Abstract:

This personalized learning profile is an intrinsic case study on STEM teachers' use of technology tools as part of a customized learning plan for at-risk students at an alternative middle/high school in the northeastern U.S. public school system. A survey documenting usage of technology tools provides insight about how teachers are equipped with a variety of technology tools to offer to their students in an active learning environment. Specific differentiated learning indicators trigger the offering of various types of formative assessments using interactive student response systems to stimulate learning. This study seeks to identify how learners interact within a physical space and in virtual classrooms when competing with other distractors not usually in a traditional classroom. The COVID19 emergency remote schooling has changed the way teachers look at supporting student learning because at-risk students are at differing proficiency levels more now than before emergency remote schooling. Some at-risk students thrived in learning online, while others suffered because of limited learner interaction within a physical space and environment. This qualitative case study evaluates the survey results of STEM teachers' experiences in using technology-supported learning strategies as differentiated instruction. In addition, this study uses content analysis to determine patterns to interpret the results of the findings. The findings include an emphasis on school culture focusing on allowing at-risk students to control their learning environment from social interaction with technology tools to utilize personalized learning plans in hybrid and virtual classrooms. The study explores concepts to offer at-risk student support and teacher training improvements through an approach to provide individualized instruction based on learning styles and student-centered interest.

Keywords:

At-risk student, school culture, personalized learning plan, dropout rate, career readiness, adaptive technology.