Informatics in Education (Apr 2015)

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

  • Natalija IGNATOVA,
  • Valentina DAGIENĖ,
  • Svetlana KUBILINSKIENĖ

DOI
https://doi.org/10.15388/infedu.2015.04
Journal volume & issue
Vol. 14, no. 1
pp. 51 – 65

Abstract

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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.

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