A school improvement project about digital technology and differentiated instruction: Outcomes and a project model

In this paper, the outcomes of a school improvement project about differentiated instruction and digital technology in Swedish preschools and schools are identified and analysed. The project was between Mälardalen University and teachers and head teachers in preschools and schools in the Mälardalen region. A multi-methods approach was adopted. Examples of outcomes were enhancement of professional language and increase in engagement. On a group level, the participants self-rated their knowledge, usages and skills regarding differentiated instruction and digital technologies higher after the project was finished than before the project. In the paper, we discuss a three lines project model and provides implications for further school improvement projects.