Using instructional technologies to cater for individual learner differences

This paper seeks to guide teachers on how to integrate technology into their teaching in ways which allow them to tailor instruction to individual learners’ needs. It considers the importance of awareness of individual learner differences and how can teachers respond to these differences
through the considered and flexible use of technology in their teaching. It is based on a study of teachers and learners studying English in a University setting in Algeria, with data collected through interviews and from learners’ diaries. The findings indicate that greater teacher awareness of and responsiveness to individual learner differences can help with learner engagement in classes involving technology-enhanced language learning (TELL) and therefore potentially improve outcomes. They also suggest that the wide range of technological tools now available can accommodate individual learner differences by allowing variation in terms of the content of classes, tasks, learning modes, teaching and learning strategies, assessment strategies, and complexity level. The findings could therefore help teachers to better understand the educational needs of individual learners and the role of technology in meeting these needs.