Personalized learning through 1:1 technology initiatives: implications for teachers and teaching in neoliberal times

Meeting the Needs of All Cultureless Learners: Culture Discourse and Quality Assumptions in Personalized Learning Research

“…None of the studies offer implications for Learners of Color and their teachers when implementing PL (see Table 1 and Online Appendix A). To illustrate this pattern, we can look at Hallman (2019). When framing PL in a neoliberal context, this study acknowledges the importance of educators and educational technology’s “celebration of diversity and .…”

“…Similarly, Hagerman and Porath (2018) describe a PL classroom as “learners with diverse personalities, needs, goals, expectations and ambitions” (p. 33). Hallman (2019) highlights how in PL instruction facilitates differentiation, echoing the language of differing ability.…”

“…Similarly, nuanced aspects of teachers’ identities are either not shared and or erratically reported in four studies in which they are shared (Bingham, 2016; Hallman, 2019; Hagerman and Porath, 2018; Netcoh, 2017; Netcoh & Bishop, 2017). For instance, some teacher demographics include gender only while others share race, gender, and years of teaching experience but none share teachers’ cultural heritage or linguistic knowledge.…”

E-readiness measurement tool: Scale development and validation in a Malaysian higher educational context

“…ICT has enabled learners to plan and direct his/her own learning processes, so each of them takes the responsibility of his/her own learning. It has enabled flexibility in learning through integration and promotion of knowledge sharing about real-world issues among learners and their facilitators (Hallman, 2018;Peng et al, 2019). ICT allows learners to create, receive and share information for their educational advancement.…”

“…The expectation that technology can improve the quality of learning has led many institutions of higher learning to invest in technological infrastructure (U.S. Department of Education, 2017). As the focus of education is now on learners rather than teachers and institutions (Darling-Hammond et al, 2019), it has also accelerated the need for flexible learning and more personalized learning through technology (Hallman, 2018;Peng et al, 2019). Moving to an adaptation of new technologies require a combination of capabilities as well as a clear understanding of the pedagogical aspects involved (Hallman, 2018;U.S.…”