Abstract
The use of information and communication technology-based data systems to support teachers in data-driven decision-making (DDDM) remains limited. Despite the growing number of data systems available, their uptake remains limited, and there is a limited understanding of what data system characteristics increase and factors that influence teacher adoption and use. To address this gap, we reviewed the literature using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. Synthesis of the 17 articles from three databases revealed six data systems commonly used in schools. Also, there are eight key data system characteristics that teachers find helpful. We have found several factors that influence teacher adoption of data systems related to data features, leadership, individual disposition, and the socio-cultural context. The findings of our review have critical implications for designing and using technology-based data systems for supporting teacher data-driven decision-making.
Published Version
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