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Personalized Learning and the Digital Privatization of Curriculum and Teaching

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Bibliographic Details
Title: Personalized Learning and the Digital Privatization of Curriculum and Teaching
Language: English
Authors: Boninger, Faith, Molnar, Alex, Saldaña, Christopher M., University of Colorado at Boulder, National Education Policy Center
Source: National Education Policy Center. 2019.
Availability: National Education Policy Center. School of Education 249 UCB University of Colorado, Boulder, CO 80309. Tel: 303-735-5290; e-mail: nepc@colorado.edu; Web site: http://nepc.colorado.edu
Peer Reviewed: Y
Page Count: 77
Publication Date: 2019
Sponsoring Agency: Great Lakes Center for Education Research and Practice
Document Type: Reports - Research
Education Level: Elementary Secondary Education
Descriptors: Individualized Instruction, Children, Privacy, Curriculum, Instruction, Privatization, Student Centered Learning, Competency Based Education, Definitions, Mastery Learning, Blended Learning, Educational Technology, Program Implementation, Technology Uses in Education, Elementary Secondary Education
Abstract: Personalized learning programs are proliferating in schools across the United States, fueled by philanthropic dollars, tech industry lobbying, marketing by third-party vendors, and a policy environment that provides little guidance and few constraints. In this research brief, authors Faith Boninger, Alex Molnar, and Christopher M. Saldaña consider how we got to this point. Beginning with an examination of the history of personalized learning and the key assumptions made by its proponents, they review the research evidence and reflect on the roles and possible impacts of the digital technologies deployed by many programs. Despite many red flags, the pressure to adopt personalized learning continues to mount. The authors thus recommend that schools and policymakers pause in their efforts to promote and implement personalized learning until rigorous review, oversight, and enforcement mechanisms are established.
Abstractor: As Provided
Entry Date: 2019
Accession Number: ED595239
Database: ERIC
Description
Abstract:Personalized learning programs are proliferating in schools across the United States, fueled by philanthropic dollars, tech industry lobbying, marketing by third-party vendors, and a policy environment that provides little guidance and few constraints. In this research brief, authors Faith Boninger, Alex Molnar, and Christopher M. Saldaña consider how we got to this point. Beginning with an examination of the history of personalized learning and the key assumptions made by its proponents, they review the research evidence and reflect on the roles and possible impacts of the digital technologies deployed by many programs. Despite many red flags, the pressure to adopt personalized learning continues to mount. The authors thus recommend that schools and policymakers pause in their efforts to promote and implement personalized learning until rigorous review, oversight, and enforcement mechanisms are established.