Schmid, Regina Pauli, Christine Stebler, Rita Reusser, Kurt Petko, Dominik 2022-06-24 Digital technology especially raised hopes to open up new possibilities to personalize learning. Although various schools have implemented approaches of technology-supported personalized learning, the impact on instructional quality remains unclear. As a common definition of the multilayered construct personalized learning is lacking, our study focuses on two theoretical dimensions of technology-supported personalized learning to investigate the impact on instructional quality. For this purpose, our study has analyzed data from a survey of N = 860 students (8th grade) from 31 Swiss schools with personalized learning concepts. Results show that student-centered teaching methods in the context of technology-supported personalized learning stimulate the cognitive activation of the students, and the supportive climate increases slightly with a higher degree of students’ voice and choice on the computer. application/pdf https://folia.unifr.ch/global/documents/321838 https://folia.unifr.ch/documents/321838/files/Implementation of technology supported personalized learning its impact on instructional quality.pdf eng https://doi.org/10.1080/00220671.2022.2089086 info:eu-repo/semantics/altIdentifier/doi/10.1080/00220671.2022.2089086 info:eu-repo/semantics/altIdentifier/issn/0022-0671 info:eu-repo/semantics/openAccess CC BY-NC-ND The Journal of Educational Research. - Informa UK Limited. - 2022, vol. 115, no. 3, p. 187-198 Education Instructional quality Personalized learning Technology Student-centered perspective Implementation of technology-supported personalized learning—its impact on instructional quality http://purl.org/coar/resource_type/c_6501