| Title: |
Use of Personalized Learning Platforms in One Pandemic-Era Microschool: A Case Study |
| Language: |
English |
| Authors: |
Doss, Christopher; Steiner, Elizabeth D.; Arizona State University (ASU), Center on Reinventing Public Education (CRPE) |
| Source: |
Center on Reinventing Public Education. 2022. |
| Availability: |
Center on Reinventing Public Education. Mary Lou Fulton Teachers College, Arizona State University. H.B. Farmer Education Building, 1050 S Forest Mall, Tempe, AZ 85281. e-mail: crpe@uw.edu; Web site: https://crpe.org/ |
| Peer Reviewed: |
Y |
| Page Count: |
17 |
| Publication Date: |
2022 |
| Document Type: |
Reports - Research |
| Descriptors: |
Individualized Instruction; Small Schools; COVID-19; Pandemics; Educational Innovation; Educational Objectives; Blended Learning; Academic Achievement; Outcomes of Education; Case Method (Teaching Technique) |
| Geographic Terms: |
Nevada |
| Abstract: |
The proliferation of settings in which personalized learning platforms have been used during the pandemic offers rich opportunities for describing those use cases and understanding how such platforms might affect students' academic, social, and emotional outcomes. There is relatively little known about which use cases provide the best outcomes for students. In this report, the authors discuss one example of how personalized learning platforms were used in the first year of implementation in an innovative learning environment: the Southern Nevada Urban Micro Academy (SNUMA). The SNUMA use case interested the researchers because leaders set ambitious goals for students whose learning was assessed as being below grade level. These goals encouraged extensive use of personalized learning platforms--usage that, to the best of the authors' knowledge, exceeded developer recommendations. The platform metrics examined suggest that most students made substantial progress and were assessed as performing at grade level by the end of the school year. However, these results also raise many questions. It is unknown, for example, if these gains will be validated by standardized assessments or if they were achieved at the expense of students' social and emotional well-being. |
| Abstractor: |
ERIC |
| Entry Date: |
2022 |
| Accession Number: |
ED622458 |
| Database: |
ERIC |