Many automated, real-time detectors of student learning and behavior have been developed over the last decade. These detectors are typically used to drive automated interventions by intelligent tutoring systems (ITSs), rather than to support and empower human teachers.  We leverage ITSs as rich formative assessment tools, which can augment teachers’ perceptions of student learning and behavior in real-time, in K-12 classrooms. We are exploring whether and how ITSs could better help (and be helped by) teachers, by co-designing wearable cognitive augmentation with K-12 teachers. Wearables hold the potential to augment teachers’ perceptions, while keeping their "heads up" (in contrast to handheld displays), and without revealing sensitive data to students (as is often the case with ambient or projected displays).
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