Technology integration in educational settings has led to the development of novel sensor-based tools that enable students to measure and interact with their environment. Although reports from using such tools can be positive, evaluations are often conducted under controlled conditions and short timeframes. There is a need for longitudinal data collected in realistic classroom settings. However, sustained and authentic classroom use requires technology platforms to be seen by teachers as both easy to use and of value. We describe our development of a sensor-based platform to support science teaching that followed a 14-month user-centered design process. We share insights from this design and development approach, and report findings from a 6-month large-scale evaluation involving 35 schools and 1245 students. We share lessons learnt, including that technology integration is not an educational goal per se and that technology should be a transparent tool to enable students to achieve their learning goals.

翻译：教育领域的技术整合推动了新型传感器工具的开发，使学生能够测量并与其环境互动。尽管此类工具的使用报告通常是积极的，但评估往往在受控条件和短时间框架内进行。因此，需要在真实的课堂环境中收集纵向数据。然而，持续且真实的课堂使用要求教师认为技术平台既易于使用又具有价值。我们描述了一个支持科学教学的传感器平台的开发过程，该平台遵循了为期14个月的用户中心设计流程。我们分享了该设计与开发方法的见解，并报告了一项为期6个月的大规模评估结果，该评估涉及35所学校和1245名学生。我们总结了经验教训，包括技术整合本身并非教育目标，而应成为帮助学生实现学习目标的透明工具。