Exploring Classroom Learning Environment in a Technology-Enriched Differentiated Instruction Course: Evidence from Pre-Service Teachers
Classroom Learning Environment in a Technology-Enriched Differentiated Instruction Course
Abstract
The increasing integration of digital technologies in education has highlighted the need to better understand how technology-enriched instructional environments influence classroom environment, particularly within differentiated instruction (DI). While prior research has focused mainly on instructional strategies and learning outcomes, less attention has been given to learners’ perceptions of classroom learning environments in technology-supported DI, especially in teacher education contexts. This study examined pre-service teachers’ (PSTs’) perceptions of the classroom learning environment in a technology-enriched DI course and explored relationships among key classroom environment dimensions. A triangulation mixed-method design was employed with 53 PSTs enrolled in an undergraduate elective course at a Turkish public university. Quantitative data were collected using the Technology-Rich Outcomes-Focused Learning Environment Inventory (TROFLEI), and qualitative data were obtained through a focus group interview. Descriptive statistics and Pearson correlation analyses were used for quantitative data, while qualitative data were analyzed using content analysis. PSTs reported generally positive perceptions of their learning environment. Equity received the highest mean score, whereas differentiation had the lowest. Several classroom environment dimensions were positively associated, with the strongest relationship observed between teacher support and equity. Teacher support was consistently associated with multiple aspects of classroom climate, whereas differentiation showed weak associations with other dimensions, suggesting that individualized instructional adjustments were not always strongly perceived. Qualitative findings supported these patterns, highlighting the importance of feedback, collaboration, and technology-supported activities in shaping classroom environment, while also revealing concerns about workload and variability in group interaction. Technology-enriched DI can foster supportive and equitable learning environments in teacher education; however, the comparatively lower perception of differentiation indicates a need to strengthen the visibility and individualized nature of differentiated practices. The findings suggest that technology enhances participation and access to learning opportunities, but purposeful pedagogical integration is necessary to ensure that differentiation is experienced as personalized.
Keywords: Classroom environment; curriculum design; differentiated instruction; pre-service teachers; technology-enhanced learning; teacher support
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