Addressing secondary students’ academic diversity and the role technology plays

Abstract

This case study research investigated the range of students’ academic diversity within a Western Australian secondary school’s French language and mathematics classrooms, and considered how best to address this diversity. With identified barriers including the Australian Curriculum, large class size and lack of students’ motivation, intelligent tutoring systems were found to be part of the solution. However, teachers must be careful not to let technology replace quality pedagogy and students' critical thinking.