During the experiment, more than 300 seventh and eighth graders in 18 classrooms spent a week using instructional math software that had performed well in previous studies. In some classes, the teachers were randomly assigned to use the smart glasses and, in others, they were told not to use them. At first, the results seem to confirm the usefulness of student data. Students in classrooms where teachers wore the glasses improved more on a math test than students in classrooms where teachers didn’t wear the glasses.
The researchers assigned some teachers to wear glasses with the data analytics turned off.
The students in classrooms with teachers wearing turned-off glasses learned a lot, too. Indeed, more than half the learning gains that the researchers documented from access to the data were achieved merely by the teachers wearing the functionally limited glasses.
But more importantly, Holstein thinks it would ultimately fail. “In terms of fostering a good classroom climate, I don’t think I would encourage the feeling of being policed by the teacher,” he said. “Although you might argue that the students already feel this, to some extent, these tools might amplify that.”
See the full story here: https://hechingerreport.org/the-psychological-impact-of-student-surveillance-on-learning/