I have been catching up on a rapid evidence review on technology supported personalised learning distinguishes using technology as either a supplementary (providing additional opportunities for students to practice instructional content outside of regular classroom instruction), integrative (using technology during instruction to facilitate teaching and learning), or substitute (investigating the possibility of using personalised technology in lieu of teaching) approach.
The key findings and recommendations from this review are:
Technology-supported personalised learning appears to offer significant promise to improve learning outcomes, including potentially ‘out-of-class’ and ‘out-of-school’ learning.
The adaptive nature of technology-supported personalised learning to ‘teach at the right level’ is key as it enables students to learn at their own pace and according to their current proficiency.
Technology-supported personalised learning may be most beneficial in closing educational gaps for lower attaining students, potentially including those returning to school after an absence.
Any introduction of personalised learning technology should not be interpreted as decreasing the importance of the teacher, but rather enhancing it.
Implications for cost and infrastructure are unclear, but using existing hardware solutions is likely to help to reduce costs and increase access.
What struck me most was the following remark:
"While the idea of personalised learning may on the surface appear to relate to a more ‘solitary’ understanding of education, some evidence points to the potential benefits of personalised learning for collaborative working. Peer interaction can be promoted directly through personalised technologies or enabled offline as students use the technology to acquire core knowledge and skills that allows them to contribute to group-based work taking place outside of the technology itself..."
https://docs.edtechhub.org/lib/A2II5ZV7/download/G672LTIE/Technology-Su…
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