This issue includes a range of perspectives on the opportunities and challenges of personalized learning. Research into the effectiveness of technology in education has shown that it is often less transformative than we might hope, but in personalized learning there is great potential that technology can make a crucial difference. Technology can automate much of the hard work involved in personalization – assessing, setting new activities, and monitoring progress – leaving the teacher free to work on more in-depth issues with their students. Technology is sophisticated enough to do this, and we know the teaching processes that are needed to support this. The challenge is to bring the two together in a way that improves outcomes for children.
|4–7||Individualizing teaching in beginning reading||Carol McDonald Connor|
|8–9||Solving the achievement gap||Stuart Yeh|
|10–11||Leveraging behavioural insights to improve
|Benjamin Castleman and
|12–13||Personalizing learning and teacher expectations||William Powell and
|14–15||Matching teacher strategies to children’s temperaments||Sandee McClowry|
|16–17||Understanding quality differentiation||Carol Ann Tomlinson|
|18–19||Is ‘personalized’ the next generation of learning?
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|20–21||Personalizing instruction using ubiquitous digital
technology: One vision of the possibilities
|Robert Slavin and
|22–23||What gets what works working?||Jonathan Haslam|
|24–25||Evidence in the news|
|26–27||The latest research|
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