An Investigation of Dashboard in Collaborative Inquiry: The Dynamic Interplay Between Technology and Pedagogy in Classroom Orchestration

This study investigates the uses of a teacher dashboard in a technology-rich, problembased learning (PBL) environment incorporating collaborative game-based learning for middle school science inquiry.The dashboard, designed through participatory approaches with teachers, provides real-time data visualization of students' learning activities, aiming to reduce teachers' orchestration load and enhance PBL facilitation.Findings indicate the teacher actively orchestrated classroom activities using the dashboard, balancing between digital insights and personal observation.The study extends current models of dashboard interaction by integrating classroom observations and teachers' prior knowledge into the interpretation phase.It emphasizes the need for dashboards to offer strategic-level support, enabling teachers to tailor instruction effectively.This approach not only reduces the orchestration load but also promotes meaningful student engagement and collaborative inquiry in a PBL setting.