<abstract xmlns="http://www.w3.org/1999/xhtml">

<p>The New Zealand Ministry of Education is requiring that all primary school “new builds” and renovations be Innovative Learning Environments (ILEs), and within these spaces there is an expectation that personalised learning is to be implemented. This qualitative study involved an investigation ofpractice in three Auckland primary schools where an innovative learning environment existed and personalised learning was being implemented. In each setting, a school leader and a teacher were interviewed, and national and school level documents were analysed. A key finding was that leaders and teachers had confused and often disparate understandings of the term personalised learning. A further finding showed that both shallow and deep personalisation was evident. Yet another key finding revealed that all participants were challenged by the changes required. The study concludes that leaders must take certain actions to ensure the effective implementation of deep personalised learning including clarifying how personalised learning is understood and practised and sharing this with all stakeholders.</p>
</abstract>

The New Zealand Ministry of Education is requiring that all primary school “new builds” and renovations be Innovative Learning Environments (ILEs), and within these spaces there is an expectation that personalised learning is to be implemented. This qualitative study involved an investigation ofpractice in three Auckland primary schools where an innovative learning environment existed and personalised learning was being implemented. In each setting, a school leader and a teacher were interviewed, and national and school level documents were analysed. A key finding was that leaders and teachers had confused and often disparate understandings of the term personalised learning. A further finding showed that both shallow and deep personalisation was evident. Yet another key finding revealed that all participants were challenged by the changes required. The study concludes that leaders must take certain actions to ensure the effective implementation of deep personalised learning including clarifying how personalised learning is understood and practised and sharing this with all stakeholders.

New spaces – new pedagogies: Implementing personalised learning in primary school innovative learning environments

Journal of Educational Leadership, Policy and Practice

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

The New Zealand Ministry of Education is requiring that all primary school “new builds” and renovations be Innovative Learning Environments (ILEs), and within...

New spaces – new pedagogies: Implementing personalised learning in primary school innovative learning environments

Data publikacji: 09 cze 2019

Zakres stron: 111 - 124

DOI: https://doi.org/10.21307/jelpp-2017-010

Słowa kluczowe
Personalised learning, innovative learning environments, definitions, implementation, challenges, primary schools

© 2017 Carol Cardno et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

New spaces – new pedagogies: Implementing personalised learning in primary school innovative learning environments

Data publikacji: 09 cze 2019

Zakres stron: 111 - 124

DOI: https://doi.org/10.21307/jelpp-2017-010

Słowa kluczowePersonalised learning, innovative learning environments, definitions, implementation, challenges, primary schools

© 2017 Carol Cardno et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Słowa kluczowe
Personalised learning, innovative learning environments, definitions, implementation, challenges, primary schools