Equity Considerations in Personalized Learning Models

• In Event: Design and Implementation of Current Education Policies

Abstract

Technology-mediated personalized learning (PL) and related models, like competency-based learning, is increasingly implemented in K-12 schools. In this paper, I examine PL as an instructional reform at the intersection of accountability, privatization, equity, and constructivism and illuminate issues to consider in implementing constructivist educational reforms in a neoliberal accountability-driven climate. I use Cultural Historical Activity Theory (CHAT) to explore the complex and dynamic interaction between societal and institutional norms and priorities, and the interpretations and actions of classroom teachers. Findings indicate that there may be an inherent contradiction between the drivers of PL: student-centered, constructivist teaching practices and neoliberal market-driven, accountability-based reforms. This indicates potential equity issues in PL models that should be considered prior to implementation.

Author

• Andrea J. Bingham, University of Colorado - Colorado Springs
  Presenting Author