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Examining the use of digital technology in schools with a school-wide approach to personalized learning


Schmid, Regina; Pauli, Christine; Petko, Dominik (2023). Examining the use of digital technology in schools with a school-wide approach to personalized learning. Educational Techology Research and Development, 71(2):367-390.

Abstract

A growing number of schools have recently been changing their culture of teaching and learning towards personalized learning. Our study investigates how schools use digital technology to facilitate and promote personalized practices. Based on the answers of a student questionnaire from 31 lower-secondary schools with a personalized learning policy in Switzerland, we selected the three cases with the most frequent use of digital technology in the classroom. Using key categories of digital technology implementation to frame the analysis, we examined the differences and similarities regarding the contribution of digital technology to fostering personalized learning. A systematization of our analyses resulted in three different types in terms of how schools integrate digital tools into their daily practices: 1. selective use of digital technology according to individual teacher preference; 2. selective use of digital technology according to individual student preference; and 3. structural use of digital technology in accordance with a school-wide strategy. The findings provide indications for future research and practice with respect to an implementation of personalized learning that takes full advantage of digital technology.

Abstract

A growing number of schools have recently been changing their culture of teaching and learning towards personalized learning. Our study investigates how schools use digital technology to facilitate and promote personalized practices. Based on the answers of a student questionnaire from 31 lower-secondary schools with a personalized learning policy in Switzerland, we selected the three cases with the most frequent use of digital technology in the classroom. Using key categories of digital technology implementation to frame the analysis, we examined the differences and similarities regarding the contribution of digital technology to fostering personalized learning. A systematization of our analyses resulted in three different types in terms of how schools integrate digital tools into their daily practices: 1. selective use of digital technology according to individual teacher preference; 2. selective use of digital technology according to individual student preference; and 3. structural use of digital technology in accordance with a school-wide strategy. The findings provide indications for future research and practice with respect to an implementation of personalized learning that takes full advantage of digital technology.

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Additional indexing

Item Type:Journal Article, refereed, original work
Communities & Collections:06 Faculty of Arts > Institute of Education
Dewey Decimal Classification:370 Education
Uncontrolled Keywords:Education
Language:English
Date:1 April 2023
Deposited On:15 Nov 2022 09:27
Last Modified:29 Nov 2023 02:36
Publisher:Springer
ISSN:1042-1629
OA Status:Hybrid
Free access at:Publisher DOI. An embargo period may apply.
Publisher DOI:https://doi.org/10.1007/s11423-022-10167-z
Project Information:
  • : FunderUniversity of Fribourg
  • : Grant ID
  • : Project Title
  • Content: Published Version
  • Language: English
  • Licence: Creative Commons: Attribution 4.0 International (CC BY 4.0)