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Title:
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PERSONALIZING LEARNING WITH MOBILE TECHNOLOGY IN SECONDARY EDUCATION |
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Author(s):
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Wilfried Admiraal, Liesbeth Kester, Caressa Janssen, Mario de Jonge, Monika Louws, Lysanne Post and Ditte Lockhorst |
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ISBN:
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978-989-8533-76-0 |
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Editors:
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Inmaculada Arnedillo Sánchez and Pedro Isaías |
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Year:
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2018 |
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Edition:
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Single |
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Keywords:
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Personalizing Learning, Mobile Technology, Secondary Education, Learner Control, Teacher Control |
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Type:
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Full Paper |
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First Page:
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62 |
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Last Page:
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69 |
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Language:
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English |
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Cover:
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Full Contents:
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click to dowload 
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Paper Abstract:
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Personalizing learning with technology in secondary schools might be a way to diffuse innovations in both technology and education at the same time. In the current study, personalizing learning with technology is studied from three perspectives: teacher, learner and technology. Data about the implementation and evaluation of the interventions in school were gathered by interviews with teachers and students, teacher logbooks and teacher and student questionnaires. Moreover, test and questionnaire data were collected on achievement, school motivation and self-regulation of more than 4800 students. Effects of 35 personalizing learning interventions with mobile technology in 27 secondary schools in the Netherlands were examined. Generally, three types of personalizing learning interventions seem to increase student achievement: 1) a comprehensive approach across the school organization and programs; 2) personalizing learning with teachers differentiating either convergently or divergently, and 3) learner-control interventions in which students have control of surface aspects such as pacing, sequencing and practicing within limits set by teachers or programs. Too much emphasis on learner control instead of teacher control does not seem to benefit cognitive outcomes. The conclusions with respect to students motivation and self-regulation are less clear-cut. |
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