In a recent article, "Personalising Learning in Teacher Education through the use of Technology", Australian Journal of Teacher Education the authors, Mellita Jones and Karen McLean write about how "teacher educators need to consider how they too can incorporate personalising learning approaches in their courses to ensure graduate teachers are equipped with the necessary skills and knowledge to implement personalising learning approaches in their own classrooms.
Findings indicate that meaningful student learning experiences can be achieved through a personalised approach which also supports the emerging tenets of effective, pedagogical use of ICT for learning. These findings led to a model of Technology for Personalising Learning (TPL) which is presented as a planning framework through which personalising learning with technology can be achieved in higher education."
"Personalising learning incorporates the ideas of effective teaching, learning and assessment, which aligns with deep learning and constructive alignment principles associated with effective teaching in higher education. In the research presented below the integration of ICT is explored through personalising learning and catering for diversity in a teacher education program. In using personalised learning in this way evidence of the impact of this pedagogical approach on the student experience is evaluated in the teacher education context. Teacher education re-focused with a personalised approach could promote a change in pedagogy that sees a move away from skills driven and ‘add on’ approaches to technology in the classroom (Durrant and Green, 2000) toward a culture that enables involvement and achievement for all students through learner autonomy and development of learner capability (NCSL, 2005). This then has the potential for producing teachers equipped with the necessary skills to use technology in their own classrooms to personalise the learning of their own students. It also offers a pathway for creating the deep learning and constructively aligned learning environments that many higher education authors purport as important for effective learning (e.g. Biggs, 2003; Light et al., 2009; Neary, 2002; Ramsden, 2003)."
Via Kathleen McClaskey, Dennis Richards, Ana Rodera