Tinkering the Teacher–Technology Nexus: The Case of Teacher- and Technology-Driven Personalisation
Teacher-driven personalisation can be challenging to facilitate, especially in large heterogeneous classes and during demanding courses. Because of the growing digitalisation, more possibilities arise towards technology-driven personalisation. Nonetheless, little is known about how teachers interact...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
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MDPI AG
2023-03-01
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| Series: | Education Sciences |
| Subjects: | |
| Online Access: | https://www.mdpi.com/2227-7102/13/4/349 |
| _version_ | 1797605743985164288 |
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| author | Rani Van Schoors Jan Elen Annelies Raes Fien Depaepe |
| author_facet | Rani Van Schoors Jan Elen Annelies Raes Fien Depaepe |
| author_sort | Rani Van Schoors |
| collection | DOAJ |
| description | Teacher-driven personalisation can be challenging to facilitate, especially in large heterogeneous classes and during demanding courses. Because of the growing digitalisation, more possibilities arise towards technology-driven personalisation. Nonetheless, little is known about how teachers interact with or implement digital personalised learning (DPL) tools in the classroom. This study explores two research questions: (RQ1) what personalisation strategies are enacted by teachers while implementing a DPL-tool for programming? and (RQ2) how does the teacher–technology interaction take shape? A qualitative multiple case study was established, comprising four cases (two pairs of co-teachers and two teachers who teach individually) implementing a DPL-track for programming in first grade of secondary education (12-to-14-year-old students). Within-case and cross-case analyses of interviews and observations revealed that, although the technology-driven personalisation remained unchanged over the cases, teachers used different personalisation strategies while enacting the DPL-track. Subsequently, various forms of the teacher–technology relationship were observed. Based on the findings, (1) a teacher–technology interaction continuum and (2) a new concept, i.e., ‘the teacher–technology nexus’, are presented as they can be of value for the elaboration of theory on the implementation of DPL-tools in real life classrooms. |
| first_indexed | 2024-03-11T05:05:24Z |
| format | Article |
| id | doaj.art-c8e944e4b9834a758a90bb54a83ad73f |
| institution | Directory Open Access Journal |
| issn | 2227-7102 |
| language | English |
| last_indexed | 2024-03-11T05:05:24Z |
| publishDate | 2023-03-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Education Sciences |
| spelling | doaj.art-c8e944e4b9834a758a90bb54a83ad73f2023-11-17T18:59:14ZengMDPI AGEducation Sciences2227-71022023-03-0113434910.3390/educsci13040349Tinkering the Teacher–Technology Nexus: The Case of Teacher- and Technology-Driven PersonalisationRani Van Schoors0Jan Elen1Annelies Raes2Fien Depaepe3Faculty of Psychology and Educational Sciences, Centre for Instructional Psychology & Technology (CIP&T), 3000 Leuven, BelgiumFaculty of Psychology and Educational Sciences, Centre for Instructional Psychology & Technology (CIP&T), 3000 Leuven, BelgiumFaculty of Psychology and Educational Sciences, Centre for Instructional Psychology & Technology (CIP&T), 3000 Leuven, BelgiumFaculty of Psychology and Educational Sciences, Centre for Instructional Psychology & Technology (CIP&T), 3000 Leuven, BelgiumTeacher-driven personalisation can be challenging to facilitate, especially in large heterogeneous classes and during demanding courses. Because of the growing digitalisation, more possibilities arise towards technology-driven personalisation. Nonetheless, little is known about how teachers interact with or implement digital personalised learning (DPL) tools in the classroom. This study explores two research questions: (RQ1) what personalisation strategies are enacted by teachers while implementing a DPL-tool for programming? and (RQ2) how does the teacher–technology interaction take shape? A qualitative multiple case study was established, comprising four cases (two pairs of co-teachers and two teachers who teach individually) implementing a DPL-track for programming in first grade of secondary education (12-to-14-year-old students). Within-case and cross-case analyses of interviews and observations revealed that, although the technology-driven personalisation remained unchanged over the cases, teachers used different personalisation strategies while enacting the DPL-track. Subsequently, various forms of the teacher–technology relationship were observed. Based on the findings, (1) a teacher–technology interaction continuum and (2) a new concept, i.e., ‘the teacher–technology nexus’, are presented as they can be of value for the elaboration of theory on the implementation of DPL-tools in real life classrooms.https://www.mdpi.com/2227-7102/13/4/349digital personalised learningteacher–technology nexuspersonalisation |
| spellingShingle | Rani Van Schoors Jan Elen Annelies Raes Fien Depaepe Tinkering the Teacher–Technology Nexus: The Case of Teacher- and Technology-Driven Personalisation Education Sciences digital personalised learning teacher–technology nexus personalisation |
| title | Tinkering the Teacher–Technology Nexus: The Case of Teacher- and Technology-Driven Personalisation |
| title_full | Tinkering the Teacher–Technology Nexus: The Case of Teacher- and Technology-Driven Personalisation |
| title_fullStr | Tinkering the Teacher–Technology Nexus: The Case of Teacher- and Technology-Driven Personalisation |
| title_full_unstemmed | Tinkering the Teacher–Technology Nexus: The Case of Teacher- and Technology-Driven Personalisation |
| title_short | Tinkering the Teacher–Technology Nexus: The Case of Teacher- and Technology-Driven Personalisation |
| title_sort | tinkering the teacher technology nexus the case of teacher and technology driven personalisation |
| topic | digital personalised learning teacher–technology nexus personalisation |
| url | https://www.mdpi.com/2227-7102/13/4/349 |
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