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


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.

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    • "Previous studies have identifi ed these leaders' motivation as a vital component of the stability of the innovation (e.g. Nachmias et al. 2004 ) and one of the most infl uential factors in ICT-supported pedagogic innovation (e.g. Forkosh- Baruch et al. 2008 ). "
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    ABSTRACT: The aim of this research is to look at the key elements that help sustain and scale up a European-wide teacher network called eTwinning. eTwinning, which has more than 250,000 European teachers as members in April 2014, has become an incubator for pedagogical innovation in the use of Information and Communication Technologies (ICT) for cross-border school collaboration and for formal and informal teacher professional development. The chapter synthesises a series of studies on eTwinning – some of which are more qualitative case studies and others are based on social network analysis (SNA) – focusing on factors that contribute to the further development and mainstreaming of eTwinning. In particular, we look at the growth of the network and its reach among teacher population in Europe. Then, we move to observe deeper level collaboration through pedagogical projects and show how the network can be studied to understand its underlying structures. Finally, through case studies on eTwinning school teams, we also look at micro-level mechanisms for teacher collaboration within an institution to spread pedagogical innovation at the local level.
    Scaling Educational Innovations, Edited by Chee-Kit Looi & Laik Woon Teh, 01/2015: chapter Scaling Up Teacher Networks Across and Within European Schools: The Case of eTwinning: pages 227-254; Springer-Verlag., ISBN: 978-981-287-536-5
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    • "Moreover, each of these actors has its own unique contribution to the performance of the overall structure (Zhao & Frank, 2003). More specifically, these actors can include school teachers and their ICT Competences (Sang et al., 2010), ICT infrastructure of the school (Pelgrum, 2008) or purely managerial matters, such as school funding policy (Nachmias et al., 2004) and ICT strategy planning (Law & Chow, 2008). Therefore, these unique factors should be effectively captured and evaluated both in their own regard, as well as from a system's perspective, for capturing their manner of interconnection towards more informed strategic planning of schools. "
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    ABSTRACT: Globally, large-scale national initiatives are being implemented towards promoting the level and quality of Information and Communication Technologies (ICT) use in school education. However, despite these efforts, the current level of ICT uptake from schools remains low. A wide range of factors have been identified as barriers, including lack of teachers' ICT Competences and lack of ICT infrastructure. Typically, these barriers are tackled separately without taking into consideration the ecosystemic nature of schools as organizations. This paper introduces a holistic approach on School ICT Competence based on combining both individual teachers' ICT Competences and schools' eMaturity. Furthermore, it presents the design of a web-based School ICT Competence Management System which aims to capture and monitor schools' overall level of ICT uptake and facilitate effective management of resources and strategic planning towards improvement, by jointly processing these data
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    • "More specifically, their attitudes towards ICT (Tondeur et al., 2010), their ICT strategy planning decisions and the overall culture they cultivate within the school (Law & Chow, 2008) can have an important impact at the level of ICT use. Finally, apart from the human factors, other factors can also hinder ICT uptake in schools, such as ICT access and availability (Pelgrum, 2008) or purely financial matters (Nachmias et al., 2004; Laurillard, 2007). "
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    ABSTRACT: It is widely accepted that schools have not fully exploited the advantages of information and communication technologies (ICT) as an enabler of improved learning and teaching practices despite the several initiatives targeting that issue. The reasons for this are multifaceted and include, among others, staff competences, financial issues, infrastructure-related shortcomings and culture factors. This complexity in approaching the problem is attributed to the fact that schools are, in themselves, a wide ecosystem of interrelating (f)actors. Deriving from this, the need for a method to effectively capture all these factors and their level of contribution to the overall schools’ ICT uptake is essential. Towards that end, this chapter aims to investigate and outline a framework for profiling schools’ ICT competences, which extends the current eMaturity implementations and, building on the concept of organizational competence, incorporates additional elements to be considered. The proposed approach could lead not only to a better understanding of the current technological status of schools, but, also, to more informed decisions regarding their potential corrective paths in the areas identified as flailing.
    Digital Systems for Open Access to Formal and Informal Learning, Edited by Demetrios G. Sampson, Dirk Ifenthaler, J. Michael Spector, Pedro Isaias, 01/2014: chapter 19: pages 307-327; Springer.
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