Over the past few years, in several different roles, I have researched and experimented with various frameworks and approaches to Personalized Learning. Despite the vast amount of resources out there that describe what personalized learning is and how to implement it, it is often difficult to find quality research that gets to the “why” of personalization.
Although Personalized Learning has gained considerable traction in education, there is still much confusion and, at times, heated debate regarding what this set of ideas actually means and looks like in practice. Fortunately, there has been a relative convergence of key concepts and essential components of Personalized Learning (PL) that can help frame a more nuanced discussion moving forward as schools explore and implement different iterations of PL.
Last week, I had the incredible opportunity to work alongside several groups of education leaders at the EdTechTeacher Innovation Summit in Boston. Of all the themes, topics and challenges we explored, the biggest takeaway for me had to do with time.
A couple weeks back I posted a collection of articles addressing the nature of edtech ambassador programs and topics related to the evolving relationships between educators and the edtech industry. Here is my take on the issue.