Personalising learning through the use of technology Carol Robinson, Steve Higgins, Duncan Mackrill, Judy Sebba Universities of Sussex and Durham

How learners and their representatives have influenced schools’ decisions to introduce, support and grow opportunities for personalising learning through the use of technology Aim

Definition of Personalised Learning participation, building on prior experience, interests and knowledge and inclusivity (but not individualisation); teaching that responds to ongoing feedback from learners - learners are influencing / leading their own learning, in the context of this project, enhanced by the use of technology The tailoring of pedagogy, curriculum and learning support to meet the needs and aspirations of individual learners irrespective of ability, culture or social status in order to nurture the unique talents of every pupil. (Underwood et al.,2007)

Methodology Project ran from Sept 2007 – March case studies - 4 primary, 3 secondary, one college, two schools with SEN provision Learners approached for agreement Documentary analysis, interviews with range of staff, learners, parent governors ‘ Diamond Nine ’ activity with learners on how they rank types of technology in helping them to learn

Technology Tools used by Learners

Learners’ ranking of digital technologies in helping them to learn Example Diamond 9 Card sort

Learner-led activities Year 12 learner initiated her participation in lessons via the learning platform, when she was unable to be physically present for the lesson. During the lesson she submitted work to the online forum.

Learner-influenced activities Our head looks at what the kids want and works from there, it’s very much a case of would the children enjoy it? Excellent, right, how can we make it meet what we’re supposed to be teaching? Year 5/6 learners completing themed work were given the opportunity to decide what work to cover and how to present it.

Facilitators and barriers to learner-led personalised learning activities using digital technologies Access to digital technologies Support provided in schools

Learner and staff ‘ownership’ of DTs Learner-led /influenced Personalised Learning facilitated by: Access to digital technologies E-mature staff who experiment and explore E-mature learners Learners given opportunities for DTs throughout school career Networked systems exploited DT’s available for whole classes

Lack of access to DTs outside school for some learners DTs that can provide support outside school are discouraged/ banned in school Main Barriers to Learner-led / influenced Personalised Learning Access to digital technologies Lack of access to a range of Internet sites through School/LA imposed regulations

Support provided in schools Support of Headteacher Technical Support Support for Staff Development Learner-led / influenced Personalised Learning facilitated by:

Activities abandoned due to technical difficulties Perceived lack of support from parents for use of DTs Main Barriers to Learner-led / influenced Personalised Learning Access to digital technologies Perceived lack of support from national agencies for use of DTs

Conclusion Genuine learner-led activity still rare Testing and curriculum requirements often limited use of DTs Use of DTs to support PL allowed learners with SEN to work more independently Learners distinguished between ways DTs are used in school and out Internet regulation inconsistent across schools Learners most likely to lead their learning through the use of technology are those who possess good digital technology skills, and whose teachers possess high quality digital technology skills, have an interest in technology, and who allow their students to be actively involved in deciding what and how to learn and assess work.