Australian Journal of Teacher Education - Volume 37 - Article 5 - Personalising Learning in Teacher Education through the use of Technology

Oct 15, 2026

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The paper examines how meaningful technology integration can support personalising learning in teacher education. It analyzes personalising learning as a process centered on learners’ voices and best-practice approaches, with added emphasis on ICT and diagnostic assessment. A trial in the tertiary sector tests a technology-infused environment, emphasizing ICT as an enabler. Results show personalized learning can produce effective student experiences aligned with pedagogical ICT use, leading to a Technology for Personalising Learning (TPL) model as a planning framework for higher education.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages19

Reading Time48 min

AccessFree to download

Abstract

Introduction

Personalising learning principles and distinctions

Role of ICT and diagnostic assessment

Community and social learning focus

Research trial and technology-infused learning environment

Australian Journal of Teacher Education | Volume 37 | Issue 1 | Article 5 | | --- | --- | 2012 Personalising Learning in Teacher Education through the use of Technology Mellita M. Jones Australian Catholic University, [mellita.jones@acu.edu.au](mellita.jones@acu.edu.au) Karen J. McLean Australian Catholic University, [karen.mclean@acu.edu.au](karen.mclean@acu.edu.au) Recommended Citation Jones, Mellita M. and McLean, Karen J. (2012) "Personalising Learning in Teacher Education through the use of Technology,"Australian Journal of Teacher Education: Vol. 37: Iss. 1, Article 5. Available at: [http://ro.ecu.edu.au/ajte/vol37/iss1/5](http://ro.ecu.edu.au/ajte/vol37/iss1/5) This Journal Article is posted at Research Online. [http://ro.ecu.edu.au/ajte/vol37/iss1/5](http://ro.ecu.edu.au/ajte/vol37/iss1/5) Australian Journal of Teacher Education Personalising Learning in Teacher Education through the use of Technology Mellita Jones Karen McLean Australian Catholic University Abstract: The meaningful integration of technology in teaching and learning is consistently called for in all sectors of education. Recently it has appeared as a key tenet for achieving what has been termed as personalising learning. Personalising learning, a concept that addresses a range of current best-practice approaches with an added emphasis on ICT and the voice of individual learners, is becoming more prevalent in both general discussion, and in some countries, in policy regarding education. If its prevalence continues to grow, 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. This paper considers the components of personalising learning and describes one approach to creating a technology-infused learning environment that has been trialled in the tertiary sector. The key focus of this trial was the effective integration of technology as an enabler of personalising learning. 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. Introduction Researchers have debated what personalising learning actually means and discussed whether it is any different to what is already known about good teaching practice (Johnson, 2004; Sebba, Brown, Steward, Galton & James, 2007) . The main principles that tend to be agreed on include that it requires the learner to be placed at the centre of teaching, learning and assessment, rather than imposing uniform resolutions on all students (Fullan, Hill & Crevola, 2006; Keamy, Nicholas, Mahar, & Herrrick, 2007; Leadbeater, 2005) . Personalising learning recognises the diversity of students’ needs, interests and aptitudes and strives to ensure that every learner can achieve at their highest potential (Heller, Steiner, Hockemeyer & Albert, 2005) . It aims for quality and equity in education by catering for individual learning styles and motivations (Fullan et al., 2006; Miliband, 2004) . Personalising learning also uses diagnostic assessment practices to inform teaching (Heller, et al., 2005) . Setting it apart from other generic models of good teaching practice, personalising learning also requires the explicit use of Information Communication Technology (ICT), integrated into the teaching strategy as a key enabler of learning (Keamy et al., 2007; Hargreaves, 2006; Miliband, 2004) . Vol 37, 1, January 2012 75 Australian Journal of Teacher Education Personalising learning is distinct from pers

FAQs

What problem does the paper address about technology in teacher education?

It addresses how technology can be meaningfully integrated to enable personalising learning approaches in teacher education programs.

How does the paper define personalising learning?

Personalising learning is treated as a process centered on placing the learner at the core of teaching, learning, and assessment, emphasizing the individual learner’s voice along with ICT and diagnostic assessment.

What model does the study propose based on its findings?

The study proposes a Technology for Personalising Learning (TPL) model, presented as a planning framework to implement personalising learning with technology in higher education.

Oct 15, 2026

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