英文關(guān)于實(shí)施的經(jīng)驗(yàn)教訓(xùn)

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Lessonson

Implementation

Stakeholders’ExperienceswithDigitalPersonalizedLearningPlatforms

SophiaD'Angelo,JuanD.Barón,HaaniMazari,DanielMorales,SantiagoOspinaTabares,

PaolaPolanco,TomKaye

CONTENTS

ExecutiveSummary4

1.Introduction7

2.Literaturereview:

Digitalpersonalizedlearning

13

3.Methodology

16

4.Findings

19

5.DiscussionandRecommendations30

TABLES

Table1.Summaryofdifferencesinimplementation10

acrossPrográmatecohorts

Table2.Sampledemographics17

Table3.Conciseversionofcodingframework18

ACRONYMS

ALEKSAssessmentandLearning

inKnowledgeSpaces

DPLDigitalPersonalizedLearning

EdTechEducationalTechnology

EGRAEarlyGradeReadingAssessment

ICTInformationandCommunicationTechnology

LMICLow-andMiddle-IncomeCountry

MINERDMinistryofEducation

intheDominicanRepublic

UNESCOUnitedNationsEducational,

Scientific,andCulturalOrganization

UNICEFUnitedNationsChildren’sFund

LessonsonImplementation:Stakeholders’ExperienceswithDigitalPersonalizedLearningPlatforms

Inthisreport

2

ThesuccessfulimplementationofthePrográmateprojectintheDominican

Republicwouldnothavebeenpossiblewithouttheinvaluablecontributionsofseveralkeyindividuals.

Weextendourdeepestgratitudeto

MiguelángelOrtiz,MINERDTechnician,whoplayedapivotalroleinsupervising

andimplementingtheprojectin

schools,contributingsignificantlytotheachievementofitsobjectives.Manuel

Paredes,alsoaMINERDTechnician,

demonstratedexceptionalleadershipinoverseeingtheproject’simplementation.

WeextendourgratitudetoAncell

Scheker,ViceMinisterofTechnicaland

PedagogicalAffairs,forplacingtrustin

theWorldBankandprovidingunwaveringsupportthroughouttheproject.Yissell

Crisóstomo,oftheTechnicalPedagogicalVice-Ministry,playedacrucialrolein

internalcoordinationwithintheMINERD.

SpecialthankstoSusanaMichel,

DirectorofSecondaryEducation,for

facilitatingprojectimplementationandoverseeingtheentiremanagementteamoftheparticipatingschools.

Additionally,weacknowledgethe

unwaveringsupportfromourcolleaguesattheWorldBank,includingJoséMola,CarmenMauraTavares,OmarJiménez,

JaninaCuevas,andAstridPineda,

whocontributedsignificantlytothe

project’simplementation,monitoring,andevaluation,aswellasDiegoAngel-UrdinolaandCristóbalCobo,who,

aspeerreviewers,providedvaluablecommentsforthisreport.Lastly,weexpressourgratitudetoAlexandria

Valerio,WorldBankrepresentative,forhercontinuoussupportoftheproject,andtoMollyJamiesonEberhardt,

EdTechHub’sDirectorofEngagement,

forhersupportofourresearchpartnership.

Theircollectiveeffortshavetrulymadealastingimpactoneducationin

thecountry.

ATTRIBUTIOND'Angelo,Sophia,JuanD.Barón,HaaniMazari,DanielMorales,SantiagoOspinaTabares,PaolaPolanco,andTomKaye.2024.Lessonson

Implementation:Stakeholders'ExperienceswithDigitalPersonalizedLearningPlatforms.WorldBankandEdTechHub.Washington,DC:WorldBank.

LessonsonImplementation:Stakeholders’ExperienceswithDigitalPersonalizedLearningPlatforms

Acknowledgements

3

ExecutiveSummary

Thisstudyexploredtheperceptionsandexperiencesofstudents,parents,teachers,andothereducationstakeholdersinvolvedinPrográmate,aprojectthatusesadigitalpersonalizedlearning(DPL)platformtodevelopsecondaryschoolstudents’mathskillsandknowledgeintheDominicanRepublic.

DPLreferstotheuseoftechnologytotailoreducationalexperiencestoindividualstudentneeds,preferences,andlearningstyles.In

countriesfacingchallengestoteachingquality,DPLcanhelpaddressdisparitiesinaccesstoqualityeducation,improvestudentengagement,and

enhancelearningoutcomesthroughtheprovisionofcustomizedlearningexperiencesatscale.

AdministrativedatafromtheDPLsoftware

suggeststhatstudentswhousedtheDPL

technologymorefrequently,benefittedmore

thanothers,increasingtheirperformanceintheDPLexercises,andoutperformingtheirpeersinnationalstandardizedexams.However,thetimestudentsspentusingtheplatformwasdifferentacrossandwithinschools.Thisqualitative

studybuildsonthequantitativedatatotryandunderstandtheimplementationprocessandtheenablingandconstrainingfactorsthatshaped

studentengagementwiththeplatform.Itdrawsoninterviewsandfocusgroupdiscussionswith231students,parents,teachers,schoolleaders,andothereducationstakeholders.Thekey

findingsaresummarizedbelowinrelationtothethreeresearchquestions.

Inwhatwaysdokeystakeholders,suchasstudents,parents,teachers,andothereducationpersonnel,

engagewiththeDPLplatform?

→Engagementvariedacrossschools,students,andteachers.Muchofthishadtodowith

howeachcohortwasdesignedandtheinitialpresentationoftheprojecttoteachersandothereducationpersonnel.

→Insomeschools,structuredtimewas

allocatedforstudentstousetheplatform

duringtheregularclassscheduleorafter-

schoolhours.SometeachersalsoprovidedstudentswithhomeworkassignmentstousetheDPLathome.

→Somestudentsweremoremotivatedtouse

theplatformthantheirpeers.Somestudentswereextrinsicallymotivated,encouraged

byteachers,parents,friendlycompetitionwiththeirpeers,orotherincentives.Otherstudentsoptedtousetheplatformontheirown,especiallytostudyforatestorexam.

→EngagingwiththeDPLplatformathomeor

schooldependeduponstudents’accessto

devicesandreliableinternet,whichvaried

greatly.Someschoolshadaccesstodevices

thatweredonatedaspartofthegovernment’sDigitalRepublicproject.However,inmany

cases,thesedeviceswereoutdatedorneededmaintenance.Athome,parentsactedas

gatekeeperstodevices,determiningwhereandwhenchildrencouldusethem.

LessonsonImplementation:Stakeholders’ExperienceswithDigitalPersonalizedLearningPlatformsExecutiveSummary4

Howdostakeholdersdescribe

thebenefitsanddrawbacksoftheDPLplatform?

→Studentsandteachersgenerallyfoundtheplatformengagingandfuntouse.

→Teacherslearnednewmathematical

strategiestousewiththeirstudents,and

valuedthedataanalytics,whichallowedthemtomonitorstudentprogressandmasteryof

certaintopics.However,someteacherswouldhavelikedthedifferenttopicsintheplatformtobemorealignedwiththeirdailylesson

plans.Theyoftenfoundthetimerequiredtosupportstudentsasburdensomeinadditiontotheirnormalworkload.Teachersgenerallyagreedtheyneededmorepedagogicalandtechnicalsupport.

→Likewise,studentsenjoyedbeingabletoself-monitortheirlearningandfoundexcitementinwatchingtheirprogressand/orcompetingwiththeirpeers.Seeingtheiradvancements

motivatedthem;seeingtheirregressiondiscouragedthem.

→Studentsvaluedtheplatform’srepetition

andexplanationofincorrectanswers.They

appreciatedhowtheappprovidedaccesstoacalculatorandanoptionforthemtolookupthemeaningofanunfamiliarword.Students

alsoenjoyedtheuseofreal-lifeexamplesandcontentthatwasrelevanttotheirinterests

andlives.

→Somestudentsmentionedhowthey

learnednewskills,includingcriticalthinkingandproblem-solving,digitalliteracy,or

readingskills.

→Manystudents,however,preferredtolearn

directlyfromtheirteacher,becausetheyfeltteacherscouldmoreeasilyadaptthefeedbackandsupportthattheyprovidecompared

totheplatform.Theyvaluedteachers’oralexplanations,ratherthanhavingtoread

feedbackprovidedbytheplatform.

→Bothstudentsandteachersalsofelt

frustratedbysomeofthetechnological

challengeswhentryingtoaccessadevice

ortheInternettousetheplatform.Theydidnotalwayshavethedigitalskillsorresourcesavailabletodothis.

Whataretheenablingand

constrainingfactorsthatshapetheimplementationoftheprojectin

schoolsandathome?

→Accesstoreliableinternet,electricity,

anddevices(especiallylarge-screendevices,astheseworkedbetterwhenaccessingthe

platform).Accesstendedtobeevenlowerinschoolsorhomesbasedinruralandremotecommunities.

→Teachers’andstudents’digitalskills,andabilitytonavigatetheplatform.

→Teachers’abilitytomonitorstudent

engagementandprogressbyaccessingthe

dataanalyticsandusingthatdatatomotivateandencouragestudents.

→Students’owninterests,whetherintrinsicallyorextrinsicallymotivated.

→Schoolleadersandpedagogicalcoordinators’involvement,especiallyeffortstocreate

structuredtimeandopportunitiesforstudentstousetheDPLplatform(eitherduringregularschoolhours,duringtheircomputerormath

class,orafterschool).

→Parents’involvementandencouragement,

whichespeciallyinfluencedhowandwhenstudentsaccessedtheDPLplatformoutsideofschool.

LessonsonImplementation:Stakeholders’ExperienceswithDigitalPersonalizedLearningPlatformsExecutiveSummary5

Basedonthesefindings,thereportofferssixkeyrecommendationsfordesigningandimplementingeffectiveDPLprogramsinpublic

schoolsoftheDominicanRepublicandotherlower-and/ormiddle-incomecountries:

1.Co-designschool-basedDPLprogramswithteachersand

othereducationpersonnel.This

willhelpensurethatprojectgoals,content,

andstructurearerelevantandalignedto

teachers’workloadsandschoolconditions.

Itwillalsohelpenhanceuptakeandthe

integrationofDPLprogramsasawhole-schoolapproach,includingthroughtheengagement

ofparents,familiesandothercommunitymembers.

2.Ensureadequatetimingand

sufficientdurationofproject

implementation.Considerationfor

academiccalendarsandextracurricular

activitiesiscritical,andensuringteachersandstudentshavesufficienttimetofamiliarize

themselveswiththeDPLplatformwillhelpmaximizeimpactonlearning.

3.Provideongoingsupportto

teachers,sotheycanbetter

supportstudents.Teachersarecriticalactorsthatprovidetechnological,pedagogical,andmotivationalsupporttostudents.They

mustbeequippednotonlywithaninitial

trainingorworkshopbutalsowithongoing

support,sothattheyarebetterableto

facilitateimplementationandstudentlearning.

4.Ensureanenablingtechnologicalenvironment.AkeychallengewasaccesstodevicesandreliableInternetconnectivity

inschoolandathome.Governmentsshouldturntoinnovativesolutionstoaddressthis,includingpartneringwithprivatecompaniesortechspecialiststhatcansupportresourceallocation,distribution,maintenance,oruse.

5.Diversifylearningcontent,

notjustbylevel,butalso

bymodality.Whilemoststudents

valuedthepersonalizedlearningplatform,othersstruggledtoreadthefeedbackandexplanationsitprovided.DPLplatforms

shouldconsiderstudents’lowliteracylevelsandprovidesupportinnotjustwrittentextbutalsothroughaudioandimagesthatcanenhanceunderstanding.

6.Fund,commission,andconductmoreDPLimplementation

research,includinginformal

schoolsettings.Thereexistsalargeevidencebaseonhowtodesigneffective

DPLproducts,butthereislimitedresearchinvestigatingthebestwaystousethose

products,especiallyinpublicschoolsinlowand/ormiddle-incomecountries.Thisstudy

contributestothisevidencegap;morestudieslikethisareneeded.

LessonsonImplementation:Stakeholders’ExperienceswithDigitalPersonalizedLearningPlatformsExecutiveSummary6

1.Introduction

Theworldisfacingalearningcrisis.Acrosstheglobe,studentsareprogressingthrougheducationsystemswithoutdevelopingkeyskills,knowledge,andcompetencies.Inlow-andmiddle-income

countriesinparticular,evenbeforetheCOVID-19pandemic,morethanhalfofstudentswereinlearningpoverty,definedbythe

numberofchildrenwhocannotreadasimpletextdesignedfortheiragegroup(WorldBank2022a).

Marginalizedstudents,includinggirls,

socioeconomicallydisadvantagedstudents,andstudentsfromruralareas,typicallyfacelarger

learninglossthanotherstudents.Thislearning

loss,especiallyamongthisvulnerablepopulation,iscumulativeandcanleadtoschooldropouts

(Azevedoetal.,2021;UNESCO2021;WorldBank2022a).Whileeducationaltechnology(EdTech)

canopenuppathwaystosupportlearning

throughmultimodalapproaches,italsohasthepotentialtohelpimprovelearningqualityin

LMICsandforvulnerablepopulationsoflearners.AkeyexampleofanEdTechapproachisthe

useofdigitalpersonalizedlearning(DPL),whichshowsgreatpromiseinsupportingteacherstoimprovelearningoutcomesforlearnerswho

arefallingbehindintheireducation(MajorandFrancis2020).

ThisstudyexaminesthePrográmateproject,

whichwasdesignedandimplementedbythe

MinistryofEducationintheDominicanRepublic(MINERD)inpartnershipwiththeWorldBank.

ThePrográmateprojectwasdevelopedto

enhancestudents’learninginmathematics

usingaDPLplatform.Thisstudyfocusesontheexperiencesofstudents,parents,teachers,andothereducationpersonnelwhoparticipatedintheprojecttobetterunderstandhowDPLcanbeeffectivelyimplementedtoimprovelearningoutcomes.Thestudyaddressesthreeresearchquestions:(a)Inwhatwaysdokeystakeholders,suchasstudents,parents,teachers,andothereducationpersonnel,engagewiththeDPL

platform?(b)HowdothesestakeholdersdescribethebenefitsanddrawbacksoftheDPLplatform?and(c)Whataretheenablingandconstraining

factorsthatshapetheimplementationoftheprojectinschoolsandathome?

Thefindingsofthisstudyfillagapinrobustquantitativeandqualitativeresearchin

implementationofDPLinterventions(Majorand

Francis2020).ItalsopavesthewayforwardforfutureDPLinterventionsforlearnersin

classroomsandathomeintheDominicanRepublicandotherLMICs.

LessonsonImplementation:Stakeholders’ExperienceswithDigitalPersonalizedLearningPlatformsIntroduction7

1.1.

Educationinthe

DominicanRepublic

TheDominicanRepublichasoneofthehighesteconomicgrowthratesintheCaribbean

region.Thisgrowthhascatalyzedinvestmentsineducation,wherethepercentageofgrossdomesticproduct(GDP)allocatedtothe

educationsectordoubled10yearsago.These

additionalallocationshaveallowedthecountrytorealizevariousachievements.Theyhaveenabledimprovementsintheaccesstoandqualityof

educationbyexpandingschoolconstruction,

hiringmoreteachers,anduniversalizing

educationalpolicies,suchastheextendedschooldaysandprovisionofschoolmeals.Beforethe

COVID-19pandemic,theDominicanRepublicalsoattemptedtobridgethedigitalgapineducationthroughaninitiativeknownasRepúblicaDigital,whichprovidedstudentsandteacherswith

laptopsandtabletsandequippedschoolswithinternetconnectivity.

Between2012and2020,theDominican

governmentbuilt23,528neweducationalspaces,including15,696newclassroomsacrossmore

than1,600newschools,2,944refurbished

classrooms,380sciencelabs,564computer

labs,andnearly1,000libraries(MINERD2021,

104).Themosttangibleresultoftheincreasedinvestmentineducationhasbeentheincrease

instudentaccessandparticipationduetotheavailabilityofclassrooms,especiallyatthe

primarylevel,where95percentoflearnersarecurrentlyenrolled(MINERD2021).Accordingtodatafromthe2019–2020schoolyear,1.3millionstudentsacrossnearly5,000publicschools(71percentofenrolledstudents)werebenefittingfromtheextendedschoolday(MINERD2021).

Thesestudentsalsoreceivedotherbenefits,suchasthegovernment’sschoolfeedingprogram,freeuniforms,andbackpacks.Theseimprovements

toschoolandclassroomenvironmentshaveled

manyparentsandcaregiverstoperceiveschoolsasmoresafeandinclusive(MINERD2021,101).In2016,thegovernmentlaunchedacompetency-basedcurriculum,whichincludesstandardsforstudentstodeveloparangeofskillsincluding

digitalliteracy,andcritical,creative,andlogicalthinkingskills(MINERD2016).Inaddition,the

governmentincreasedteachersalariesby96percentfrom2012to2019,attractingmorequalifiedcandidatestotheprofession.

However,thereremainchallengestoachieving

qualityandequityineducation.Evenbefore

theCOVID-19pandemic,80percentof10-year-oldchildrenintheDominicanRepublicwerein

learningpoverty(WorldBank2019).Accordingtotheresultsofinternationalstandardizedtests

suchasthe2018ProgrammeinInternational

StudentAssessment(PISA),only9percent

of15-year-oldstudents(inthethirdyearof

highschool)reachedminimumproficiencyin

mathematics(OECD2019).Theother91percentremaininthelowestperformancelevel.Similarresultsarefoundinstudentsinlowergrades.

AccordingtoUNESCO’sERCE1study,80percentofthirdgradersand77percentofsixthgradersintheDominicanRepubliconlyreachthelowestperformancelevelinmathematics,meaningtheyfailtoreachminimumproficiency(Tejada2021).

Theselowlevelsoflearninghavebeen

exacerbatedbytheCOVID-19pandemic,whichresultedinschoolclosures.Schoolclosures

negativelyimpactedstudentlearningand

widenedlearninggapsinthecountry(AbreuMallaetal.,2022).Whilestudentsfromprivateschoolswithahighersocioeconomicstatuswereable

tomaintainsomecontinuitytoeducation,the

lackofaccesstotheinternetandtechnologyforstudentsfromlowsocioeconomiclevelscausedhundredsofthousandsofstudentsinthepublicsectortobeexcludedfromeducation(Diario

Libre2021).Studiesindicatethatjust56percentofallhouseholdsintheDominicanRepublichaveaccesstofixedinternetconnectivity,andthe

highcostofinternetcreatesbarrierstoaccess,

1ERCE(EstudioRegionalComparativoyExplicativo)alsoknownastheComparativeandExplanatoryRegionalStudyisaninternationalcomparativeassessmentconductedbyUNESCOinLatinAmericaandtheCaribbeanregion.

LessonsonImplementation:Stakeholders’ExperienceswithDigitalPersonalizedLearningPlatformsIntroduction8

resultinginonly53percentofhouseholdswithinternetaccessand26percentofhouseholdswithdigitaldevices(LaraIbarra,Comini,andGelvanovska-Garcia2022).

Duringthepandemic,MINERDtrainedteachers

andcreatedanonlineplatformforremoteor

distanceeducationthatservedasarepositoryofonlineteachingandassessmentresources.Thiscontributedtotheuseandadoptionofdiverse

digitaltechnologiesforteachingandlearning.MINERDlaunchedremoteeducationprogramsthroughTVlessonsandprintedbrochureswithcontentandactivitiesforself-learning,and

instructionsforteacherstomonitorstudent

learning.However,therewasnoadministrative

systeminplacethatkepttrackofwhichstudentsusedtheavailableresourcesorhowoftenthese

resourceswereaccessed.

Still,thepandemicbroughtwithitnew

educationalinnovationsfortheDominicanRepublic.Allaspectsrelatedtodigital

educationalresourcesarepromotedbyMINERDinaccordancewiththesecondary-levelacademiccurriculumandpedagogicalstandards.Priorto

thepandemic,MINERDhadcreatedtheDirecciónGeneraldeMediosEducativos(GeneralOffice

ofEducationalMedia)tosupporteducationalinnovationinthecountry,butitdidnothave

theopportunitytoimplementanymajor

changesuntiltheCOVID-19pandemicresultedinschoolclosures.Althoughsomeschoolsin

theDominicanRepublicalreadyhadaccesstodigitalmediabeforethepandemic,activities

undertakenduringthepandemichelpedachieveunprecedentedprogressinusingEdTechfor

teachingathomeandinschools(MINERD2020;MINERD2021).Forexample,thecurrentofficialhighschooltextbooksareinelectronicformat,whichindicatesthegovernment’scommitmenttodigitizinglearningresourcesforstudents

(GovernmentoftheDominicanRepublic2022).

OnetypeofEdTechisDPL.DPLtechnologiesprovideadaptedcontentand/orinstruction

basedonthelearner’sneeds(UNICEF2022a).Apersonalizedlearningexperiencefocusesonlearners’strengths,interests,ownershipofthe

learningexperience,progressandmasteryofthecompetencies,andflexiblelearningenvironments(Groff2017).Althoughpersonalizedlearning

doesnotdependontechnology,thelatterhelpstheimplementationamonglargepopulations

ofstudentswiththehelpofalgorithmsand

largedatasets.Researchsuggeststhatthis

typeofEdTechcanincreaselearners’accesstomaterialsandlearningactivities,improvelearningoutcomes,anddecreaseeducationalgapsfor

marginalizedstudents(MajorandFrancis2020).

Fromaninstitutionalpointofview,the

possibilitiesofdevelopingeducationalpoliciesassociatedwithDPLhaveduesupportinthe

DominicanRepublic.Inanattempttodiscoverinnovativemechanismsthatcanhelpimprovelearning,MINERD,incollaborationwiththe

WorldBank,designedandimplementedthe

Prográmateprojecttoenhancestudents’

learninginmathematicsusingaDPLplatform.WhileDPLhasthepotentialtooffersignificantpromisetoimprovestudentlearningoutcomes,thereislimitedresearchthatexploresthe

implementationofDPLtechnologyinformal

classroomorschoolsettings.Thisstudyseekstofillthatgapbydocumentingtheexperiencesandperceptionsofstudents,parents,teachers,schoolleadersandothereducationpersonnelwhoparticipatedinProgramáteacrossthree

yearsofimplementation(2019,2020,and2022).Indoingso,ithighlightspromisingpractices

andchallengesofDPLimplementation,and

bringstogetherkeyinsightsthatcancontributetoimprovingfutureDPLprojectsandbroaderEdTechinnovationsinthecountryandother

LMICs.

1.2.

Prográmate

ThePrográmateprojectusesMcGrawHill’sDPLsoftwarecalledtheAssessmentand

LearninginKnowledgeSpaces(ALEKS).This

DPLplatformusesadaptivequestioningto

determinestudents’knowledgeofdifferentmathtopicsquicklyandaccurately.Itthenpresents

eachstudentwithtargetedactivitiesbasedon

LessonsonImplementation:Stakeholders’ExperienceswithDigitalPersonalizedLearningPlatformsIntroduction9

theirindividualperformance.Afterlogginginto

theplatformforthefirsttime,studentsare

presentedwithanInitialKnowledgeCheckor

diagnosticassessment.Thisassessmentisthenusedtoidentifytopicsthatthestudenthas

alreadymasteredandto,accordingly,determineindividualizedlearningpathwaysforeachstudent.AsstudentsworkthroughtheDPLplatform,

itperiodicallyassessestheirperformanceto

appropriatelyadapttheirlearningexperience.Ifstudentsanswerthreeconsecutivequestionsincorrectly,theyregresstoprevioustopics;ifstudentsanswerthreeconsecutivequestionscorrectly,theyadvancetoanewtopic.

Thesoftwaredrawsonthousandsoftest

questionsfromnearly550mathtopicsto

provideatailoredcurriculumtoeachindividual

student.Inthisway,itcaterstostudentswith

heterogeneouslevelsoflearningwithinthesamegrade,andthroughapersonalizedcurriculum.ForthePrográmateproject,ateamatMcGrawHill

adapteditsDPLsoftwaretotheDominicangrade9schoolcurriculum,excludingthecontentofthesoftware’smathcomponentthatwasnotpartoftheMINERDnationalcurriculum.Eachstudent,

teacherandschoolprincipalhadaunique

accountwithintheDPLplatformthatallowedforreal-time,detailedtrackingofindividual

utilizationandprogress.TheDPLplatformwas

usedineachofPrográmate’sfourcohorts,

reachingover11,000studentsintheDominicanRepublicbetween2018and2022.

AllofPrográmate’scohortswereimplementedinformalgovernmentschoolsettingsandduringthenormalschoolday;however,theyvaried

slightlyintheirdesignandapproach.Thefirstcohortwasconductedasapilotinfiveprimaryschoolsin2018.In2019,2020,and2022,the

projectwasimplementedin51,33and45

schoolsrespectively,tostudentsinsecondaryschool(highschool).Thisstudyexploresthe

cohortsofsecondaryschoolstudents(see

Table1below).EachPrográmatecohortbeganwithaninitialworkshopforteachersandothereducationpersonnel,includingschoolprincipalsandinstructionalleaders.Theinitialworkshopforthe2019and2020cohortswerein-person,whiletheinitialworkshopforthe2022cohortwasfacilitatedvirtually.Thedurationofthe

projectimplementationalsovaried.The2019cohortlastedthreemonths.Whilethe2020

cohortwasplannedtolastlonger,itwasabruptlyinterruptedbytheCOVID-19pandemicjustaftertwomonths.Themostrecentpost-pandemic

cohortstartedlateandonlylastedonemonth.

Noneofthecohortsweredesignedtoformally

involveparentsorfamilies.Instead,schoolsandteachersdeterminedhouseholdengagement;thisisfurtheraddressedinthefindings.

Table1.SummaryofdifferencesinimplementationacrossPrográmatecohorts

Prográmatecohort

2019

2020

2022

Numberofschools

51

33

45

Dateofinitialworkshop

EarlyMarch

LateJanuary

EarlyMay

Modalityofinitialworkshop

In-person

In-person

Virtual

Timingofimplementation

March–June

January–March

May–June

Durationofimplementation

3months

2months*

1month

Use

Diagnostic

assessmentand90minutesperweekin

school,homeworkoptional

Diagnostic

assessmentand90minutesperweekin

school,homeworkoptional

Diagnostic

assessmentonly,

schoolandhome

useoptional

Source:Authors

Note:*Interruptedbythepandemic.

LessonsonImplementation:Stakeholders’ExperienceswithDigitalPersonalizedLearningPlatformsIntroduction