When Logics Collide

Implementing Technology-Enabled Personalization in the Age of Accountability

Datos Bibliográficos

ID9733704
AutoresIris Daruwala (Teachers College, Columbia University, New York, NY), Shani Bretas (Teachers College, Columbia University, New York, NY), Shani S Bretas (Columbia University), Douglas D Ready (0000-0001-9333-1842, Teachers College, Columbia University, New York, NY, autor de correspondencia)
Año2021
Volumen50
Número3
Páginas157-164
Fecha de publicación2021-04-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaEducational Researcher (JOURNAL)
Identificadores de la revistaISSN: 0013-189X • E-ISSN: 1935-102X
EditorialAmerican Educational Research Association (AERA) (PUBLISHER)
DOI10.3102/0013189x20960674
OpenAlexW3088377774
IdiomaEN
Citas recibidas7
Referencias citadas18

In this article, we situate the relatively new wave of technology-enabled personalized learning platforms within the broader policy context of institutional accountability. Although many education technology innovations were developed in response to heightened accountability pressures, technology-enabled personalization introduces new institutional rules, cultures, and norms that may be at odds with the goals of accountability. Using the adoption of a personalized, blended learning mathematics program at five U.S. schools as a case study, we describe how teachers, school leaders, and program staff navigated institutional pressures to improve state grade-level standardized test scores while implementing tasks and technologies designed to personalize student learning

Accountability · Context (archaeology · Knowledge management · Mathematics education · Odds · Personalization · Political science · Public relations · Standardized test · World Wide Web · Computer Science · Educational Assessment and Improvement · Psychology · School Choice and Performance · Teacher Education and Leadership Studies