Date of Award

Fall 8-2016

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Education

First Advisor

Dr. Kathy Grover

Second Advisor

Dr. Dennis Cooper

Third Advisor

Dr. Craig Carson

Abstract

Personalized learning is not a new concept and can be traced back to the 1700s, but it has become increasingly popular in today’s schools (Bray & McClaskey, 2015). With the high rate of technology introduction into classrooms, the implementation of personalized learning has become easier as instruction shifts from teacher-led to student-centered (Grant & Bayse, 2014). The purpose of this study was to identify the role of technology in personalized learning and to determine if the implementation of the pedagogy had an effect on student achievement scores. Elementary classroom teachers and elementary principals served as the participants for this study, which was conducted in a southwest Missouri school district. Teachers rated their personal level of personalized learning implementation on a survey. The rating was compared to mean student scale score gains in reading and mathematics, as measured on the i-Ready Diagnostic Assessment. Teachers and administrators also identified how technology impacted personalized learning in their classrooms or buildings. After an analysis of the data, it was determined there was no statistically significant correlation between the degree of implementation of personalized learning and student achievement. According to survey responses, 89% of educators agreed technology eased the implementation of personalized learning, and the teachers and administrators indicated using technology for research and accessing resources outside of the classroom as the most frequent use for devices.

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