ERIC Number: EJ1190145
Record Type: Journal
Publication Date: 2018-Oct
Abstractor: As Provided
Technology Functions for Personalized Learning in Learner-Centered Schools
Lee, Dabae; Huh, Yeol; Lin, Chun-Yi; Reigeluth, Charles M.
Educational Technology Research and Development, v66 n5 p1269-1302 Oct 2018
Personalized Learning (PL) has been widely promoted. Despite the increasing interest in PL, it is difficult to be implemented, because it can be complicated, costly, and even impossible without the help of powerful and advanced technology. This national survey study aimed at systematically investigating technology usage and needs of teachers in learner-centered schools in the U.S based on the conceptual framework of the Personalized Integrated Education System (PIES). PIES specifies four major functions: recordkeeping, planning, instruction, and assessment. A total of 308 learner-centered schools were identified that met at least three of the five criteria of PL: (1) personalized learning plans, (2) competency-based student progress, (3) criterion-referenced assessment, (4) problem- or project-based learning, and (5) multi-year mentoring. Survey responses of 245 teachers from 41 schools were analyzed. Results indicate that only 12% of teachers responded that they had a technology system that integrated the four major functions. Among the rest, 21% reported that they had no such systems. Technology was most widely used for planning and instruction but not for recordkeeping and assessment.
Descriptors: Individualized Instruction, Technology Uses in Education, Educational Technology, Recordkeeping, Planning, Instruction, Evaluation, Competency Based Education, Criterion Referenced Tests, Problem Based Learning, Mentors, Teacher Attitudes, Student Centered Learning
Springer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: firstname.lastname@example.org; Web site: https://link.springer.com/
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Authoring Institution: N/A