Overview

In the constantly changing world of education, technology has become an indispensable tool, revolutionizing teaching, and learning practices worldwide. However, the widespread adoption of technology, especially in response to the global spread of Covid-19, has led to the gathering of vast amounts of data from students' digital footprints. While this data has the potential to provide valuable insights through learning analytics (LA), the challenge lies in effectively harnessing and interpreting this information to optimize teaching, learning, and assessment practices in K-12 classrooms. Academic scholars are faced with the task of understanding the potentials and complexities of learning analytics, navigating ethical considerations, and identifying best practices to ensure data-driven decision-making that positively impacts student outcomes. Emergent Practices of Learning Analytics in K-12 Classrooms, edited by Dr. Nurdan Kavakli Ulutas, offers a solution to the challenges presented by learning analytics in K-12 education. This comprehensive book brings together a diverse group of academic scholars, leveraging their expertise to explore and present practical perspectives on classroom applications of learning analytics. By offering a balance between qualitative and quantitative methodologies, the book equips scholars with the necessary tools to harness the full potential of learning analytics in K-12 classrooms. The book covers a wide range of topics, from predictive analytics and social learning analytics to self-regulated learning perspectives, evaluation frameworks, and ethical considerations. It not only highlights the benefits of applying learning analytics in K-12 education but also addresses the barriers and concerns surrounding data privacy, transparency, and trust. Moreover, the book identifies future directions for learning analytics, allowing academic scholars to stay ahead of the curve and proactively shape the future of K-12 education. As academic scholars seek to enhance the quality of teaching, learning, and assessment practices, Emergent Practices of Learning Analytics in K-12 Classrooms serves as an indispensable resource. By drawing on innovative research and real-world applications, this book empowers educators to make data-driven decisions, optimize resources, and create engaging learning experiences that lead to improved student outcomes. By embracing the insights and recommendations presented in this book, academic scholars, educators, and administrators can confidently navigate the realm of learning analytics and pave the way for a brighter future in K-12 education.

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Nurdan Kavaklı Ulutaş received her PhD degree in English Language Teaching at Hacettepe University. During her PhD years, she was awarded by the graduate scholarship program of the Scientific and Technological Research Council of Turkey. She is currently a full-time academic at the department of English Language Teaching at Izmir Demokrasi University. She divides her loyalties between teaching undergraduate and graduate classes, and academic research. She has book chapters, and articles published in national and international academic journals. She has coordinated or participated in the steering committees of several national and international education projects. She is the editor-in-chief of a fledgling international academic journal, Futuristic Implementations of Research in Higher Education (FIRE). Her research interests include language teacher education, language testing and assessment, second language writing, and language attrition. Devrim Höl earned his PhD in English Language Teaching from Çanakkale Onsekiz Mart University, Turkey. He is currently working as Assistant Professor at Pamukkale University, Faculty of Education English Language Teaching Department, Denizli, Turkey. His main research interests are Testing, Evaluation and Assessment and teacher education in foreign language teaching.

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