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.

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Available from: Anat Cohen, Sep 26, 2015
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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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    • ". Teacher professional development (Nachmias et al., 2004; Pelgrum, 2001; Tearle, 2004; Trucano, 2005), A12. Educational context where factors helped or hindered its impact (Batchelor & Norrish, 2005; Bielaczyc, 2006; Cloke & Sharif, 2001; Coburn, 2003; Marshall & Cox, 2008; McDonald et al., 2006; Nachmias et al., 2004; W. Penuel, 2005; Reeves, 2008; Tearle, 2004) . A13. Sustainability (Batchelor & Norrish, 2005; Coburn, 2003; Dede, 2006; McDonald et al., 2006) A14. "
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    ABSTRACT: Currently, the use of information and communication technologies (ICT) in education does not conclusively demonstrate signi fi cant effects on learning. However, not all ICT usage models are designed to affect student outcomes. Therefore, to accurately study the impact of ICT, the concept of an educational programme supported by ICT must first be defined. The authors propose the ICT for Education (ICT4E) programme, an evidence-based framework to determine a model ’ s ability to produce improvements before having to evaluate its results. The framework has four components: implementation, intervention, transference and total cost. Based on an explicit definition of the outcomes pursued by a given programme, this framework supports the design of its activities to promote sustainable changes in pedagogical practices in schools and calculate the programme ’ s total cost. The authors illustrate this with a programme implemented in six countries. In Chile, the ICT4E programme forms part of the policy for educational technology, evaluating the effectiveness and scalability of such initiatives.
    Technology Pedagogy and Education 10/2012; 21(3). DOI:10.1080/1475939X.2012.720415 · 0.68 Impact Factor
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    • "In order to achieve successful laptop programs, it is important for schools to create a technology supportive school environment (Clark, 2006; Hew & Brush, 2007; Inan & Lowther, 2010; Lumpe & Chambers, 2001; Nachmias et al., 2004). Important components of supportive school environments are high levels of school administrator interest, attention, and encouragement (Baylor & Ritchie, 2002; Peck & Sprenger, 2008). "
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    ABSTRACT: The purpose of this study was to examine factors affecting teachers’ integration of laptops into classroom instruction. A research-based path model was tested based on data gathered from 379 K-12 school teachers to examine direct and indirect contributions of relevant institutional factors (overall support for school technology, technical support, and professional development) and teacher level factors (teacher readiness and teacher beliefs). The major premise of this study was that the hypothesized path model was powerful enough to explain a substantial amount of variance in teacher readiness (43%), beliefs (51%), and laptop integration (55%). The results suggest that teacher level factors (teacher readiness and teacher beliefs) strongly predict laptop integration, and that overall support for school technology and professional development have strong effects on teacher beliefs and readiness, respectively. All school-level factors also had a significant indirect impact on laptop integration, which is mediated by teacher readiness and beliefs.
    Computers & Education 11/2010; 55(3):937-944. DOI:10.1016/j.compedu.2010.04.004 · 2.56 Impact Factor
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