Examining the Use of Technology in Schools with a Pedagogy-driven Approach to Personalized Learning
A growing number of schools have recently been changing their culture of teaching and learning towards personalized learning. This transformation can often be characterized as either technology-driven or pedagogy-driven. Our study investigates how schools with a focus on pedagogical aspects use technology to facilitate and promote personalized pedagogical 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 technology in the classroom. Using key categories of technology implementation to frame the analysis, we examined the differences and similarities regarding the contribution of 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 technology according to individual teacher preference; 2. selective use of technology according to individual student preference; and 3. structural use of 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 focuses on pedagogical development and, at the same time, takes full advantage of digital technology.
Schmid, R., Pauli, C. & Petko, D. Examining the use of digital technology in schools with a school-wide approach to personalized learning. Education Tech Research Dev (2022). https://doi.org/10.1007/s11423-022-10167-z
