# The TA Framework: Designing Real-time Teaching Augmentation for K-12 Classrooms

arXiv: https://arxiv.org/abs/2001.02985 · HTML: https://mlsanity.com/paper/2001.02985/

## Key facts

- Cited by 4 papers in the map (data through 14 Oct 2026).
- First posted on arXiv 9 Jan 2020.

## Built on by (most cited first, 4 of 4)

- [Designing for human-AI complementarity in K-12 education](https://mlsanity.com/paper/2104.01266/) (2021)
- [Toward Supporting Perceptual Complementarity in Human-AI Collaboration via Reflection on Unobservables](https://mlsanity.com/paper/2207.13834/) (2022)
- [Equity and Artificial Intelligence in Education: Will "AIEd" Amplify or Alleviate Inequities in Education?](https://mlsanity.com/paper/2104.12920/) (2021)
- [Towards Understanding the Impact of Real-Time AI-Powered Educational Dashboards (RAED) on Providing Guidance to Instructors](https://mlsanity.com/paper/2107.14414/) (2021)

## Abstract (arXiv)

Recently, the HCI community has seen increased interest in the design of teaching augmentation (TA): tools that extend and complement teachers' pedagogical abilities during ongoing classroom activities. Examples of TA systems are emerging across multiple disciplines, taking various forms: e.g., ambient displays, wearables, or learning analytics dashboards. However, these diverse examples have not been analyzed together to derive more fundamental insights into the design of teaching augmentation. Addressing this opportunity, we broadly synthesize existing cases to propose the TA framework. Our framework specifies a rich design space in five dimensions, to support the design and analysis of teaching augmentation. We contextualize the framework using existing designs cases, to surface underlying design trade-offs: for example, balancing actionability of presented information with teachers' needs for professional autonomy, or balancing unobtrusiveness with informativeness in the design of TA systems. Applying the TA framework, we identify opportunities for future research and design.