Individualizing the Curriculum

Self-paced instruction seems to be a hot topic these days, since every software vendor has some type of product to assess students and provide activities based on their level of performance.  I agree with the idea behind individualized programs, especially since each student can work at his/her own level.  As students work independently and software tracks performance, data is gathered to show areas of strength and weakness.  Instruction can be deliberate and meaningful if it is decided upon based on data.  Is there a purpose to self-paced instruction if the classroom teacher does not address the data gathered by the system?

My district encountered this issue last year.  We were paying for two learning management systems; however, teachers were not using the data to drive instruction.  “Computer time” consisted of logging into the program for 10-15 minutes.  It was an easy “center” for elementary teachers because it was assumed that the program would teach the students.   We discontinued paying for these programs this year due to rising costs and the fact that teachers were using a plethora of additional learning tools.

My questions are as follows:

Does individualized learning benefit all students? 

How deep is the knowledge that students gain from these programs? 

How do self-paced courses fit into grading criteria?

As a curriculum leader, I would promote the use of data to drive instruction.  I would make sure all staff members felt supported in the use of these tools through professional development.  I would also ensure that students had access to their programs for a certain amount of time every week.