Item history (laila@edtechhub.org, Wed Sep 17 2025 11:12:49 GMT+0100 (British Summer Time))

TY - JOUR
TI - Integrating digital personalised learning into pre-primary classroom practice: A teacher-researcher multiple-case study partnership in Kenya
AU - Daltry, Rebecca
AU - Major, Louis
AU - Otieno, Mary
AU - Otieno, Kevin
AU - Jordan, Katy
AU - Moustafa, Nariman
T2 - Education Sciences
DA - 2025///
PY - 2025
DO - 10.3390/educsci15060698
DP - DOI.org (Crossref)
VL - 15
IS - 6
SP - 698
J2 - Education Sciences
LA - en
SN - 2227-7102
ST - Integrating digital personalised learning into early-grade classroom practice
UR - https://doi.org/10.3390/educsci15060698
KW - ⛔ No DOI found
ER -

TY - JOUR
TI - Integrating digital personalised learning into early-grade classroom practice: A teacher–researcher design-based research partnership in Kenya
AU - Daltry, Rebecca
AU - Hinks, Jessica
AU - Sun, Chen
AU - Major, Louis
AU - Otieno, Mary
AU - Otieno, Kevin
T2 - Education Sciences
AB - Although growing evidence suggests that digital personalised learning (DPL) has the potential to enhance learning outcomes, there is little research about the effective implementation and integration of DPL into the classroom. The aim of this study is to investigate the pedagogical implications of integrating a DPL tool into Kenyan early-grade classrooms to bridge the gap between theory and practice. This paper reports on systematic, design-based research conducted over three years, featuring five phases, each testing iterations to specific aspects of DPL implementation. The findings demonstrate that the pedagogic dimensions of classroom-integrated DPL are pivotal to its effective uptake and implementation. A key research contribution is the identification of a distinct gap between theoretical and practical conceptualisations of DPL, with teachers focused primarily on curriculum alignment and classroom management. The analysis also identified teachers’ central role in the process of personalisation, nuancing existing DPL frameworks by exploring interactions between the digital and classroom environments, as well as highlighting important considerations around access and equality. Recommendations include the co-design of DPL with teachers, drawing on their pedagogical perspectives to enhance integrative approaches.
DA - 2025/06/04/
PY - 2025
DO - 10.3390/educsci15060698
DP - DOI.org (Crossref)
VL - 15
IS - 6
SP - 698
J2 - Education Sciences
LA - en
SN - 2227-7102
ST - Integrating digital personalised learning into early-grade classroom practice
UR - https://www.mdpi.com/2227-7102/15/6/698
Y2 - 2025/09/17/10:01:59
ER -

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