Constructor Lab
Leadership Summit
Edtech Advocacy &
Policy Summit

Visualizing Change Through Data

Explore and create
Pre-registration required

Explore and create : BYODex

Monday, June 24, 12:30–2:00 pm
Location: Franklin 1-2, Marriott

Kerri Brown Parker   Rebekah Davis   Laura Fogle  
Data walls, reports, PLT meetings -- all have different data needs. Use data tools to create visualizations and design infographics and dashboards. This will not be a session about adjusting instruction from assessment but rather finding ways to visualize, display and share data from your library, school, center and students.

Audience: Teachers, Principals/head teachers, Library media specialists
Skill level: Beginner
Attendee devices: Devices required
Attendee device specification: Laptop: Mac, PC
Participant accounts, software and other materials: 1. Tableau Public (or the paid version - free to students) -
2. A Google Account and general familiarity with Google Sheets
3. An account in Google Analytics ( and a website registered in Google Analytics ahead of time or the Google Store Demo Account -
4. Piktochart and/or Canva account - and/or
5. Participants may want to have access to school, district or state data although other datasets will be provided
Focus: Leadership
Topic: Assessment/using data
ISTE Standards: For Administrators:
Systemic Improvement
  • Collaborate to establish metrics, collect and analyze data, interpret results and share findings to improve staff performance and student learning.
For Coaches:
Content Knowledge and Professional Growth
  • Engage in continuous learning to deepen professional knowledge, skills, and dispositions in organizational change and leadership, project management and adult learning to improve professional practice.
For Education Leaders:
Visionary Planner
  • Evaluate progress on the strategic plan, make course corrections, measure impact and scale effective approaches for using technology to transform learning.

Proposal summary

Purpose & objective

Data is a resource for many different purposes. As educators and coaches, we use student data to inform instruction, but we can also use big data to inform decisions made about our school, library media center, department, etc. The way we display data can be used to show patterns, tell a story and give a focus to teams and groups in our schools. School leaders/coaches, technology specialists, administrators, and library media specialists have many opportunities to tell stories to their communities. Accessing and displaying data can help tell these stories.

In this session, participants will look at sample data sets and data visualizations in dashboards, reports, infographics, etc. for patterns and evaluate the stories told by data. Participants will identify sources of local data, and we will share places to access big data from national datasets. We will discuss the fundamental differences between qualitative and quantitative data and how both can be used to tell data visualization stories. We will then take into account different scenarios for when data might help tell a story and participants will analyze data and create visualizations to help meet the need identified in the scenario.

After determining data needs and how to tell stories, participants will use a variety of technology tools to analyze data and create a story from their own data. Participants can use data they’ve brought from their local data sources or from sample data sets and national data sets shared in the session. To crunch data, participants will have choices of using advanced features in Google Sheets, basic features of Tableau, or Google Analytics. To bring it all together, participants will choose an infographic creator to display data and look at different design possibilities - we will cover Canva or Piktochart in the session.

At the end of the session, participants should have viewed national data sets, thought strategically about their local access to data, explored and used data analytics tools and begun using infographic design tools.

Session Objectives:
The participants will review data sets and trends in data visualization
The participants will discuss data sources
The participants will evaluate data stories told through data visualizations
The participants will analyze data using a technology tool
The participants will explore and use a design tool to display and share data


Part One - 15 minutes - Participants will be grouped into affinity groups, i.e., library media specialists, instructional technology coaches, administrators, etc. The session will start with a quiz of participants to get data we can use in looking at some quick visualizations to overview data visualization. The facilitators will generally cover trends in education related to data and data visualization and some specific datasets and reports, i.e., the Horizon Report. We will also give examples of qualitative (soft metrics) and quantitative data and how both can be used in data visualization.

Part Two - 15 minutes - Participants will analyze and interpret visualization examples (both good and bad) #lovedataweek #lovedata18 and participate in a small group discussion about their local access to and use of data →
What do you do at your school/in your center/etc. with data?
What would your principal/stakeholders like to know about your center? What do you want to share with your principal/stakeholders?
If you made a data wall (digitally or physically) what would you like to be able to include?
How do you currently share data about your space, usage, student learning, etc

Part Three - 20 minutes - Participants will choose a data analytics tool to explore and use in crunching data. Guided handouts/tutorials will be given via Hyperdocs for participants to get into each tool. Some tools will allow participants to use their local data if they have easy access, but sample datasets will be provided for all tools so each participant can experience the selected tool. Tool choices will be Google Analytics (for websites), Google Sheets (focusing on the Explore feature) and Tableau.

Part Four - 20 minutes - Participants who are most interested in exploring technology tools can continue with Hyperdocs and tool exploration. Those ready to move on to “What to do with the data” will be given scenarios and data to sketch ideas for infographics/data website/data walls and how they would use the data to fit the need identified in the scenario. Facilitators will share some of the participant ideas and their own.

Part Five - 20 minutes - Participants will be introduced to Canva and Piktochart as tools to take charts/graphs/quotes/etc. from data tools in Part Three and turn them into a story and bring them together with meaning.

Supporting research

The following sources inform our work and illustrate the current need for the understanding of data visualization trends in education.

Bei Yuan, Minhong Wang, Andre W. Kushniruk, & Jun Peng. (2017). Deep learning towards expertise development in a visualization-based learning environment. Journal of Educational Technology & Society, 20(4), 233-246. Retrieved from
Dimara, E., Bezerianos, A., & Dragicevic, P. (2017). The attraction effect in information visualization. IEEE Transactions on Visualization and Computer Graphics, 23(1), 471-480. doi:10.1109/TVCG.2016.2598594
Géryk, J. (2017). Visual analytics of educational time‐dependent data using interactive dynamic visualization. Expert Systems, 34(1), n/a. doi:10.1111/exsy.12175
Gibson, D., & de Freitas, S. (2016). Exploratory analysis in learning analytics. Technology, Knowledge and Learning, 21(1), 5-19. doi:10.1007/s10758-015-9249-5
Jan Vanthienen, Kristof De Witte (Ed.). (2017). Data analytics applications in education (1st ed.)
Retrieved from
Stofer, K. A. (2016). When a picture isn't worth 1000 words: Learners struggle to find meaning in data visualizations. Journal of Geoscience Education, 64(3), 231-241. doi:10.5408/14-053.1

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Kerri Brown Parker, NC State University, College of Ed

Kerri Brown Parker, M.Ed. is the Director of the Media & Education Technology Center (METRC) at the NC State University College of Education. She co-teaches regularly with undergraduate and graduate faculty in courses to prepare future elementary and secondary teachers as well as to help practicing teachers earn advanced degrees in curriculum development, school counseling, education leadership and more. She creates and delivers professional development sessions regularly for local teachers. Kerri has been in education for 23 years starting as a secondary ELA and theater teacher. She also served public schools as a librarian and technology facilitator.

Rebekah Davis, NC State University

A PhD student in the Learning, Design and Technology program at NC State, Rebekah is currently serving as the Digital Learning Graduate Assistant in METRC, the College of Education’s media resource center. Along with conducting in-house and conference workshops on technology integration topics, she teaches the Introduction to Technology class for undergraduates. Prior to working at NC State, Rebekah spent 20 years teaching middle grades English Language Arts and Social Studies, and working as a Gifted Ed Facilitator. Rebekah is dedicated to helping students reach deeper learning by finding and sharing technology resources that help teachers innovate their way into the future.

Laura Fogle, North Carolina State University

Laura B. Fogle has over twenty years of experience in educational technology. She has taught in preschool, elementary and middle school. She has developed online graduate courses, and presented at regional and national conferences on the topic of instructional technology. She currently serves the College of Education at NC State University as the Assistant Director of Media and Education Technology Resource Center (METRC), where she enjoys working with students and educators to enhance teaching and learning with technology. She holds a BS in Electrical Engineering and a Masters in Instructional Technology. Her interests include makerspaces, virtual reality, and digital equity.

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