Opportunities to learn literacy in digital classrooms in New Zealand primary schools: Does class achievement level make a difference?

Abstract

Teaching that is responsive to students requires adjusting lessons based on the current expertise of the students. However, such an approach comes with a degree of instructional risk if the expectations for achievement are lessened for lower-achieving students. The current study aimed to examine whether students' learning opportunities were differentiated as a function of class average achievement levels in a context where students use digital devices for literacy learning. Classroom observations were conducted in 62 New Zealand primary schools (Year 4–8), and the teaching and learning activities were compared between classes with different average achievement levels. Results showed that classes with high and low average achievement levels at the beginning of the school year had some differences in teachers’ instructional practices and student learning activities offered. In particular, students from classes with lower average achievement tended to experience instruction with tighter constraints that provided less autonomy in their learning. The potential implications of differential opportunities to learn for schools seeking more equitable outcomes through digital provision are discussed.