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MITE6310 (7)

Policy & Role of Ecology in Sustaining Innovation
by

Bob Fox

on 9 March 2015

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Transcript of MITE6310 (7)

MITE6310 (7)
Policy & Role of Ecology in Sustaining Innovation 3 2 References 4 5 1 Analysis of Cases Transferability and sustainability References and readings
Assessment and Teaching of 21st Century Skills project (http://www.atc21s.org/home/)
Innovative Teaching and Learning (ITL) Research project (http://ctl.sri.com/projects/displayProject.jsp?Nick=ITL).Law, N., Pelgrum, W. J., & Plomp, T. (Eds.). (2008). Pedagogy and ICT in schools around the world: findings from the SITES 2006 study. Hong Kong: CERC and Springer.
Law, N., Yuen, H.K., & Fox, R. (2011). Educational Innovations Beyond Technology: nurturing leadership and establishing learning organizations. New York: Springer.
Models of innovation in the design and development of digital learning resources. http://archive.futurelab.org.uk/resources/documents/project_flyers/models_of_innovation.pdf
Plomp, T., Anderson, R., Law, N. & Quale, A. (2009). (Eds.) Cross-national ICT Policy and Practices in Education. Charlotte, North Carolina: Information Age Publishing.
Shear, L., Novais, G., Means. B., Gallagher, L., & Langworthy, M. (2010b). ITL Research Design. Menlo Park, CA: SRI International.
Standards Implementation: Critical Connections and Innovative Practices (http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=2&ved=0CC8QFjAB&url=http%3A%2F%2Fwww.learningpt.org%2Fgreatlakeseast%2Fnewsletters%2FcommonCoreResources.pdf&ei=iiC3TqmfFOaTiAfyrqmyAg&usg=AFQjCNFWhmEQySmLrqVV9czmO_I3vyGAcg&sig2=GTPqzmPilElPV7X6X_nnaA)
White, D. S., &, Le Cornu, A. (2011). Visitors and residents: Towards a new typology for online engagement. First Monday 16(9). http://firstmonday.org/htbin/cgiwrap/bin/ojs/index.php/fm/article/viewArticle/3171/3049 Overview 6310 Session 7: Policy & Role of Ecology in Sustaining Innovation

Group blog presentations
'Stories from the field' (Australia & UK - school retrofits and impact; WIS, Hong Kong)
Group activity - review stories from the field - to stimulate comments on innovations in education & report back to class
Globalisation & role of ICT as vehicle for education reform - KBE trends & required competancies
Group tasks - role of policy and ecology in sustaining change - identify and explore the conditions that contribute to the scalability, sustainability, and transfer of innovations.
Individual tasks and preparation for final presentations next week - Group blogs and individual assignment peer review Chapter 11: Education innovations beyond technology Disruptive technology - NOT a tool used to sustain or improve traditional pedagogical practices
Core “disruption” - changing teacher/student ROLES
Changes in values, practices and infrastructure at institutional level and beyond eg assessment practices and university admission requirements
Ecological analogySchools - nested ecologies within local and national education systems‘
'Scaling up and sustaining innovations can easily fail’ - unless the focus encompasses ‘mechanisms to foster adaptive changes in the wider educational environment' beyond the school and the classroom
Cases as niches – six dimensions of innovation – few very innovative in all dimensions - some typical profiles of classroom ecologies identified – though innovative across some dimensions only –teacher-centred cases empower teachers.
Most innovative – student-centred - empower students and are the most significant in changing roles PEDAGOGY AND ICT USE IN SCHOOLS AROUND THE WORLD: FINDINGS FROM THE IEA SITES 2006 STUDY Law, N., & Yuen, H.K. (2007)

Research study involving 22 education systems - Canada, Chile, Hong Kong,Taipei, Denmark, Estonia, Finland, France, Israel, Italy, Japan, Lithuania, Norway, Russian Federation, Russia-Moscow, Slovak Republic, Singapore, Slovenia, Spain-Catalonia, South Africa, Thailand
9000 schools~35000 grade 8 mathematics and science teachers

Pedagogical orientations
1.Traditional orientation: content goal focus; teacher role as instructor and assessor; students follow instructions and close-ended tasks

2. Lifelong learning orientation: students to work in teams on open ended real world problems; emphasise problem solving, collaborative and organizational skills; students - active role in identifying the learning problem & how to tackle it; teacher - facilitative role

3. Connectedness orientation: students learn from local/international experts; students work and learn with peers across schools; students develop global understanding & cultural sensitivity through collaborating with students from other countries Findings related to:
1. Status & Change: impact of ICT-related policies and strategies on school conditions for ICT use
2. Impact: ICT use on students and how teachers use ICT
3. Strategy: what works best to foster ICT use to improve learning?

Teachers more 21st century oriented when ICT used
Students’ ICT-using learning activities more 21st century oriented

Policies to promote teacher adoption of ICT use generally involve strategies on the following:
Infrastructure & support staff time
Technical & Pedagogical support for ICT use
Professional development for teachers
Leadership development in school
A balanced, holistic approach probably works best Analysis of cases
Identification of key factors at school, community and system levels as positive predictors of innovativeness:

• ‘The school’s vision and goals include any of the following⎯ promotion of lifelong learning, promotion of active learning, development of positive values, using ICT as a tool to empower students’ learning;
• Experience, within the school, of carrying out ICT innovations;
• A collaborative work culture within the school;
• The principal as an initiator and/or supporter of the innovation;
• The school providing staff and students with access to the internet and technical support, and/or providing students with access to ICT beyond scheduled class time;
• Government education policies, including ICT-specific directions;
• Local community involved as a collaborator/partner in the innovation.’ Findings:
Transferring using a ‘farming’ model of change (replication of innovation) may seem efficient - not very feasible due to ecological context of the innovation

IPPUT cases – only sustainable when viewed beyond the classroom The studies reported - inspired by two important ideas:
• Effective use of ICT to support pedagogical innovations plays a disruptive role that brings transformative changes to teaching and learning in the classroom
• Pedagogical innovations as emergent phenomena are both deeply influenced by and influence the contextual environment in which they are situated. Summary Stories from the field http://www.vuvox.com/my_vox/show/02c4c3db3c Apps for Good Australia Retrofits Hong Kong http://archive.futurelab.org.uk/projects/dream-catcher Group cases of innovation to explore and report back - Future Lab
- 2nd Life
- Dream catcher
- Messaging and parents
- Creative Partnerships
- Games and learning http://www.wholeeducation.org/pages/story/in_action/45,268/schome_nagty_teen_second_life_pilot_.html http://www.wholeeducation.org/pages/story/in_action/45,314/dream_catcher.html http://www.wholeeducation.org/pages/story/in_action/45,277/next_practice_in_parents_and_carers_real_time_reporting_using_texting.html http://www.creative-partnerships.com/projects/ http://dmlcentral.net/blog/liz-losh/gaming-system http://media.futurelab.org.uk/podcasts/becta_talks/games/ UK Learning Spaces:
http://archive.futurelab.org.uk/projects/learning-spaces Final session next week:
1. Individual presentations of Group Activities
2. Outline individual assignment tasks
3. Review expectations outlined in session one
4. Review links of module LOs to Program LOs & HKU TG Educational Aims Comment on the innovations
Justify your comments
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