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INFORMATICS IN EDUCATION
Journal of Eastern and Central Europe

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INFORMATICS IN EDUCATION

ISSN 1648-5831

© Vilnius University Institute of Mathematics and Informatics

2015, Vol. 14, No. 1
pp. 51-65

DOI: http://dx.doi.org/10.15388/infedu.2015.04

ICT-based Learning Personalization Affordance
in the Context of Implementation
of Constructionist Learning Activities

Natalija IGNATOVA1,2, Valentina DAGIENĖ3, Svetlana KUBILINSKIENĖ3

1Lithuanian University of Educational Sciences
Studentu 39, LT-08106 Vilnius, Lithuania

2Centre of Infromation Technologies in Education
Suvalku 1, LT-03106 Vilnius, Lithuania

3Vilnius University Institute of Mathematics and Informatics
Akademijos str. 4, LT-08663 Vilnius, Lithuania

Abstract

How to enable students to create a personalized learning environment? What are the criteria of evaluation of the ICT-based learning process personalization affordance? These questions are answered by conducting multiple case study research of the innovative ICT-based learning process in iTEC (Innovative Technologies for Engaging Classrooms) project in Lithuania. Analysis of the research data led to discernment of evaluation criteria of personalization affordance and creation of a framework for the ICT-based learning personalization affordance, comprised of the following three groups of evaluation criteria: (I) 'extremely important' criteria, (II) 'essential' criteria, (III) 'important' criteria. Students, who performed various constructionist ICT-based learning activities as part of innovative learning scenarios, evaluated these according to the 'extremely important' criteria. A majority of students have agreed that the proposed learning activities enable them to feel more confident and engaged into the learning process. The framework for ICT-based learning personalization affordance should help other teachers enable personalized learning in daily practice.

Keywords:

personalization affordance, ICT-based learning process, constructionist learning activities, evaluation framework.




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Vilnius University Institute of Mathematics and Informatics, 2015