Personalizing Learning with Digital Devices. Tools for Teachers

Autor/in	Hunsinger-Hoff, Susan
Institution	Temple University, Center on Innovations in Learning; Academic Development Institute (ADI)
Titel	Personalizing Learning with Digital Devices. Tools for Teachers
Quelle	(2016), (34 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; Educational Technology; Technology Uses in Education; Flipped Classroom; Student Projects; Internet; Technological Literacy; Handheld Devices; Telecommunications; Elementary Secondary Education; Student Evaluation; Individualized Instruction; Student Characteristics; 21st Century Skills; Teacher Student Relationship + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Flipped classrooms; Flip teaching; Inverted teaching; Schulprojekt; Technisches Wissen; Telekommunikationstechnik; Schulnote; Studentische Bewertung; Individualisierender Unterricht; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	This guide provides a trove of information on digital tools and practical examples that educators can use in classrooms both to create a personalized learning environment for students and to focus that learning on skills needed for success in the 21st century. Based on research (Redding, 2012) and U.S. Department of Education policy (2010), the guide rests on the idea that personalized learning, that is, learning tailored to each student, who is also closely involved in directing his or her own learning pathways, is a key to better student outcomes. Such tailoring makes, at least, the time, place, and pace of learning dependent on student needs and preferences, and digital devices make this kind of personalization a realizable goal for educators. Fundamentally, the guide understands that tailored, personalized learning can not be realized unless teachers know their students well--their interests, their prior experience and learning, and what motivates them. Consequently, the first two sections of the guide are devoted to showing how teachers and students can come to know one another better; each section lists applications that help students explore and express themselves and apps that provide teachers insight into students' self-perceptions. In the third and fourth sections, the guide advocates flipped classrooms and project-based learning as models that can take advantage of digital learning in the drive to personalization; it provides narratives that show these two models in practice in real classrooms and lists digital resources relevant to practice. In positing that digital tools can help achieve these ends, the guide recognizes that students need appropriate technological skills, so the fifth section addresses "Internet literacy." This fifth section lists websites and apps that promote facility with digital learning appropriate to specified student grade levels. All of these sections also consider the ways digital tools can enhance students' learning of 21st-century skills, the skills that students need to develop in order to succeed in the information age. But it is the fifth and following sections that are particularly devoted to demonstrating how those skills might be developed through digital media in various grade levels. The guide concludes with a section on the use of digital devices in assessment and is addressed to teachers. (ERIC).
Anmerkungen	Center on Innovations in Learning, Temple University. 1301 Cecil B Moore Avenue Ritter Annex 422, Philadelphia, PA 19122. Tel: 215-204-3364; Fax: 215-204-5130; Web site: http://www.centeril.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01