Article

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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    • "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.
    Full-text · Chapter · Jan 2015
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    • "Por último, los entrevistados señalan que la dirección debe ofrecer a las familias la información y formación necesarias sobre herramientas TIC que permiten la comunicación con los docentes y ayudar a sus hijos en las tareas de aprendizaje, y así participar de manera activa en el proceso de aprendizaje de los estudiantes (AMPA1, referencia 1, PRODIR, E2). Además de ofrecer acceso, fuera de horario lectivo, a los recursos tecnológicos de los que dispone el centro a toda la comunidad educativa.Miller, 2007;), debido a su influencia en la manera organizativa y la toma de decisiones relativas a las tecnologías dentro del colegio (Mulkeen, 2003;Nachmias et al., 2004;Sosa y Valverde, 2014;). Según los resultados obtenidos, para consolidar un liderazgo pedagógico es necesario que el equipo directivo: desarrolle tácticas sociales como la observación, la escucha activa, la empatía y el acuerdo; responda a las demandas y ofrezcan apoyos; proporcionen los recursos tecnológicos necesarios Equipos de Coordinación: tiene la tarea de asegurar que el trabajo en el centro se realice de manera coordinada, y en el que participen y se tengan en cuenta las ideas y propuestas de cada uno de los miembros de la comunidad educativa. "
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    ABSTRACT: El liderazgo existente en los centros educativo es uno de los factores más importantes en el proceso de integración de las tecnologías de la información y la comunicación (TIC). Este trabajo contribuye a la comprensión de cómo la cultura organizativa de un centro educativo influye en el proceso de introducción y utilización de las TIC. Se analiza la relevancia del papel del equipo directivo y de su liderazgo en el desarrollo de dicho proceso. Para ello, se ha utilizado un diseño de investigación basado en un Estudio de Caso Múltiple en tres momentos diferentes, desde un enfoque de Teoría Fundamentada. Se ha identificado una tipología de equipo directivo «e-competente» que se caracteriza principalmente por su fuerte liderazgo pedagógico, transformacional y distribuido, además de su motivación en desarrollar medidas y estrategias para fomentar la integración de las TIC. En este sentido, se ha comprobado que el liderazgo del equipo directivo es un factor clave en la promoción de la innovación educativa, sobre todo, en la integración de las TIC en sus colegios, pues influye en la organización y la toma de decisiones, actuando como catalizador y facilitador de dicho proceso. One of the most important factors in the process of integrating ICT has to do with the existing leadership in schools. This work begins with the purpose to understand how dynamics of the organization of a school have an influence in the process of introduction and use of ICT, especially the importance of the role of the headship team and its leadership in the development of this process. To accomplish that, it has been used a research design based on the analysis of a multiple Case Study at three different moments, from a Grounded Theory approach. A type of headship team "e-competent ' has been identified, which is mainly characterized by its strong educational, transformational and distributed leadership and motivation to develop measures and strategies to promote the integration of ICT. As a result, it was found that the management leadership is a key factor in promoting educational innovation, especially in the integration of ICT in schools, as it will greatly affect the organization and decision-making, acting as a catalyst and facilitator of this process.
    Full-text · Article · Jan 2015
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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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