Technology functions for personalized learning in learner-centered schools

Dabae Lee, Yeol Huh, Chun Yi Lin, Charles M. Reigeluth

Research output: Contribution to journalArticlepeer-review

35 Scopus citations


Personalized Learning (PL) has been widely promoted. Despite the increasing interest in PL, it is difficult to be implemented, because it can be complicated, costly, and even impossible without the help of powerful and advanced technology. This national survey study aimed at systematically investigating technology usage and needs of teachers in learner-centered schools in the U.S based on the conceptual framework of the Personalized Integrated Education System (PIES). PIES specifies four major functions: recordkeeping, planning, instruction, and assessment. A total of 308 learner-centered schools were identified that met at least three of the five criteria of PL: (1) personalized learning plans, (2) competency-based student progress, (3) criterion-referenced assessment, (4) problem- or project-based learning, and (5) multi-year mentoring. Survey responses of 245 teachers from 41 schools were analyzed. Results indicate that only 12% of teachers responded that they had a technology system that integrated the four major functions. Among the rest, 21% reported that they had no such systems. Technology was most widely used for planning and instruction but not for recordkeeping and assessment.

Original languageEnglish
Pages (from-to)1269-1302
Number of pages34
JournalEducational Technology Research and Development
Issue number5
StatePublished - 1 Oct 2018

Bibliographical note

Publisher Copyright:
© 2018, Association for Educational Communications and Technology.


  • Learner-centered schools
  • National survey
  • Personalized Integrated Educational System
  • Personalized learning
  • Technology


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