Law / Yuen / Fox Educational Innovations Beyond Technology

Nurturing Leadership and Establishing Learning Organizations
1. Auflage 2011
ISBN: 978-0-387-71148-5
Verlag: Springer US
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, 243 Seiten

The text explores the concept of innovation, and analyse and compare different dimensions of innovation found in the various case studies; the transfer of innovation and the mechanisms of change; on an innovative online case study database on education innovations that has been designed to be used by education practitioners to support organizational leadership, international collaboration and reflective practice in the Asia Pacific Economic Cooperation (APEC) eEducation Leadership initiative; on a project aimed to support the establishment of communities of practice for education practitioners facilitated through an extendable online database that can be used to contribute and share case studies of their own ICT-supported pedagogical innovations. It discusses roles of the teacher and the anticipated changes to the education profession at a system level, in the coming decade on the basis of emerging changes observed in the case studies, and leadership issues at the school level. The book analyses change mechanisms for different kinds of innovation and how different contextual and cultural factors interact to bring about the changes observed.

Dr. Nancy Law is the Director of the Centre for Information Technology in Education and Associate Dean of the Faculty of Education at the University of Hong Kong. Dr. Law obtained her BSc and MPhil in Physics as well as her teaching qualification from the University of Hong Kong, and received her PhD in Science Education from the University of London Institute of Education. Her research interest include international comparative studies of pedagogical innovations and information technology, models of ICT integration in schools and change leadership, computer supported collaborative learning and the use of expressive and exploratory computer-based learning environments. Dr. Law has served on various advisory committees on IT in education within and outside of the University of Hong Kong, and is currently a member of the Steering Committee on Strategic Development of Information Technology in Education of the HKSAR government. She has served on the International Steering Committee of the Second International Information Technology in Education Study (SITES) and the Steering Committee of the APEC Cyber Education Consortium. She has conducted numerous evaluative studies as well as research and development projects related to Information Technology in schools.Allan H.K. Yuen, Ph.D. is an Associate Professor and Head of Division, Division of Information and Technology Studies, Faculty of Education, The University of Hong Kong. He has engaged in a number of research and development projects on information technology in education. His research interests include managing and leading information technology in schools, computer supported collaborative learning, and technology acceptance in education. Dr Bob Fox, Prior to assuming his current position as Deputy Director, Centre for Information Technology in Education (CITE) and Associate Professor in the Faculty of Education, the University of Hong Kong in December 2000, Dr Fox was an Associate Director and Senior Lecturer in the Centre for the Advancement of Education, Curtin University of Technology, Australia. He has a doctoral degree which focussed on pedagogical practice and change in education through the use of information and communication technology (ICT); masters and bachelor degrees in education and has worked in educational technology, instructional design and distance education for over twenty-eight years. At the University of Hong Kong, he is the Program Director of the Master of Science in IT in Education (MSc[ITE]) and is presently engaged with Dr Law and Dr Yuen in research into assessing the impact of ICTs on schools, curricula, teachers, and students in Hong Kong. His research interests concern staff development for educational change through the use of ICT. He has conducted national and international courses and workshops on a variety of topics including, information technology in and for education, elearning, online education, distance and flexible learning, staff development, instructional design and the selection, design and use of multimedia. He has been a course designer, coordinator and presenter for a number of international specialist programs and has worked in Australia, China, Germany, Great Britain, Hong Kong, Indonesia, Malaysia, the Middle East, the Philippines, Singapore, Spain and Thailand.

Autoren/Hrsg.

Law, Nancy

Yuen, Allan

Fox, Robert

Inhaltsverzeichnis

1;Foreword;6
2;Acknowledgement;8
3;Contents;10
4;List of Figures;16
5;List of Tables;18
6;Chapter 1: An Ecological Metaphor for Researching Technology Use and Pedagogical Innovations;20
6.1;ICTs in Learning and Teaching: Are They Sustaining or Transforming Technologies?;23
6.2;Pedagogical Practices as Competing “Species” in the Ecology of School Education;26
6.3;Outline of This Book;30
7;Chapter 2: Research Design and Methods;33
7.1;Case Study Design in SITES-M2;34
7.2;Case “Boundaries” in SITES-M2;35
7.3;Case Selection;35
7.4;Data Collection;36
7.5;Case Report Format;37
7.6;Selection of Cases for the Ecological Study;37
8;Chapter 3: Examining Innovativeness at the Classroom Level;46
8.1;Dimensions of Pedagogical Innovation;48
8.2;Developing a Scale of Innovativeness;49
8.3;Case Study Comparisons of Innovativeness “Profiles”;62
8.4;Variations Across and Correlations Between Different Innovation Dimensions;72
8.5;Regional Comparisons of Innovation Profiles;74
8.6;Discussion;75
9;Chapter 4: Student and Teacher Roles in ICT-Supported Innovations;78
9.1;Student Learning Activities and Roles;79
9.2;Student Roles and Extent of Pedagogical Innovation;89
9.3;Teacher Pedagogical Activities and Roles;90
9.4;Teacher-Role Clusters;92
9.5;Teacher Roles and Extent of Pedagogical Innovation;100
9.6;Teacher and Student Roles: How Related Are They?;103
10;Chapter 5: Pedagogical Practices, Technology Use, and Teacher Competence;105
10.1;Characterizing Pedagogical Practice;107
10.2;Pedagogical Practice Type and ICT Use;115
10.3;Innovativeness of Different Pedagogical Practices;117
10.4;Teachers’ Roles, Students’ Roles and Pedagogical Practice Types: Consistency and Anomalies;119
10.5;Teacher Competence and Pedagogical Innovation;120
10.6;Discussion: Teacher Professional Development and Policy Implications;126
11;Chapter 6: The Nature of Innovation Schools;128
11.1;Innovation Implementation and Educational Change;128
11.2;School Contextual Factors: Understanding the Nature of Innovative Schools;131
11.3;School Background;132
11.4;Schools’ Implementation Strategies;134
11.5;Principal Leadership;136
11.6;ICT Infrastructure;138
11.7;Government and Community Support;139
11.8;Summary;142
12;Chapter 7: Organizational Learning in Innovation Schools;145
12.1;Schools as Learning Organizations;146
12.2;Analysis of Four Innovation Schools;149
12.3;Summary and Discussion;164
13;Chapter 8: Pedagogical Innovations as Systemic Change: The Challenge of Sustainability and Scalability1;168
13.1;The Need for Systemic Change in Education;169
13.2;Exploring Systemicity and Change Through Exemplars of ICT-Supported Emergent Pedagogical Practices;171
13.3;Scalability and Pedagogical Innovation;172
13.4;Transferability of Innovations;175
13.5;Scalability and Leadership;178
13.6;Scalability and Government Support;181
13.7;Summary and Conclusions: The Need for Re-culturing;183
14;Chapter 9: Research into Practice: Using Case Studies in Professional Development;187
14.1;Case Studies: Different Types and How They Are Used;188
14.2;Case Study Examples in ICT Leadership and Professional Development;190
14.3;Comparison of the Content of The Two Databases;192
14.4;A Closer Look at The Utility of The Hong Kong Database;194
14.5;Using The Web-Based Case Studies in Professional Development;196
14.6;Usefulness of The Case Studies with Respect to Professional Development;204
14.7;Summary and Conclusions;205
15;Chapter 10: Changing Leadership Roles in Changing Times;206
15.1;Networks as Architecture for Learning and Educational Transformation;206
15.2;Leaders and the Changing Concept of Leadership;208
15.3;Using SITES-M2 Case Studies to Support MultilevelLeadership Development;211
15.4;Summary and Conclusion;224
16;Chapter 11: Education Innovations Beyond Technology;227
16.1;Ecological Niches and Context Dependence of the Innovations;229
16.2;The Crop and Keystone Species: Students’ Rolesand Teachers’ Roles;230
16.3;Types of Innovative Pedagogical Practices as a Species in the Classroom Ecology and Relative to Teacher Competence;232
16.4;Characteristics of Innovation Schools and Level of Innovativeness at the Classroom Level;233
16.5;Organizational Learning and Pedagogical Innovations;234
16.6;Sustaining and Scaling Pedagogical Innovations;235
16.7;Research into Practice: Ecologically Inspired Case-Study-Based Professional Development for Innovation;237
16.8;Using the SITES-M2 Case Studies to Build Professional Development Networks for Innovation and E-Leadership;238
16.9;Summary and Reflections;241
17;References;243
18;Index;251