Factors Involved in the Implementation of Pedagogical Innovations Using Technology

Tel-Aviv University, School of Education Science and Technology Education Center
Education and Information Technologies 08/2004; 9(3):291-308. DOI: 10.1023/B:EAIT.0000042045.12692.49

ABSTRACT This paper analyzes the factors involved in successful implementation of innovative pedagogical practices using ICT in ten Israeli schools. The research questions addressed are:1. What is the configuration and intensity level of the various factors involved in the implementation of innovative pedagogical practices using ICT in schools?2. Can a connection be identified between the level of intensity of the different factors affecting the innovation and the level of change in various domains of innovation (e.g., teacher role, student role, curriculum, and time and space configurations)?Data from ten case studies in Israeli schools were analyzed using the framework developed to measure the intensity of the factors involved in the innovation. Infrastructure, factors within the school, school climate and educational policy were found to be the most involved categories. These factors mostly affect aspects of the innovation related to teacher roles, instructional contents and teaching methods.

  • Source
    Teoría de la Educación: Educación y Cultura en la Sociedad de la Información, ISSN 1138-9737, Vol. 11, Nº. 1, 2010 (Ejemplar dedicado a: Buenas prácticas de enseñanza con TIC), pags. 121-147.
  • Source
    [Show abstract] [Hide abstract]
    ABSTRACT: The purpose of this study was to examine the direct and indirect effects of teachers’ individual characteristics and perceptions of environmental factors that influence their technology integration in the classroom. A research-based path model was developed to explain causal relationships between these factors and was tested based on data gathered from 1,382 Tennessee public school teachers. The results provided significant evidence that the developed model is useful in explaining factors affecting technology integration and the relationships between the factors. KeywordsTechnology integration-Computer use-Technology use-Computer use in education-Path model
    Educational Technology Research and Development 01/2010; 58(2):137-154. · 1.09 Impact Factor
  • [Show abstract] [Hide abstract]
    ABSTRACT: This paper describes a study of ICT‐related teacher development in the context of a national reform of College English teaching in China. The reform, in which emphasis was placed on use of information and communications technology (ICT) in classroom teaching and self‐access learning, had challenged teachers of English as a foreign language to adapt to new teaching materials, student‐centred classroom teaching and to guide students in their autonomous learning. The study examined teachers’ attitudes towards ICT use in education and ICT‐related continuing professional development (CPD) policies and practices in a university in southern China. Mixed methods were used: questionnaires to teachers, classroom observation, interviews with teachers, management and administrative staff, and focus groups with both teachers and students. The findings indicated that limited ICT skills and pedagogic expertise were obstacles to the use of ICT in English language teaching. Moreover, although initially the majority of teachers had held positive attitudes towards ICT use in English teaching and the national reform, their enthusiasm was waning in the light of inadequate support and training. Implications for policy and teacher education are discussed and an ICT‐based CPD model for language teachers is proposed.
    Technology Pedagogy and Education 01/2011; 20(1):41-59. · 0.68 Impact Factor

Full-text (2 Sources)

Available from
May 23, 2014