The TA Framework: Designing Real-time Teaching Augmentation for K-12 Classrooms
This work addresses the problem of fragmented design insights for teaching augmentation tools for K-12 educators, but it is incremental as it builds on existing cases without introducing new empirical results.
The paper tackles the lack of a unified analysis of diverse teaching augmentation (TA) tools in K-12 classrooms by synthesizing existing cases to propose the TA framework, which specifies a five-dimensional design space to support design and analysis, contextualized with examples to highlight trade-offs like actionability versus autonomy.
Recently, the HCI community has seen increased interest in the design of teaching augmentation (TA): tools that extend and complement teachers' pedagogical abilities during ongoing classroom activities. Examples of TA systems are emerging across multiple disciplines, taking various forms: e.g., ambient displays, wearables, or learning analytics dashboards. However, these diverse examples have not been analyzed together to derive more fundamental insights into the design of teaching augmentation. Addressing this opportunity, we broadly synthesize existing cases to propose the TA framework. Our framework specifies a rich design space in five dimensions, to support the design and analysis of teaching augmentation. We contextualize the framework using existing designs cases, to surface underlying design trade-offs: for example, balancing actionability of presented information with teachers' needs for professional autonomy, or balancing unobtrusiveness with informativeness in the design of TA systems. Applying the TA framework, we identify opportunities for future research and design.