Primary School Students’ Perspectives on Differentiated Instruction Supported by Digital Tools

Abstract

The concept of differentiated instruction is frequently discussed as a potential strategy for creating inclusive classrooms and promoting equity in education. Yet relatively little is known about students’ perceptions of these educational settings. To address this gap this contribution aims to identify what is significant from primary school students’ perspective regarding differentiated instruction supported by digital tools. Thereby, we present preliminary results of a project that combines ethnographic and participatory research methods. The project is being implemented in six classrooms, with five to six pupils participating as co-researchers in each class representing a diverse group of pupils.