When Logics Collide: Implementing Technology-Enabled Personalization in the Age of Accountability

Autor:	Shani S. Bretas, Douglas D. Ready, Iris Daruwala
Rok vydání:	2020
Předmět:	050402 sociology Knowledge management business.industry 05 social sciences 050301 education Context (language use) Personalized learning Education Personalization 0504 sociology Accountability Organizational theory Sociology business 0503 education
Zdroj:	Educational Researcher. 50:157-164
ISSN:	1935-102X 0013-189X
DOI:	10.3102/0013189x20960674
Popis:	In this article, we situate the relatively new wave of technology-enabled personalized learning platforms within the broader policy context of institutional accountability. Although many education technology innovations were developed in response to heightened accountability pressures, technology-enabled personalization introduces new institutional rules, cultures, and norms that may be at odds with the goals of accountability. Using the adoption of a personalized, blended learning mathematics program at five U.S. schools as a case study, we describe how teachers, school leaders, and program staff navigated institutional pressures to improve state grade-level standardized test scores while implementing tasks and technologies designed to personalize student learning.
Databáze:	OpenAIRE
Externí odkaz:	https://explore.openaire.eu/search/publication?articleId=doi_________::90f35f886b29764bcafbd7ef37fb62e7 https://doi.org/10.3102/0013189x20960674 Zobrazit plný text záznamu