Data-driven Analysis and Evaluation of Pedagogical Innovation

The Digital Competence Framework for Teachers released by the European Union aims to improve teachers' digital teaching competence, with the focus shifting from enhancing teachers' information technology application competence to supporting technology-supported pedagogical innovations. The evaluation of teachers' teaching should shift from the application competence of information technology to analyzing and evaluating teachers' pedagogical innovation and cultivating higher-order competence of students. This study investigates the analysis and evaluation method of teaching innovation supported by technology based on accompanying collected teachers' behaviors. 102 courses were selected as subjects. Firstly, the coding rules were explored on the basis of the PICRAT (Passive, Interactive, Creative-Replacement, Amplification, Transformation) framework, and the teachers' behaviors were automatically coded. Secondly, multiple analyses of teaching behaviors were conducted to identify three technologically supported levels of pedagogical innovation, i.e., the basic single type, the integrated progressive type, and the high-level integration type. This study will provide practical guidance for the development of teachers' digital competence.