Date of Award
Doctor of Education in Instructional Technology
Dr. Jo Williamson
First Committee Member
Dr. Julie Moore
Second Committee Member
Dr. Anissa Lokey-Vega
Personalized learning (PL) has emerged as a trend in K-12 teaching and learning (Netcoh, 2017). This instructional strategy provides a customized learning experience, allowing students to work on their own path and at their own pace while learning and instruction is developed to students’ ability levels, interests, and learning modalities. While some scholars and many educational organizations have published definitions of PL, these definitions are often vague and sometimes conflicting. Furthermore, there is limited in-depth research presently available regarding the implementation of personalized learning in K-12 classrooms. Due to the lack of clear definitions and descriptions of PL, educators struggle to conceptualize and implement PL. To bridge this gap, this case study will examine how four exemplary middle school teachers implement PL in a Title 1 middle school in a large urban K-12 school district in the Southeast. The study will also describe these teachers’ perceptions of PL.
Keywords: personalized learning, technology, 1:1 computing, professional development, transformation, middle school
Evans Heath, Christa, "Flexibility Matters: A Qualitative Look at Four Middle Grade Teachers’ Implementation of Personalized Learning" (2020). Doctor of Education in Instructional Technology Dissertations. 8.