Personalization myths -- The first dimension: shaping the collective conscious -- The second dimension: leveraging small-group interactions -- The third dimension: nurturing a child's internal dialogue -- Cultivating awareness -- Developing agency and autonomy -- Designing curriculum with a flexible frame -- Humanizing assessment -- Humanizing instruction to personalize learning -- A sense of belonging -- Humanizing technology integration -- Justice

"The concept of personalized learning is inherently appealing to most K-12 education stakeholders including educators, parents, and children. In its purest sense, the goal of giving every child precisely what they need in order to learn is also congruent with the goal of educational equity. And yet, despite the ubiquitous use of the term, there is little in the way of a shared understanding of what it actually is. In the words of Eliot Soloway, a professor of Computer Science at the University of Michigan: Everybody's saying they're doing it--but we have to go one level deeper when we say 'personalized learning.' If schools and technology advocates don't set higher standards for what they mean, the movement "will not be sustainable. It will peter out." Some believe that it can be leveraged to promote equity"--