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ERIC Number: EJ812458
Record Type: Journal
Publication Date: 2008-Oct
Pages: 14
Abstractor: As Provided
Reference Count: 20
ISBN: N/A
ISSN: ISSN-1475-939X
Managers', Teachers' and Learners' Perceptions of Personalised Learning: Evidence from Impact 2007
Underwood, Jean; Banyard, Phil
Technology, Pedagogy and Education, v17 n3 p233-246 Oct 2008
The opening premise of this paper is that education must change but that the nature and direction of that change is uncertain. In England, but not necessarily the UK as a whole, the policy is to produce a more personalised learning experience for all pupils. The policy of personalisation is to be delivered in part by increased use of digital technologies in our schools. While few would disagree with this educational aim, to deliver on that aim there needs to be a level of agreement as to the meaning of personalisation. The personalisation of learning and self-regulated learning are overlapping concepts. While the former acts at the operational level, that is it is the support provided by others to the learner, self-regulation and metacognitive awareness are subsumed under the individual. The Impact 2007 study explored the understanding of personalisation by key educational stakeholders, that is policy makers, schools managers, teachers and of course the pupils. The study found disparities in the perceptions of the nature and level of personalisation by these key groups, which question the delivery of this core government policy. (Contains 6 tables, 5 figures, and 2 notes.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Elementary Secondary Education; Secondary Education
Audience: Teachers; Administrators; Policymakers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom