TEACHER VOICE: The future of personalized learning cannot be built on technology alone

By the time many of my high schoolers enter my algebra classroom, they already know what their school thinks they are bad at. They carry labels before they ever open a notebook: “remedial,” “unmotivated,” “low-performing.” Too often, personalized learning begins with those labels. We start with a low score or what we believe students cannot do — a missing skill or an academic gap — and then build instruction around fixing it. I think we should start somewhere else: with what students care about, what they want to become and what already makes sense to them. The starting point matters because personalized learning is supposed to do more than respond to academic gaps. Personalized learning is supposed to tailor instruction and learning experiences to support a student’s individual strengths, needs, interests, goals and pace. But whether it fulfills that promise depends on the information we choose to prioritize.

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