Increasing inclusion through differentiated instruction in a technology-rich primary school classroom in Norway
Journal article, Peer reviewed
Published version
Åpne
Permanent lenke
https://hdl.handle.net/11250/3038405Utgivelsesdato
2022Metadata
Vis full innførselSamlinger
- Department of Education [315]
- Registrations from Cristin [10658]
Originalversjon
Education 3-13: International Journal of Primary, Elementary and Early Years Education. 2022. 10.1080/03004279.2022.2143721Sammendrag
In this case study, the aim was to investigate how primary school teachers in a leading-edge Norwegian primary school use digital technologies to differentiate instruction in order to promote a more inclusive learning environment in academically diverse classrooms. Seven teachers teaching grades 1 and 5 were observed and interviewed to collect data on their beliefs and practices regarding differentiation. Afterwards, 20 teachers in the same school answered in a survey about teaching in highly digitalised learning environments. The results suggest that teachers find a lot of potential and possibilities in using digital technologies to differentiate instruction to create an inclusive learning environment. However, pupils’ digital products indicate that they would need more guidance in taking advantage of the teachers’ intentions and flexible curricula.