This paper introduces two projects (four studies) using and creating differentiated digital materials for inclusive lessons.

The project “RegioDiff” (Discovering the regions of Styria: Differentiated materials for inclusive content lessons in Grade 4; Paleczek, 2020) fosters 4^th graders’ reading and regional competencies by working with texts about regional particularities in a browser-based learning management system (LMS). Each topic offers texts and tasks on four reading levels, enabling teachers to foster their students´ individual reading competencies and content knowledge in a whole-class approach. Differentiation provides students the opportunity to work on the same topic while considering their reading abilities (Suchán & Breitfuß-Muhr, 2009). The texts contain glossary words, cooperative learning, reading strategy and comprehension tasks (Hattie, 2008; Spörer et al., 2009). By clicking on glossary words, students launch a pop-up with textual, visual, and audio description and thus, get individualized support (Hess & Lipowsky, 2017). In reading comprehension tasks, students solve various content-related questions. Reading strategy tasks combined with cooperative learning motivate students to implement pre-, through- and post-reading strategies. The materials were piloted for usability, practicality, and feasibility in classroom use (Study 1: 14 individual students; Study 2: three inclusive classrooms) via interviews (students and teachers), individual and classroom observation, think-alouds and screencasts.

After these two piloting studies, we implemented the materials in 16 classrooms, half of them working on tablets in the digital learning environment, while the other half worked with the materials in a print format, aiming at revealing the specific benefits and challenges of the materials in these two formats. We conducted interviews with teachers and students about their opinion on the different elements of the material at different times during the implementation process.

The follow-up project “RegiNaDiff” (Regional, Sustainable and Differentiated Teaching) uses these research results to develop (a) an editor for teachers to create their own differentiated texts, enriched with tasks (glossary words, reading strategies, cooperative learning) in the LMS and (b) a teacher training that introduces the editor. In the teacher training, Grade 4 and 5 teachers will learn how to produce materials (on sustainability topics) by using this editor. Beforehand, the editor’s usability and user-friendliness will be investigated (Study 4).

The following research questions are addressed:

Project 1 (“RegioDiff”):

Study 1: Which elements (e.g., readings strategy tasks, glossary words, cooperative learning elements) of the digital learning material work? Which elements motivated or demotivated the students? Which elements need to be adapted for the use in inclusive classrooms?

Study 2: Is it possible to work on the same topic with all children, while each child working at his/her reading level (assigned by the teacher)? How satisfied are teachers and students with the digital materials? What challenges and benefits do teachers and students report in general and for specific elements? To which extent is a whole-class approach feasible with the materials? What changes do teachers and students suggest?

Study 3: How satisfied and motivated are teachers and students with the digital and the print material? What did students and teachers suggest concerning further development and improvement of the RegioDiff-materials in print and in digital form, respectively? What benefits and challenges do teachers and students report for specific elements in the two formats (digital vs. print)?

Project 2 (“RegiNaDiff”):

Study 4: How does an editor for teachers need to be designed to enable them to create their own differentiated digital learning materials? What benefits and challenges do teachers report when working with the editor to create digital content material?

In Studies 1 and 2, we used mixed-methods approaches to gain in depth information. In Study 1 (January and February 2021), 14 children worked on a topic in the digital environment while sharing their thoughts via think-alouds. Moreover, we collected data via screencasts, log data and partly standardized observation during and brief interviews after each session. Study 2 was conducted in three classrooms (two Grade 4, one mixed Grades 3 and 4; n= 51) from February to March 2021. Teachers used the digital materials in two lessons, with each child working according to his/her individual reading level. Data of usability, practicality and feasibility were gathered via teacher and student interviews, screencasts, log data and an observation grid (two observers per lesson). After Study 2, based on teachers’ and students’ feedback, we adapted the LMS to enhance its usability. In Study 3 (second semester of the school year 2020/21), the RegioDiff-materials were used by teachers in 16 classrooms (n = 273 students). Half of the classrooms worked with the print materials, while the other half worked with the digital material. Each teacher implemented the materials in at least 10 lessons (10 topics). Two predefined topics were observed by project team members. For these topics, we conducted pre- and post-tests on students’ knowledge on the respective topic. Teachers were interviewed after having implemented half of the lessons and, again, at the end of the project. The students were interviewed at different times to investigate their opinion on the different elements of the material. Study 4 will take place in spring 2022. In a teacher training, 16 teachers will create differentiated reading materials on topics related to sustainability. Then, they will digitalize the material using an editor that is currently being developed. Afterwards, the teachers will implement the digital materials in a whole-class approach while enabling each child to work on her/his individual reading level. Study 4 will investigate the editor’s usability for teachers and collect data via questionnaires, observations and interviews.

Study 1 showed that children described working with the tablet as easy and fun. Some children, however, experienced difficulties with typing, therefore adaptions were made. Also, the use of the glossary words was not intuitive, and children had to be reminded or guided. Nevertheless, the children’s levels of concentration were high, and they reported that they enjoyed working with the materials. In Study 2, teachers reported that a whole-class approach was facilitated as students became more independent over time. Initial insecurities quickly dissolved as children learnt how to cope with the LMS and a clear learning effect was found as students progressed. Moreover, children felt competent when working with the tablet. Study 3 will present the advantages and disadvantages of digital and print materials as well as crucial considerations for designing differentiated reading materials in digital learning environments in the future. With Study 4, we expect to get insights in the usability of the developed editor as well as on how the teachers experience the digitalization process. Additionally, teachers’ feedback on possible adaptions of the editor will improve its user-friendliness and its usability. Since the use of the editor is combined with a teacher training, we assume to get suggestions for future trainings as well as ideas for classroom implementation of the materials. In conclusion, the paper will show that the use of differentiated digital or print materials is possible in inclusive lessons with diverse students. The possibility of working with all students on the same topic, irrespective of initial reading skills, is highly appreciated. Using differentiated materials saved teachers a considerable amount of time and effort. It needs to be noted, however, that digital materials do not replace teachers. Rather, they allow teachers to focus on students who need their more intensive support.

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