Digital twins and the terminology of “personalization” or “personalized learning” in educational policy

A discussion paper

Datos Bibliográficos

ID21728207
AutoresJanine Aldous Arantes (0000-0002-0301-5780, Victoria University, autor de correspondencia)
Año2024
Volumen22
Número4
Páginas524-543
Fecha de publicación2024-05-01
Open AccessSí
TipoARTICLE
RevistaPolicy Futures in Education (JOURNAL)
Identificadores de la revistaISSN: 1478-2103 • E-ISSN: 1478-2103
EditorialSAGE Publications (PUBLISHER • US)
DOI10.1177/14782103231176357
OpenAlexW4378647317
IdiomaEN
Citas recibidas3
Referencias citadas64

There has been a policy push in K-12 educational settings towards personalized learning in the last decade. Commercial platforms and learning designers have responded, offering learning tools to support teaching and learning through data-driven insights and recommendations. Trending towards the augmentation or replacing human teachers with non-human technology, this paper argues that personalized learning with human teachers is an entirely different process from personalization with digital twins. Drawing on new materialist thinking, it explores the impacts and implications for discourse concerning teacher quality and disadvantages within educational systems. It clarifies the conflation of the terms “personalized learning” and “personalization” to illuminate the power, positionality, and privilege enabled for some, in conflating terms in Australian educational policy

Conflation · Cooperative learning · Educational technology · Epistemology · Knowledge management · Open learning · Pedagogy · Personalization · Personalized Learning · Sociology · Teaching method · Terminology · World Wide Web · Computer Science · Digital Education and Society · Digital literacy in education · Online Learning and Analytics

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