Literaturnachweis - Detailanzeige
| Autor/inn/en | Admiraal, Wilfried; Kester, Liesbeth; Janssen, Caressa; de Jonge, Mario; Louws, Monika; Post, Lysanne; Lockhorst, Ditte |
|---|---|
| Titel | Personalizing Learning with Mobile Technology in Secondary Education [Konferenzbericht] Paper presented at the International Association for Development of the Information Society (IADIS) International Conference on Mobile Learning (14th, Lisbon, Portugal, Apr 14-16, 2018). |
| Quelle | (2018), (8 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Individualized Instruction; Handheld Devices; Technology Uses in Education; Secondary Education; Foreign Countries; Secondary School Teachers; Secondary School Students; Instructional Effectiveness; Academic Achievement; Student Motivation; Self Management; Netherlands |
| Abstract | Personalizing learning with technology in secondary schools might be a way to diffuse innovations in both technology and education at the same time. In the current study, personalizing learning with technology is studied from three perspectives: teacher, learner and technology. Data about the implementation and evaluation of the interventions in school were gathered by interviews with teachers and students, teacher logbooks and teacher and student questionnaires. Moreover, test and questionnaire data were collected on achievement, school motivation and self-regulation of more than 4800 students. Effects of 35 personalizing learning interventions with mobile technology in 27 secondary schools in the Netherlands were examined. Generally, three types of personalizing learning interventions seem to increase student achievement: 1) a comprehensive approach across the school organization and programs; 2) personalizing learning with teachers differentiating either convergently or divergently, and 3) learner-control interventions in which students have control of surface aspects such as pacing, sequencing and practicing within limits set by teachers or programs. Too much emphasis on learner control instead of teacher control does not seem to benefit cognitive outcomes. The conclusions with respect to students' motivation and self-regulation are less clear-cut. [For the complete proceedings, see ED590271.] (As Provided). |
| Anmerkungen | International Association for the Development of the Information Society. e-mail: secretariat@iadis.org; Web site: http://www.iadisportal.org |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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