Experiences of Secondary Math Teachers Implementing an Adaptive Personalized Learning Tool

Abstract

The role of the teacher has become increasingly crucial in the effective implementation of personalized learning with technology. Teachers are the program facilitators in the classroom. However, research is limited in regard to understanding teachers’ lived experiences as they relate to technology integration practices and the particular use of personalized learning adaptive programs. This qualitative study was conducted to understand high school teachers’ experiences in implementing adaptive personalized resources by allowing the teachers’ voices to be heard concerning their insights into implementation. Specifically, this phenomenological study was an exploration of three high school teachers’ perceptions of implementing a personalized learning resource to increase academic knowledge. These three teachers were purposefully selected to participate in unstructured interviews and classroom observations. The analytical focus was on finding patterns of similarities and differences to understand their perceptions and experiences of the adaptive personalized learning resource. The findings showed that the three teachers’ lived experiences with the personalized adaptive resource included three main conclusions. These were (a) teachers experienced buy-in to the mathematics adaptive learning tool; (b) teachers experienced realization of student knowledge, and (c) teachers experienced realization that the use of ALEKS in their teaching supported student self-regulation. The changes in teaching and learning included two main conclusions: (a) teachers experienced shifts in instruction, and (b) teachers experienced a change in culture.