The promise and perils of personalized learning : keeping students at the center of the ed tech revolution
Name
1080352674-MIT.pdf
Description
Full printable version
Size
2.82 MB
Format
Adobe PDF
Checksum (MD5)
ab6d333870161b0d8091ae2d25aea11a
Author(s)
Schembri, Francesca M
Advisor(s)
Thomas Levenson.
Alternative Title
Keeping students at the center of the ed tech revolution
Date Issued
2018
Publisher
Massachusetts Institute of Technology
Abstract
As access to education technology - high-speed Internet connectivity, lower-cost computers, and online learning programs - has increased over the past five years in K-12 schools in the United States, the debate over technology's place in the classroom, specifically its ability to usher in a new era of education personalized to meet the needs of every individual student, has raged on. Much of the narrative perpetuated by technology companies around educational reform has centered on an idea that outside, tech-driven "disruption" is needed in order for real transformation. However, many school districts have found more success moving towards personalized learning when the disruption is homegrown, scaled carefully, involves all community stakeholders, and is driven by pedagogy, not technology. This thesis examines in depth one school district, Kettle Moraine School District in Wisconsin, and their success in creating personalized learning experiences for their students, as a case study for how other districts might approach homegrown disruptions of their own.
Description
Thesis: S.M. in Science Writing, Massachusetts Institute of Technology, Department of Comparative Media Studies/Writing, 2018.
Cataloged from PDF version of thesis.
Includes bibliographical references (pages 23-31).
Subjects
Comparative Media Studies.
Graduate Program in Science Writing.
MIT Department
Massachusetts Institute of Technology. Graduate Program in Science Writing
Terms of Use
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