To investigate how the work of scaling personalized learning impacts teachers’ practice, KnowledgeWorks listened to teachers from across the country as they talked about their experiences. This research culminated in “The Shifting Paradigm of Teaching: Personalized Learning According to Teachers.”
One of those conditions, technology policy, is defined as:
Districts must have a technology policy that allows for ubiquitous, safe access to the internet at all times of the school day. Districts should also address deficiencies in infrastructure in order to support a more connected student population at scale.
Technology plays an integral part in our, and our students’, lives. Because of this, it simply does not make sense to ask students to “unplug” at the schoolhouse door. Technology, when used correctly, has the potential to drive relevant learning while also engaging students and parents. Many districts identified creating a sustainable technological infrastructure as one of the biggest barriers to scaling personalized learning. Along with increased bandwidth demands that come with an ever-connected student population, districts also have to deal with hardware requirements related to increased technology-driven assessment programs. These barriers are especially prevalent in high-poverty and rural districts.
As one practitioner told us, “Technology lends itself well to personalized learning. Without the technology, it would be hard to manage everything. It started with taking risks with technology.”