@article{tailor_evaluating_2022, title = {Evaluating the impact of technology-supported personalised learning interventions on the mathematics achievements of elementary students in {India}}, url = {https://www.repository.cam.ac.uk/handle/1810/343149}, doi = {10.17863/CAM.90561}, abstract = {Technology-supported personalised learning (TSPL) refers to the use of technology to personalise a learner’s experience by adjusting the pace and relevance of content based on the learner’s age, capability and prior knowledge (FitzGerald et al., 2018). Although technology has been epitomised in creating personalised and effective learning experiences for students, there are perennial debates on its role in enhancing quality, productivity and learning (Payal Arora, 2019; Zierer, 2019). This review explores the effectiveness of TSPL on the mathematics achievements of elementary students in India. This review argues that while evidence on using TSPL at scale to benefit all learners remains mixed and inconclusive, with continued iterative research, TSPL holds promise in serving learners’ needs irrespective of achievement level or socio-economic background. In doing so, this review outlines an agenda for future research to improve the efficiency, reach, and effectiveness of TSPL. This involves gaining a deeper understanding of whether TSPL works best as either a supplement or substitute in classrooms and the impacts of doing so in different quality schools. Mechanisms around how TSPL interventions can operate via low-tech mechanisms to better serve low-income communities and to advantage students of all learning abilities are also explored.}, language = {en}, urldate = {2023-10-17}, author = {Tailor, Kavita}, collaborator = {{Apollo-University Of Cambridge Repository}}, month = nov, year = {2022}, note = {Publisher: Apollo - University of Cambridge Repository KerkoCite.ItemAlsoKnownAs: 10.17863/CAM.90561 2339240:YMU6UE6X 2405685:KVJUWCPA}, keywords = {India, education technology, elementary school, mathematics, personalised learning}, } @techreport{tailor_exploring_2023, type = {Working {Paper}}, title = {Exploring the {Relationship} {Between} {Teachers}’ {Use} of {Technology} {During} the {Covid}-19 {Pandemic} in {India} and {Their} {Perspectives} on {Students}’ {Motivation} to {Learn}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/D7VXZW6I}, abstract = {During the Covid-19 pandemic, a wealth of research emerged to quantify student learning and the accessibility of technology for learners. However, existing evidence highlights that access to technology did not equate to learning, yet few studies have investigated the underlying reasons behind this. As a correlating factor of learning achievement, this report investigates student motivation to learn, as perceived by teachers, and how this may have been influenced by their use of remote technologies during the pandemic. It elucidates the perspectives of teachers working remotely during the pandemic by presenting a secondary data analysis using the world’s largest teacher survey post-Covid-19 (the T4 teacher survey). It complements these findings with qualitative data gathered from eight teachers and education practitioners in India via an online focus group. Results from this study imply that teachers’ pedagogy was more important for student learning motivation than their use of technology and confirmed that more frequent interaction between teachers and students or parents can increase teacher perceptions of student learning motivation. Findings also suggest that student learning motivation may have significantly depended on the continued development of academic and socio-emotional skills. These findings have practical implications for improving remote learning and blended learning environments and for addressing the salient issue of rote learning in India. Keywords: student motivation, technology, learning loss, Covid-19, digital pedagogy, self-determination theory An output of the EdTech Hub, https://edtechhub.org}, language = {en}, number = {53}, institution = {EdTech Hub}, author = {Tailor, Kavita and Hennessy, Sara and Jordan, Katy}, year = {2023}, doi = {10.53832/edtechhub.0144}, note = {ZenodoArchiveID: 7373033 ZenodoArchiveConcept: 7373032 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7373033 10.53832/edtechhub.0144 2405685:499UU2BN 2405685:D7VXZW6I}, keywords = {\_r:AddedByZotZen}, }