Putting the Person Back in Personalization: Getting Technology Integration Right

Audiences: All Audiences
Levels: All Levels

Session Description

Too many personalizing learning frameworks overuse technology. Personalized learning is far more sustainable, scalable, and humanizing when the learning environment is engineered for learner agency and autonomy.

During our time together, we will experience sustainable, scalable, and student-driven personalization, allowing technology to support autonomous learning but also enhance human connection. Too often, technology does the opposite--encouraging learner to turn towards a screen and away from fellow learners.

To begin, we’ll debunk common myths of personalized learning. These myths oftentimes encourage educators and learners alike to overuse technology and over-individualize personalization. Through these myths, we’ll discuss how this is actually a threat to equity in the classroom, chipping away at the very human experience of learning. After we explore foundations for a brand of personalization that’s humanizing, we’ll engage in an experiential task where learners will experience humanized personalization; they will see that it is their agency that plays the strongest role in personalizing learning. As we conclude the presentation, participants will create an action plan for implementing sustainable, scalable, and student-driven personalization, drawing upon strategies for building student agency and autonomy within productive boundaries that are sustainable and scalable for educators.

District Information

We are an independent school in the city of Chicago, serving a predominantly affluent community. Our youngest classes are greater than 50% students of color.

Paul France

Paul Emerich France is a National Board Certified Teacher in Chicago, Illinois. He currently teaches 3rd grade at the Latin School of Chicago, serving as Academic Chair and Co-Director of Latin’s Assistant Teacher Program. Before Latin, Paul supported the opening of four personalized learning schools in San Francisco, California and Beijing, China. Paul regularly contributes to publications such as EdSurge, Edutopia, and Educational Leadership. On his blog, Paul writes about personalizing learning through humanized pedagogy, advocating for mindful technology integration, social justice, and relationship-based learning.