Education Technology

“I have a life”: Teacher Communication & Management Outside the Classroom

Hillman, S., Hillman, A., Neustaedter, C., and Pang, C.,
Extended Proceedings of  ACM CHI Conference (2019), 6pgs.


Over the past decade, there has been an increase in educational software use within classrooms as well as continuing demand on K-12 teachers extending beyond in-class activities. Yet, we still do not have a deep understanding of current teacher behaviors outside the classroom. Our paper presents insights on how to better design for technology use in this space by reporting on key themes such as communication, privacy and student technology at home. These findings translate into design implications to increase transparency with student data, the need to design first for technology students have access to in the home (e.g. mobile) and designing for the teacher need of setting personal boundaries within communication tools.



Exploring Mixed-Reality TUI Manipulatives for K-5 Classrooms

Hillman, S., Duprat, M., Cargile, A., and Hillman, A.
Extended Proceedings of  ACM CHI Conference (2018), 6pgs.
[PDF | Poster]


Our research looks to understand how to best design manipulatives, within a mixed-reality (MR) system, for the classroom. This paper presents insights around how teachers currently use physical manipulatives in their classroom to inform future MR designs in the classroom. Manipulatives are physical objects used for teaching, examples include coins, blocks, puzzles markers etc. K-5 teachers have been using physical manipulatives to help illustrate abstract concepts for decades. Physical manipulatives have proven high value for students in the classroom [7] and their high level of adoption by grade school teachers makes them a potential candidate for introducing MR into the classroom. In this research, we use participatory design and interviews to identify teacher challenges with current physical manipulatives and explore potential design directions for MR manipulatives in the classroom. Our preliminary findings suggest that MR could help improve autonomy around student learning, and increase opportunity for collaboration between peers, as well as between teacher and student.