Data management: An integral part of teaching, learning

It should not be regarded as an additional burden, eating and encroaching on teaching time and distracting the teacher from the vital cause of classroom teaching and learning. Notwithstanding the value added of data, it seems data has become classroom practitioners’ Cinderella, where they seem to have not only negative perceptions towards data but also opportunities lost for interaction with data for purposes of improving and upgrading pedagogy.

The question is whether indeed data is considered an additional heavy burden which teachers should not carry.