Using Databases for Data-Driven Instruction

           As teachers, we strive to provide our students with the best we have to offer.  We want them to be successful, active contributors to society.  In order to provide them with the best education, we must know what is best for them in regards to instruction.  In order to do so, teachers must be able to identify the students’ individual needs.  Identifying student needs requires assessment data.

            Some people think the term “data-driven” has become synonymous with standardized assessment.  In recent years, the term standardized assessment has become somewhat of a derogatory term.  There have been some school systems known to “grade” their teachers based on their students’ test scores.  If the students do not perform, the teachers no longer have a job (Watters, 2013).

            Data-driven decision making can be defined as “making the use of data analysis to inform when determining courses of action involving policy and procedures” (Picciano, 2011, pg. 65).  In order for schools to use data analysis to make decisions, they must be able to access to the data.  For some school districts this is a difficult task.  Many of the databases schools use are outdated, and are not easily accessible, nor able to update student information.  Schools must be able to make database changes in order to efficiently apply data-driven decision making within instruction.

            The BBC website offers a list of reasons to use a database.  These reasons include quick and easy access to information that can be stored in large amounts, taking up little space; simplicity in searching information, adding new data, and deleting old data; “multi-access” meaning more than one person can access the data at a time; ability to merge with other applications; and security (BBC, 2014).  Depending on the database program a school uses, there can be a wealth of information available for faculty and staff.  One way schools can use databases is to compile students’ personal information such as parental/emergency contact information, attendance, medical concerns, and identification through special programs such as Special Education.  Through programs such as Caspio’s online database system, schools can track test scores and share student progress which encourages parent participation and communication.  Schools are able to gather feedback, as well as share documents between faculty members (Caspio, 2015).

            There are some concerns with using Internet-based or cloud-based data systems.  In a blog written by Audrey Watters discussing student data infrastructure, she points out concerns with privacy and security in the cloud.  She specifically points out that there is no guarantee of security of the information stored in the system.  The main concern appears to be with the amount of information available to third-party providers, such as textbook companies.  The article goes on to discuss the security measures the infrastructure company has in place in the cloud-based system, stating that users do have control over who has access to the data and to what particular data they do have access (Watters, 2013). 

            The bottom line is, in our digital age, as companies are finding more ways to provide security people are finding more ways to breech security.  There will never be a digital security that is 100% successful.  All any one of us can do is offer our best efforts to provide as much privacy as possible.

            Data-driven decision making is a key piece to the educational puzzle.  In order to provide students with personalized instruction, teachers must have the information regarding their students’ needs.  Schools need to be able to provide teachers with access to this information in an organized, useful manner.  This means schools will need to update and analyze student assessment information on a regular basis.  To do this efficiently, schools will need the aide of databases.  

For more information on using data in schools, visit the following links on the Technology Alliance Website:

                                                          Top Ten Uses of Data in Schools
                                                                              Paradigm Shift to Data-Driven Decision Making

                                                          Making the Case for Data-Driven Decision Making

                                                          Considerations for Data Analysis

                                                          Attributes of Districts That Make Wise Use of Data

References

BBC (2014).  Why use a database? Retrieved from 
            http://www.bbc.co.uk/schools/gcsebitesize/ict/databases/2databasesrev4.shtml

Caspio, Inc. (2015).  Online database tools for education. Retrieved from 
            www.caspio.com/customers/industries/online-database-education.aspx  

Picciano, A. G. (2011).  Educational Leadership and Planning for Technology (5^th ed., 
            text).  Boston: Pearson.

Watters, A. (2013).  Building a student data infrastructure: Privacy, transparency and the 
            gates foundation-funded inbloom. Retrieved 
            from http://hackeducation.com/2013/02/10/inbloom-student-data-privacy-security-
                transparency/