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ICT-Based Learning Personalization Affordance in the Context of Implementation of Constructionist Learning Activities
ARTICLE

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Informatics in Education Volume 14, Number 1, ISSN 1648-5831

Abstract

How to enable students to create a personalized learning environment? What are the criteria of evaluation of the ICT-based learning process personalization affordance? These questions are answered by conducting multiple case study research of the innovative ICT-based learning process in iTEC (Innovative Technologies for Engaging Classrooms) project in Lithuania. Analysis of the research data led to discernment of evaluation criteria of personalization affordance and creation of a framework for the ICT-based learning personalization affordance, comprised of the following three groups of evaluation criteria: (I) "extremely important" criteria, (II) "essential" criteria, (III) "important" criteria. Students, who performed various constructionist ICT-based learning activities as part of innovative learning scenarios, evaluated these according to the "extremely important" criteria. A majority of students have agreed that the proposed learning activities enable them to feel more confident and engaged into the learning process. The framework for ICT-based learning personalization affordance should help other teachers enable personalized learning in daily practice.

Citation

Ignatova, N., Dagiene, V. & Kubilinskiene, S. (2015). ICT-Based Learning Personalization Affordance in the Context of Implementation of Constructionist Learning Activities. Informatics in Education, 14(1), 51-65. Retrieved May 10, 2021 from .

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