Table 2.

Sections of the questionnaire

Questionnaire section	Type of questions	Literature	Research question
‘Use of technology for personalized learning’	Questions (n = 12) probing for the use of technology to facilitate personalized learning	Based on an existing survey used in the MICTIVO2018 study (Heymans et al., 2018) and types of technology as discussed by Bulger (2016) and Groff (2017)	RQ1: To what extent do teachers report using technology for personalized learning in their classroom?
‘Perceptions towards adaptivity within DPL tools’	Questions (n = 28) probing for perceptions towards time, source, method, and time of adaptation within DPL tools	Based on four dimensions of adaptivity as presented by Vandewaetere and Clarebout (2014)	RQ2: What are teachers’ perceptions towards adaptivity within DPL tools?
‘Perceptions towards dashboards within DPL tools’	Questions (n = 16) probing for perceptions towards features concerning teacher and student dashboards	Based on features as discussed by different authors (see Maseleno et al., 2018; Schwendimann et al., 2017; Teasley, 2017; van Leeuwen et al., 2019)	RQ3: What are teachers’ perceptions towards dashboards within DPL tools?
‘Expectations towards support for implementing DPL tools’	Questions (n = 9) probing for expectations towards support initiatives concerning technical and didactical needs	Based on assumed needs mentioned by different authors (see Groff, 2017; Marienko et al., 2020; Shaikh & Khoja, 2012; Holmes et al., 2018; Marienko et al., 2020)	RQ4: What are teachers’ expectations regarding support in view of implementing DPL tools?