The
start of another academic year is prompting new discussion on personalized
education and the role of technology in it.
An Associated Press article noted that “some form of personalized learning” has
been incorporated into the curriculum at up to 10% of K-12 public schools in
the U.S., a growing trend. However, the same article pointed out that a Rand
Corp. study discovered personalized programs only improved students’ math
scores by three percentage points, while reading skills showed no change.
At the
same time, the article offered examples where personalized programs have made a
difference. In one, students took computerized tests to assess their reading
skills; poor readers were then assigned to use digital materials providing
extra help with vocabulary. In another, teachers developed customized,
self-paced learning plans to aid students with low math abilities.
An article in eSchool News explained how personalization is not the same as
differentiation (teaching a group of similar students) or individualization
(teaching geared to one student’s needs), although they’re related.
“Personalization
is an incredibly powerful model because it creates a continual feedback loop
between the teacher and student and empowers students to take charge of their
education,” wrote Amanda Stedke. She emphasized that technology tools aren’t
necessary for personalized learning but “recent advances in ed-tech have made
these approaches significantly more scalable.”
Kenneth
Klau, director of digital learning at the Massachusetts Department of
Elementary and Secondary Education, shared similar views in an opinion piece onEdSurge, but stressed personalized learning should “address well-defined needs
and achieve unambiguous goals.”
“When
we hear about schools that are making the shift to personalized learning, we
should not hesitate to ask why and what it will look like,” he wrote.
“Otherwise, personalized learning becomes the answer in search of a question.”
