Inspired by Technology, Driven by Pedagogy: A Systemic Approach to Technology-Based School Innovations PDF
163 Pages·2010·1.2 MB·English
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Preview Inspired by Technology, Driven by Pedagogy: A Systemic Approach to Technology-Based School Innovations
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This report highlights key issues to facilitate understanding of how a systemic approach to technology-based school innovations can contribute to quality education for all while promoting a more equal and effective education system. It focuses on the novel concept of systemic innovation, as well as presenting the emerging opportunities to generate innovations that stem from Web 2.0 and the important investments and efforts that have gone into the development and promotion of digital resources. It also shows alternative ways to monitor, assess and scale up technology-based innovations. Some country cases, as well as fresh and alternative research frameworks, are presented.Table of Content :Executive summaryIntroduction. The need for a systemic approach to technology-based school innovations-The growing relevance of technology-based school innovations-Are education systems failing to scale up technology-based innovations?-Why a systemic approach to technology-based school innovations can be useful -The agenda on systemic innovation and how this report contributes to itPART I. A CHANGING LANDSCAPEChapter 1. Web 2.0 and the school of the future, today-What is Web 2.0 and why is it of educational importance?-Acknowledging the realities of Web 2.0 use in the school of today-Popular solutions for overcoming the problem of schools in a Web 2.0 world 28 -Towards a more reasoned response to Web 2.0 and the school of the futureConclusion: Towards a more critical understanding of Web 2.0, schools and schoolingChapter 2. Can digital learning resources spur innovation?-Background, objectives and methodological approach-Main findings-Government-initiated innovations-Innovations initiated by commercial actors-Bottom-up innovations-Looking at the future of DLR-Conclusions and policy implications-Appendix 2.A. Cases studied in the DLR projectPART II. HOW TECHNOLOGY-BASED INNOVATIONS ARE MONITORED, ASSESSED AND SCALED UP Chapter 3. Monitoring and assessing the use of ICT in education: The case of Australia-Context -Building interest in the educational use of ICT: 1990 to 2000-Educational goals and plans for ICT in education-Supporting the use of ICT in education-Monitoring and evaluationChapter 4. Extending and scaling technology-based innovations through research: The case of Singapore-Introduction-A way forward-From research projects to extension and scaling-ConclusionsPART III. PROMISING AVENUES FOR RESEARCH Chapter 5. The third lever: Innovative teaching and learning research-Introduction-ITL research background-ITL research design -Methods, sample and outputs-Policy implicationsReferencesChapter 6. Design research on technology-based innovations-Introduction -Curriculum: Whats in a name?-The vulnerable curriculum spider web-Perspectives on substantive choices-Development strategies -The potential of curriculum design research-Features of curriculum design research-Emphasis on formative evaluation-Generalisation of curricular design research findings-ConclusionsConclusion. Lessons learnt and policy implications-Introduction-Lessons learnt-Policy principles-The analysis of technology-based innovation in education-Policy implications-The road ahead
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