Draining The Semantic Swamp of “Personalized Learning”–A View from Silicon Valley (Part 1)

No surprise that a catch-phrase like “personalized learning,” using technology to upend traditional whole group  lessons, has birthed a gaggle of different meanings. Is it  updated “competency-based learning?” Or “differentiated learning” in new clothes or “individualized learning” redecorated?  (see here, here and here). Such proliferation of school reforms into slogans is as familiar as photos of sunsets. “Blended learning,” “project-based teaching,” and “21st Century skills” are a few recent bumper stickers–how about “flipped classrooms?”– that have generated many meanings as they get converted by policymakers, marketeers, researchers, wannabe reformers, and, yes, teachers into daily lessons.

For decades, I have seen such phrases become semantic swamps where educational progressives and conservatives argue for their version of the “true” meaning of the words. As a researcher trained in history, since the early 1980s, I have tracked policies as they get put into practice in schools and classrooms.  After all, the…