iTEC: conceptualising, realising and recognising pedagogical and technological innovation in European classrooms

Innovation, a complex concept, underpinned a four-year pan-European research project designed to increase the effective use of technology in school classrooms. This article revisits evaluation data collected during the project and explores the challenges of conceptualising, realising and researching ‘innovation’. The authors describe how innovation was conceptualised, highlighting key issues, not all of which could be resolved in the project. The development of an approach to support teachers to change their practices facilitated the realisation of innovation in the classroom. This approach, through which researchers and national pedagogical coordinators worked with teachers to develop their teaching and learning practices with technology in potentially innovative ways, is outlined. Case study data are then used to exemplify how teachers and other stakeholders applied this approach and how they perceived innovation in practice within their own countries. Through a discussion of these cases, the article highlights the challenge of defining innovation in different country settings and, in turn, the complexity of identifying its occurrence. It concludes by proposing the next steps for similar research endeavours

Pathways to Enhance Multilevel Learning for Scaling Up Systemic ICT-Enabled Learning Innovations: Lessons from 7 European and Asian Cases

This chapter presents a meta-study of the implementation strategies of seven cases of ICT-enabled learning innovations (ICT-ELIs), with a particular focus on lessons learnt about their sustainability, scalability and systemic impact. Three of the cases come from Europe (eTwinning, 1:1 Learning and Hellerup School) and four from Asian countries (e-Learning Pilot Scheme in Hong Kong SAR, Knowledge Construction with Technology (CoREF) in Japan, Third Masterplan for ICT in Education (mp3) in Singapore and Digital Textbook project in South Korea). Almost all the analysed cases have either been developed over a period of more than 10 years or have built on system-level initiatives that started years ago. The cases were analysed in terms of the context, scale and nature of the innovation, the intended learning outcomes, the role of technology and the leadership strategies. The synthesis of the case study findings reveals that the core dimensions of an innovation for learning—nature of the innovation, phase of implementation, access level, targeted stakeholders and impact area—interact and are interdependent. The contexts of the innovations are complex, and the starting points and pathways of change and scalability observed are extremely diverse. The observed characteristics are aligned with an ecological model of change and innovation rather than classical models where scaling up would involve the propagation of well-tested prototypes or solutions. Each of the seven ICT-ELIs is a dynamic system comprising hierarchically nested levels of actors and contextual factors, which interact and are hence interdependent. Analysis of the seven cases’ learning outcomes—seen as changes that have taken place over time at individual, school, project and system levels—reveals that alignment of learning across these different levels is critical to the impact and scalability of ICT-ELIs and that this alignment requires the design and implementation of appropriate structures and mechanisms to scaffold learning through horizontal and vertical interactions within and across levels. This model has important implications for policies and strategies for the further development and progressive mainstreaming of ICT-ELIs

Towards a Policy Framework for Understanding and Scaling Up ICT-enabled Innovation for Learning: Synthesis and Conclusions

Joint Research Centre (JRC) Scientific and Policy ReportsThe article can be viewed at: http://ftp.jrc.es/EURdoc/JRC83503.pd