JultikaUniversity of Oulu repository

Abstract

The use of educational technology has accelerated in primary and secondary education; platforms and tools are utilised on a weekly basis. The effect and impact of these technological implementations have not been met with the same speed. The work of educators is critical in incorporating those technologies, and in that regard, their significance is often under-researched. With a particular interest in primary education, I aim to include the voices of those standing in the classroom and implementing Digital Personalised Learning (DPL) tools such as the ViLLE platform and i-Learns’ online portal.

Accordingly, this qualitative research study investigates (primary school) educators’ experiences with DPL using the ViLLE tool (Finland) and the i-Learn tool (Flanders/Belgium). This research aims to address the research question of “How do Educators Experience Teaching with Digital Personalised Learning?” by conducting semi-structured interviews with educators who have implemented DPL through the method of reflexive thematic analysis (RTA) following Braun and Clarke’s principles (2019). This study involves 12 educators (n=12), of which six are from the Belgian group and six from the Finnish one.

With the constructionist epistemology of RTA, I explored the variety of experiences and the meaning given by these educators. The results found that support, autonomy, efficiency, effort and sentiment are important factors to consider when researching DPL efforts in these contexts. The most prevalent finding showcased the stress on educators exercising an active role within the classroom when using the DPL tool, in which description of guiding and facilitating students were prioritised.

This study overall aims to provide several insights with important themes, such as the need for additional support, the role of efficiency and effort, and educators’ views on the extent of technology’s involvement in education. In addition, the findings provided insight into educators’ perceptions of technology’s role in education as either an aiding tool or regarded with an overtly technocentric view. It also showcases the need for future research. A discrepancy between the interpretation and the theoretical definition was showcased through participants’ emphasis on pupils’ autonomy and its importance which illustrated how the aspect of autonomy is significant to DPL from an educator’s perspective.