Abstract
In this contribution we explore how information technology can help individualized learning in schools. Rather than tweaks, schools need a complete makeover. Analysis of the results of our test school in Amsterdam shows that freedom of choice leads to responsibility, leads to motivation, leads to higher learning outcome.
This is a preview of subscription content, log in via an institution.
Buying options
Tax calculation will be finalised at checkout
Purchases are for personal use only
Learn about institutional subscriptionsNotes
- 1.
This double dichotomy seems to work better than the original trichotomy that is proposed by Bray and McClaskey (2013), since group learning and drilling do not fit easily in that model.
- 2.
In many countries, the effectiveness of Direct Instruction Model and other forms of differentiation in the classroom is widely accepted and hardly discussed; the didactics are even actively promoted by authorities, as for instance Onderwijsinspectie in The Netherlands. Yet this is not an evidence based approach. (See for instance: Hattie, 2008; Schomker, 2006).
- 3.
Although the effects on allocating autonomy to learners in terms of efficiency has no empirical basis yet, at face value we expect an efficiency gain. Empirical studies show that the mainstream approach of differentiated learning has considerable time loss. One third of the time is not spent on learning, but on classroom management, preparation and disruptions. In teacher-led activities, pupils pay attention 7 out of 10 min. Of independent work, pupils are engaged 2/3 (language) or 3/4 (math) of the learning time. In total, of every hour of school time, less than half of the learning time is spent on learning! This is a strong call for reorganizing school. See: Brown and Saks (1986).
That granting autonomy to children is effective has been shown. See for instance: Cordova and Lepper (1996).
- 4.
The point of Whole Brain Teaching or Whole Brain Learning is attaching gestures to content that must be memorised. Moreover, children teach is other by repeating (all at the same time) whatever the teacher has just said. While they do this, they ought to use the gestures; if they do, they earn a glad smiley, and if they fail, a sad one. See: http://www.wholebrainteaching.com/.
- 5.
See for a discussion of the hidden curriculum : Klaassen and Veugelers (2009). Dimensie vh Onderw/ILO, UvA/UvH. Retrieved December 11, 2015, from http://dare.uva.nl/document/2/73627.
- 6.
Since Seneca, this claim has been reiterated often and debunked seldomly. See for instance: Gartner, et al. (1971).
- 7.
See sCoolTool.eu.
- 8.
If the concepts of Multiple Intelligences (Gartner) and different learning styles (Kolb) have found no empirical base to the extent that no studies show that applying the concepts is beneficiary to learning outcome, it goes without saying that once education is personalised , it’s a good thing to allow for different learning styles. Why wouldn’t one? Obviously, children or students that are allowed to follow their own preferences thrive better. Even if sandwiches are no healthier than muesli, it is silly to eliminate the choice.
- 9.
See: De Brabander and Martens (2014). Winner of the biannual EARLI outstanding publication award 2015.
- 10.
- 11.
A quantitative tool for this assessment is in operation, but the longitude of this measurement prohibits us to present “hard” data. This claim is based on numerous reports of parents, both in face-to-face contacts and in blogs .
- 12.
- 13.
This is discussed in: The Educational Technology Anthology Series (1991). There is not a whole lot of empirical evidence available.
- 14.
On our flagship school in Amsterdam, the satisfaction levels on almost all dimensions were at least half a point (on a 5-point scale) higher than the national average. E-mail for the full report: info@o4nt.nl.
References
Armytage, W. H. G. (1969–2012). German influence on English education. London; New York: Routledge Taylor & Francis Group.
Bray, B., & McClaskey, C. (2013). A step by step guide to personalize learning. Retrieved December 11, 2015, from http://education.vermont.gov/documents/EDU-PLP_Guide_to_Personalized_Learning.pdf
Brown, B. W., & Saks, D. H. (1986). Measuring the effects of instructional time on student learning: Evidence from the beginning teacher evaluation study. American Journal of Education, 94, 480–500. Chicago: University of Chicago Press.
Collins, A., & Halverson, R. (2009). Rethinking education in the age of technology: The digital revolution and the schools. New York: Teachers College Press.
Cordova, D. I., & Lepper, M. R. (1996). Intrinsic motivation and the process of learning: Beneficial effects of contextualization, personalization, and choice. Journal of Educational Psychology, 88(4), 715–730. Washington, DC: American Psychological Association.
De Brabander, K., & Martens, R. (2014). Towards a unified theory of task-specific motivation. Educational Research Review, 11, 27–44. doi:10.1016/j.edurev.2013.11.001.
Engelhart, M. D., Furst, E. J., Hill, W. H., & Krathwohl, D. R. (1956). Taxonomy of educational objectives. Handbook I: The cognitive domain. New York: David McKay Co Inc.. Bloom, B. S. (Ed.).
Gartner, A., et al. (1971). Children teach children. Learning by teaching. New York: Harper & Row.
Hattie, J. (2008). Visible learning. Oxon; New York: Routledge.
Kagan, S. (2015). From lessons to structures—A paradigm shift for 21st century education. Retrieved December 11, 2015, from http://www.kaganonline.com/free_articles/dr_spencer_kagan/267/From-Lessons-to-Structures-A-Paradigm-Shift-for-21st-Century-Education
Klaassen, C., & Veugelers, W. (2009). Verantwoording van Waardegericht Onderwijs. Amsterdam, Netherlands: Onderzoeksalliantie Pedag.
Montessori, M. (1993). De Methode. Den Haag: Nederlandse Montessori Vereniging.
Neto Gomes de Almeida, L. (2015). iSchool: Digitale schoolbeleving Kwalitatief onderzoek naar de schoolbeleving van leerlingen van Steve Jobsschool ‘de Ontplooiing’: Een school die volgens de principes van het nieuwe leren en met tablets werkt. Amsterdam, Netherland: Universiteit van Amsterdam.
OECD. (2015). Students, computers and learning: Making the connection. Paris: OECD Publishing.
Parkhurst, H. (1922). Education on the Dalton plan. New York: E. P. Dutton & Company.
Resing, W. C. M., & Nijland, M. I. (2002). Worden Kinderen intelligenter? Een kwart eeuw onderzoek met de Leidse diagnostische Test (LDT). Kind en Adolescent, 23, 26–31.
Ryan, R., & Deci, E. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78. Retrieved from http://psycnet.apa.org/journals/amp/55/1/68/.
Schomker, M. (2006). Results NOW: How we can achieve unprecedented improvements in teaching and learning. Alexandria, Egypt: ASCD.
Simonite, T. IBM aims to make medical expertise a commodity. MIT Technology Review. Retrieved December 11, 2014, from http://www.technologyreview.com/news/529021/ibm-aims-to-make-medical-expertise-a-commodity/
The Educational Technology Anthology Series. (1991). Expert systems and intelligent computer aided instruction. Englewood Cliffs, NJ: Educational Technology Publications.
van Duijne, N., van den Tempel, A., & ter Welle, A. (2015). Onderzoeksverslag MLA 2012–2013 Vervolgonderzoek werktijd. Retrieved December 12, 2015, from http://www.acoa-amsterdam.nl/pdf/onderzoeksverslag2012%202013.pdf
Yoneyama, S., & Naito, A. (2003). Problems with the paradigm: The school as a factor in understanding bullying. British Journal of Sociology of Education, 24(3), 315–330. London: Routledge Taylor & Francis Group.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2017 Springer International Publishing Switzerland
About this chapter
Cite this chapter
de Hond, M., Rood, T. (2017). Flip the School, Forget the Classroom; How to Enable Personalised Learning with the Help of Information Technology. In: Marcus-Quinn, A., Hourigan, T. (eds) Handbook on Digital Learning for K-12 Schools. Springer, Cham. https://doi.org/10.1007/978-3-319-33808-8_18
Download citation
DOI: https://doi.org/10.1007/978-3-319-33808-8_18
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-319-33806-4
Online ISBN: 978-3-319-33808-8
eBook Packages: EducationEducation (R0)