Teachers' perception of data-driven school ecosystem and data analytics

Data collection of students' learning performance, attendance and behaviour support teacher's classroom management, school administration and governance. Data collection support collaboration of school with parents and collaboration of teachers within the school as between schools in the curriculum at the level of instructional design and lesson delivery. The purpose of this study is to examine how teachers perceive the increasingly data-driven school routines and how they use documentation information systems (DIS) in their pedagogical work. A survey was conducted on a representative sample of teachers from 220 elementary schools. These schools were randomly selected from a list of all Slovene schools, in total 452. The original instrument was designed by authors of this paper. Findings indicate that respondents are most often using DIS for the management of e-diaries, e-schedules and annual and semi-annual printouts of various documents. There is the difference between teachers regarding the school level, and the frequency of ICT use generally affects the frequency of ICT use in the pedagogical process.