLATE at The American Educational Researcher Association (AERA) Annual Meeting in Denver, Colorado, USA.
The American Educational Research Association (AERA) is a national research society that was founded in 1916. AERA strives to advance knowledge about education, to encourage scholarly inquiry related to education and evaluation, and by promoting the dissemination and practical application of research results, and the use of research to improve education and serve the public good.
Explore the AERA 2025 program.
AERA's more than 25,000 members are faculty, researchers, graduate students, and other distinguished professionals with rich and diverse expertise in education research. Nearly 14% of members, representing over 96 countries, reside outside the United States.
SLATE Senior Researcher Kristin Børte and newly appointed Postdoctoral Fellow Jessa Henderson are currently at the AERA meeting, presenting papers and participating in roundtable discussions on topics such as data literacy and digital technology in education, and partnerships in teacher education.
1. On Thursday April 24th (1:45 – 3:15pm MDT), Jessa Henderson is presenting her paper Data literacy and digital technology in education: A systematic literature review in a Symposium on "Assessment Literacies in a Post-Pandemic Digital Age: An Exploration Through Six Systematic Reviews". The paper is co-authored by Natalie B. Milman, Professor of Educational Technology Leadership at The George Washington University.
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Abstract
In 2018, the literature review titled "Data literacy training and use for educational professionals" (Henderson & Corry, 2021) showed the lack of literature related to technology and data literacy for educators and suggested the need for future work that investigated data literacy in relation to technology, like big data systems. This work is timely as big data AI systems become more commonplace in both K-12 and higher education settings, requiring educators to have the appropriate skills and knowledge to be an effective human-in-the-loop as a check on these systems.
In this literature review, we analyzed and synthesized the current literature at the crossroads of data literacy, technology, and education by focusing on the research question, "What is the role of data literacy in the education literature on digital technologies for teaching and learning since 2019?" A systematic literature review was conducted using PRISMA standards. A search was conducted in the academic databases Academic Search Complete and ERIC/EBSCO using the keywords "data literacy" AND "education" AND "technology".
A total of 50 peer-reviewed journal articles written in English since 2019 were returned with 31 found eligible for deeper analysis based on the abstracts. Preliminary results found four major categories of education literature on data literacy and digital technologies since 2019. The first category was conceptual work focused on developing consistent definitions of data literacy and/or frameworks for data literacy and technology. This literature was typically grounded in relation to ethics and ideas of critical data literacy for digital technologies. The second category was empirical research investigating teacher perceptions of their data literacy skill. The third category was quantitative research that investigated data literacy as a variable in relation to technology acceptance, student empowerment, and within the DigComp framework. The final category was pedagogical pieces that highlighted lesson techniques for developing student data literacy in relation to digital technologies. These pieces spanned K-12 and higher education and included perspectives from both STEM and the humanities/art.
2. On Friday April 25th (3:20 – 4:50pm MDT), Kristin Børte is holding a Roundtable Presentation on the paper School Leaders’ Data Literacy: A Prerequisite for System Improvement and Just Education, co-authored by Professor Emerita at SLATE, Sølvi Lillejord.
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Abstract
To level out quality differences, professions typically merge external and internal knowledge and use a supporting infrastructure to synthesize experience-based (internal) knowledge with research and data (external knowledge). When organizing for knowledge-informed school improvement, school leaders need analytical competence and understanding of how to facilitate teachers’ collective professional learning. As research reveals that school leaders’ data literacy is weak, we decided to ask school leaders how they understand analytical competence and perceive their need for support in data analyzes. We discuss how teachers and leaders collaboratively can synthesize knowledge from various sources for continuous professional learning and argue that a supporting infrastructure can strengthen the educational system’s research- and data use, level out and reduce current differences in student achievements.
3. On Saturday April 26th (9:50 – 11:20am MDT) Kristin Børte is holding a Roundtable Presentation on the paper Revisiting Teacher Education Partnerships – a Review of the Research 2010-2024, also co-authored by Professor Emerita at SLATE, Sølvi Lillejord.
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Abstract
This session explores diverse viewpoints on the transformative role of technology in teaching and learning. By examining the complexities of implementing technological pedagogical content knowledge, adapting educational technology courses, and leveraging innovative models like mixed-reality simulations, the presentations highlight the multifaceted challenges and opportunities educators face. Together, these perspectives contribute to a deeper understanding of how technology serves as a catalyst for change in educational contexts, fostering a dialogue on best practices and future directions in the ever-evolving landscape of teaching and learning.
4. On Saturday April 26th (5:10 – 6:40pm MDT), Jessa Henderson is Chair of "A Roundtable Discussion on Multiple Perspectives on Technology as an Agent of Change in Teaching and Learning".
More about the event.
Abstract
This session explores diverse viewpoints on the transformative role of technology in teaching and learning. By examining the complexities of implementing technological pedagogical content knowledge, adapting educational technology courses, and leveraging innovative models like mixed-reality simulations, the presentations highlight the multifaceted challenges and opportunities educators face. Together, these perspectives contribute to a deeper understanding of how technology serves as a catalyst for change in educational contexts, fostering a dialogue on best practices and future directions in the ever-evolving landscape of teaching and learning.
