Personalised Learning with Mobile Technologies in Mathematics: An Exploration of Classroom Practice

Autor/inn/en	Willacy, Helen; West, Amie; Murphy, Carol; Calder, Nigel
Titel	Personalised Learning with Mobile Technologies in Mathematics: An Exploration of Classroom Practice
Quelle	In: Teachers and Curriculum, 17 (2017) 2, S.77-84 (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2382-0349
Schlagwörter	Individualized Instruction; Handheld Devices; Technology Uses in Education; Computer Oriented Programs; Mathematics Education; Elementary School Mathematics; Educational Practices; Use Studies; Foreign Countries; Conventional Instruction; Student Centered Learning; Assistive Technology; Classroom Environment; New Zealand + Suchen Sie Ihr Suchwort? Individualisierender Unterricht; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Computerprogramm; Mathematische Bildung; Elementare Mathematik; Schulmathematik; Bildungspraxis; Benutzerschulung; Ausland; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Klassenklima; Unterrichtsklima; Neuseeland
Abstract	Personalised learning is generally understood to be of benefit to students' learning. In addition, the flexible nature of mobile technologies (MTs) and the variety of available apps are seen to respond to the needs of individual students, and hence have the potential to support personalised learning. This paper reports on an aspect of a larger research project that investigated the use of mobile technologies in primary mathematics classrooms. Personalised learning was determined as one theme that emanated from the teachers' and students' use of MTs, and this paper aims to investigate how personalised learning was evidenced within the practice of three teachers. Video data of classroom practice were used to analyse the use of MTs within the theme of personalised learning. Four pathways to personalised learning emerged, enabling a more practical understanding of different types of personalisation afforded by MTs. (As Provided).
Anmerkungen	Wilf Malcolm Institute for Educational Research. Faculty of Education, University of Waikato, Private Bag 3105, Hamilton 3240, New Zealand. Tel: +64-7-858-5171; Fax: +64-7-838-4712; e-mail: wmier@waikato.ac.nz; Web site: http://tandc.ac.nz/tandc
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01