Integrating intelligent tutoring systems for differentiated learning in inclusive classrooms

Abstract

This study falls within the field of computer-integrated education (CIE), specifically investigating the integration of Intelligent Tutoring Systems (ITSs) for differentiated learning in inclusive classrooms. An independent school in South Africa has recently implemented an ITS to support Grade 7 Mathematics in their inclusive classroom setting. This innovative technology holds the potential for enhancing differentiated learning, which aims to personalise education and cater to the diverse needs of all learners. While ITSs have established their effectiveness in providing adaptable an individualised instruction, the specific features that best support diverse learners within the South African educational landscape and policy framework require further exploration. Differentiated learning in inclusive classrooms aims to personalise education and cater to diverse learner needs. ITSs offer adaptive, individualised instruction, yet their integration within these settings remains under-researched, particularly in South African contexts. This study addresses this gap by investigating the potential of ITSs for differentiated learning in inclusive Grade 7 Mathematics classrooms in an independent school in South Africa. While ITSs hold promise for differentiated learning, their integration in inclusive environments presents unique challenges. Limited research explores the specific features of ITSs that effectively support diverse learners within the South African educational landscape and policy framework. This study aims to fill this gap by examining how ITSs can be tailored to address the individual needs of learners in inclusive classrooms. Employing a case study approach, this study delves into the implementation of an ITS for Grade 7 Mathematics in an inclusive school. Data collection involves teacher interviews, and technological analysis, and policy analysis to gain insights into best practices, challenges, and the role of the ITS in differentiated learning. This research aims to identify features of the ITS that effectively support differentiated learning in this context. It will explore how the ITS can be adapted to meet the unique needs of learners with diverse learning styles and abilities, while also considering the specific policy and curriculum requirements within South Africa. Ultimately, the study will offer practical recommendations for integrating ITSs into inclusive classrooms to enhance the quality and inclusivity of education for all learners.