Interview: Richard Culatta On How To Do Personalized Learning Well — And Why It Could Be The Key To Narrowing A School’s Equity Gap

Interview: Richard Culatta on How to Do Personalized Learning Well — and Why It Could Be the Key to Narrowing a School’s Equity Gap

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The implementation of personalized learning can occur in any setting, but for it to be successful, changes must be made at every level of the school system.

This perspective is shared by Richard Culatta, who played a key role in Rhode Island’s Personalized Learning Initiative in 2016. The initiative aimed to promote personalized learning throughout the state and establish best practices in laboratory schools.

One of the challenges is the difficulty in defining the term "personalized learning," which has gained popularity. Culatta points out that some districts mistakenly equate personalized learning solely with technology, resulting in many unsuccessful attempts. Culatta, who currently leads the International Society for Technology in Education, a global nonprofit organization with nearly 16,000 members that shares best practices in educational technology, emphasizes that personalized learning cannot simply be purchased, but that technology is often crucial in supporting its implementation.

had a conversation with Culatta about personalized learning, technology, and the essential components of a successful personalized learning model.

The following interview has been edited for brevity and clarity.

: There is much discussion surrounding the definition of personalized learning and what it entails. How do you define it?

Culatta: The simplest definition of personalized learning is that it adjusts the pace and approach of learning to meet the needs of individual learners. It also takes into account their interests and passions while providing learner autonomy.

If a parent were to express confusion about what personalized learning means because their school is implementing it, how would you explain it to them?

The only slight difference in my explanation would be that personalized learning not only adapts to the child’s needs but also provides input and feedback in near-real time. Maybe not instantaneously, but pretty close to it. This allows parents to know what support they can offer to their child, which is often too late in traditional learning setups. In traditional learning experiences, parents often receive feedback after it is no longer helpful. It is usually along the lines of "Hey, your kid failed a test" or "They are falling behind in various areas." While it is beneficial for parents to know this, in personalized learning, parents are informed about their child’s progress on a daily basis. They receive information about what their child learned that day and are given opportunities to support their learning.

Do you believe that personalized learning should be adopted at a school-wide level or can it be implemented in individual classrooms?

Elements of personalized learning can certainly be incorporated at any level, even within a single classroom. However, I believe that for personalized learning to be truly effective, it requires significant structural changes. Some of these changes would be difficult to implement if only one teacher is attempting to do so while the rest of the school adheres to a rigid schedule. Additionally, for students, especially those in middle and high school with multiple teachers, it can be jarring to experience a personalized learning environment in one class and then transition to a traditional approach in another class. This may not serve their needs well. While personalized learning can be done on a smaller scale, it is more effective when a cohort of teachers is involved.

When considering personalized learning at the district, school, and classroom levels, what are the essential elements that must be in place for successful implementation?

This is where it becomes exciting, and I believe there is some misconception. There are numerous models of personalized learning, and there are various ways to approach it. Depending on the specific goals of a school, district, or any given level, the requirements for successful implementation will differ.

Another component of personalized learning is the implementation of a flexible scheduling system within schools. There are various approaches to achieve this flexibility. However, if a school claims to be fully personalized in its approach but still adheres to a rigid schedule where everything must end at specific times and weeks, it is unlikely to be an effective personalized learning environment.

In order to facilitate progress and accommodate flexible scheduling, it is crucial to establish a culture in which learners have autonomy. Learners should be seen as the owners of their learning experience and be empowered to make choices regarding their learning journey. This aspect is essential and can significantly impact the success of personalized learning.

Rhode Island, being a state that is actively developing best practices for personalized learning, can benefit greatly from this work. Our goal in Rhode Island was to create a state that serves as a testing ground, similar to a laboratory. The advantage of Rhode Island’s smaller size is that it allows for easier collaboration and coordination among stakeholders. Once successful strategies are identified and implemented, they can be scaled up in larger states where such changes may be more challenging.

Personalized learning is a long-term endeavor. It is not a quick fix that produces immediate improvements in academic performance. It requires systemic and cultural changes that take time to fully integrate. It is also important to refine the personalized learning model over time. With continued implementation, I hope to see a narrowing of the equity gap in Rhode Island and other places where personalized learning is adopted. One of the reasons for the existence of these gaps is the lack of a learning model tailored to individual student needs. Personalized learning allows for targeted support and interventions to address specific student challenges, helping to prevent further academic setbacks.

We have already started to see evidence of closing gaps in schools in Rhode Island as a result of personalized learning. Current educational experiences often lack high levels of student engagement and buy-in. With personalized learning, I anticipate a shift towards increased student engagement over time.

Another benefit of personalized learning, albeit of lesser importance, is that it offers parents a greater opportunity to be involved in their children’s learning process. As a parent myself, I often feel disconnected and uninformed about what is happening in my children’s education. This can be frustrating for parents who want to be engaged and support their child’s learning, but lack an accessible avenue to do so.

There are promising examples of how personalized learning can boost parent engagement. One key element is the ability to share real-time or near-real-time progress monitoring with both students and parents. This empowers parents to see where their child may need additional support well before final grades are assigned or before they move on to the next class or grade level. However, it is essential to note that personalized learning is not solely dependent on software. While technological tools are important in supporting personalized learning, they cannot singularly achieve a successful implementation. Therefore, it is crucial to consider the holistic approach to personalized learning, incorporating both effective teaching practices and appropriate technology.

Can you explain the relationship between personalized learning and technology?

It’s a complex relationship. One of the biggest misconceptions about personalized learning is the belief that purchasing software and having students use it equates to personalized learning. This is especially true when it comes to adaptive software. While there are many adaptive learning tools available, they are only a part of the broader concept of personalized learning. Merely buying a software that adapts to a student’s questions on the screen does not qualify as personalized learning.

Technology does play a crucial role in personalized learning because it provides the necessary tools to support both teachers and students in this new educational model. For example, technology tools can help monitor students’ progress, which is difficult to do with traditional pen and paper methods. Additionally, having some form of visualization, such as a dashboard for students and parents, is also essential in personalized learning.

Another important aspect to consider is the increase in learning content when implementing personalized learning. As a former Spanish teacher, I used to prepare and deliver one lesson for each class I taught. However, in a personalized learning model, I would need to prepare eight or ten different activities for every class or even for each individual student. This means that the volume of learning resources increases significantly. In such cases, having high-quality digital resources becomes critical because they allow for quick searching, alignment, and identification of learning content.

It’s worth noting that personalized learning does not mean that students are always working individually. There are times when students may work in smaller groups or occasionally work independently. However, this becomes challenging if students lack access to devices and connectivity. Therefore, having a technological element is crucial in these situations.

Let me share a story to illustrate the impact of personalized learning and technology integration. I once visited a school in England, south of London, that was previously struggling. However, they completely transformed their educational approach using personalized learning. As a result, graduation rates drastically improved, and students became more engaged. It was truly an incredible story.

During my conversation with the teachers at that school, I noticed that they looked exhausted. They were constantly falling asleep and yawning. They showed me a room where, after school every day, they would manually redesign and adapt the learning experience for the following day, all on paper with pens and pencils. They would work late into the night, losing sleep in the process. I questioned why they would subject themselves to such grueling work. Their response was that they witnessed how personalized learning was positively transforming the lives of their students, making it impossible for them to stop. I understood their perspective, but I also suggested that there were ways technology could enable and streamline their efforts.

I share this anecdote because when people ask if technology is necessary for personalized learning, the answer is no. However, if teachers want to have some semblance of work-life balance and avoid staying up all night, then incorporating technology becomes crucial for scaling personalized learning.

It appears that there is a correlation between the push for social-emotional learning models and the goals of personalized learning. How do you envision these two areas working together?

When I think about learning, it encompasses more than just solving math problems. It involves developing skills that enable individuals to thrive in a globally connected world. These skills range from basic cognitive abilities to social-emotional skills, which may have different names depending on how they are described. Ultimately, it’s about learning to appropriately engage with others and cultivating a growth mindset.

In the context of personalized learning, social-emotional learning models align well with the overall goals. By incorporating social-emotional skills into personalized learning, students not only acquire academic knowledge but also develop the necessary skills to navigate and interact effectively in a diverse society. Personalized learning provides a platform for educators to address the holistic development of students, ensuring they are prepared for the challenges of the modern world.

Can you elaborate on the concept of digital citizenship and how you educate students to become positive contributors on the internet?

Digital citizenship refers to having a fundamental understanding of how to differentiate between credible and false information online. Another aspect involves using technology to inspire and mobilize your community in a positive manner, according to your own definition of "good." In the past, when we wanted students to organize around a worthy cause, they would create posters and display them in school hallways or on telephone poles in town. Nowadays, if you want to rally for a cause, you would most likely find texting or a Facebook group to be more efficient. However, these are skills that need to be taught. How can we address a challenge that affects us all and harness digital tools to find solutions?

Another crucial aspect is the art of engaging in debates. How do we respectfully argue and share different opinions in an online space? It is often disheartening to witness individuals maintain a courteous demeanor in person, only to lose all sense of decorum when debating online. This is a skill that must be taught.

All of these areas promote positive engagement. How can we contribute to making the world a better place? How can we discern between reliable and inaccurate information? How can we learn about and appreciate different cultures? How can we collaborate to design and edit educational materials? Even something as simple as co-editing a document: If there are 20 people working on a Google Doc, and we all edit it collaboratively on a wiki, what does it mean to be respectful in that shared space?

Additionally, there is the aspect of engaging with the government. In the past, if you wanted to participate in government affairs, you would call a number or write a letter to an elected representative. Nowadays, we have various digital tools that allow us to engage in matters concerning the safety of our community. SeeClickFix, for example, is a helpful tool that identifies public works issues that need attention. However, we do not adequately teach individuals how to effectively use technology to be active citizens. Simply being tech-savvy does not guarantee an understanding of how to utilize technology to enhance the community.

How do we implement educational technology in a way that allows school districts to utilize affordable and research-based tools that are meaningful for students?

This is a path that has been well-established by now. Personalized learning is still somewhat innovative, but we know what needs to be done in order to use technology effectively. We have the ISTE standards, which are internationally recognized and freely available to all.

At ISTE, our motto is "learning first, technology second." All successful technology implementations I have witnessed have always started with a focus on learning. How can we select the most suitable technology to bring our educational vision to life? On the other hand, the disastrous examples are often the result of someone saying, "Let’s get a bunch of computers and then figure out what to do with them." Therefore, the approach should be to prioritize learning, establish the vision, determine how technology can support it, and then refer to the ISTE standards for more specific guidance.

With technology companies actively seeking to engage with teachers, how can we ensure that educators have sufficient knowledge to use educational technology effectively?

There are two distinct components, which often become intertwined or confused. The first is providing support to teachers on using specific tools that have been adopted. In this case, it is appropriate for the company to be involved and offer training to schools. The second part, which has been overlooked but is an area we aim to address, is the conceptual level of understanding the role technology plays. How can I make informed decisions about which technology to use and which to avoid? How can I ensure that my students are fully engaged and using technology appropriately?

What is lacking is ensuring that teachers and educators are prepared to independently understand how to use technology and select the right tools, regardless of any company’s involvement. This is where things become unclear.

How would you compare the use of technology in American classrooms to that in other countries?

In many parts of the United States, there is a growing realization that educational tools serve a greater purpose than simply delivering content. These tools empower learners to design, create, problem-solve, and approach challenges in new and powerful ways. This perspective sets apart effective use of technology from ineffective ones. Interestingly, other countries exhibit more consistency in implementing these tools compared to the United States. In the U.S., one can come across a school that is outstanding in its use of technology, while another nearby school may struggle to incorporate it effectively. This disparity can be attributed to the decentralized nature of the U.S. education system, which encourages innovation but doesn’t necessarily ensure consistency or scalability.