Adaptive teaching is regarded to address students' heterogeneity in schools and to individually support their learning. Technology may help to teach adaptively. However, it is still unclear whether realizing adaptive teaching with technology is a feasible teaching practice in real-world classrooms. More importantly, it is an open question which boundary conditions constrain the feasibility of adaptive teaching with technology. We realized a four-year co-design-project in which researchers and teachers co-constructively developed adaptive teaching units (duration: 3–4 weeks) by deliberately integrating technology across secondary education. To assess the feasibility of technology-enhanced adaptive teaching, we followed a sequential-explanatory mixed-methods approach during the co-design-process. We combined a quantitative study ( = 183), investigating students' learning gains and potential moderators, and a qualitative study by means of semi-structured teacher interviews ( = 3) on implementation conditions of the adaptive teaching units. We observed that the teaching units were particularly beneficial for students with low prior knowledge and when they were highly adaptive to students’ needs. Fine-grained qualitative findings indicated that formative assessments and consolidation phases were crucial for the feasibility of technology-enhanced adaptive teaching, as well as a parsimonious use of technologies. These findings indicate that the feasibility of adaptive teaching with technology depends on boundary conditions, highlighting the need for further support to unfold the potential of adaptive teaching.

中文翻译：

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技术适应性教学的可行性：哪些实施条件很重要？


适应性教学被认为可以解决学生在学校的异质性并支持他们的学习。技术可能有助于适应性教学。然而，利用技术实现适应性教学是否是现实课堂中可行的教学实践尚不清楚。更重要的是，哪些边界条件限制了技术适应性教学的可行性，这是一个悬而未决的问题。我们实现了一个为期四年的共同设计项目，其中研究人员和教师通过有意将技术整合到中学教育中，共同建设性地开发适应性教学单元（持续时间：3-4周）。为了评估技术增强的适应性教学的可行性，我们在协同设计过程中遵循了顺序解释混合方法。我们结合了定量研究（ = 183），调查学生的学习收益和潜在调节因素，以及通过半结构化教师访谈（= 3）对适应性教学单元的实施条件进行的定性研究。我们观察到，当教学单元能够高度适应学生的需求时，这些教学单元对于先验知识较低的学生特别有益。细粒度的定性研究结果表明，形成性评估和巩固阶段对于技术增强的适应性教学的可行性以及技术的节约使用至关重要。这些发现表明，利用技术进行适应性教学的可行性取决于边界条件，强调需要进一步的支持来发挥适应性教学的潜力。