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MITE6310 (6)

School Context and Innovation - the nature of innovation schools
by

Bob Fox

on 9 March 2015

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Transcript of MITE6310 (6)

MITE6310 (6)
School Context
and Innovation 3 2 Summary 1 4 5 5 contextual factors & 6 sources of initiation
Schools with strong educational vision and government policy support appeared to be crucial setting for the innovative pedagogical practices.
The importance of institutional change agents within schools & that visionary leaders, “bottom-up initiation” and establishing new teams in schools were positively linked to the innovative classroom practices.
There are a number of crucial factors, such as school vision, visionary leader, school strategy, and government policy support, in association to the innovative change that drive school change and help to bridge external challenges and school practices. Contextual factors influencing change at the institutional level:
what factors contribute to the emergence of IPPUT practices?
what kinds of leadership characteristics are most conducive to innovations?
what kinds of implementation strategies have been used? 5 clusters of School Background
Strong Educational Vision and Experience in Innovation and ICT Use (e.g., ESOO1, ZA008)
Strong Educational Vision and Experience in ICT (e.g., CN003, CL003)
Reputation for Being an Innovation School (e.g., CN005, CN009)
Alignment with Government Education Policy (e.g., ZA001, SG003)
No specific features (CN001) 4 clusters of Principal Leadership
Supporter of Innovation and Professional Development
Innovation Champion and Initiator
Visionary Leader School Background School strategies Chapter 6 ... Nature of innovative schools Principal leadership ICT infrastructure 4 clusters of ICT Infrastructure
Specific Physical Renovation and Student Access Beyond Class Contact
Student Access Beyond Class Contact
Mobile Computing Capability
No Specific Features Gov & Community Support 3 clusters - Government & Community Support
General Government Policy Support
Government Policy and Resource Support
Community Support Gov & Community Support & Classroom Practices
cases with general government policy support appeared to be relatively emergent in terms of teachers’ roles (e.g. NO004, AU001, CN008)
cases with government policy and resource support or community support appeared to be more traditional pedagogical practices in terms both teachers’ roles and students’ roles (e.g. AU005, PH011, ES006), ICT Infrastructure & Classroom Practices
cases with mobile computing capability or specific physical renovation and student access beyond class contact appeared to be relatively emergent pedagogical practices in terms of both teachers’ roles and students’ roles (e.g. NO004, FI001, CN012) cases with initiation associated with teacher, enthusiastic about the innovation appeared to be relatively emergent in terms of the roles played by the teachers (e.g. CZ005, DE010)

cases with initiation associated with school which has a reputation for innovation or extra government resource - appeared to be more traditional pedagogical practices in terms of students’ learning roles (e.g. TW003, PT003, ES006) Group Activities - Analysing institutional contexts on the innovation:
1. School level case study - Singapore's 21st-Century Teaching Strategies - http://www.edutopia.org/education-everywhere-international-singapore-video AND http://www.youtube.com/watch?feature=player_embedded&v=M_pIK7ghGw4#!
OR
2. HKU Learning Commons potential to impact on faculty teaching and student learning
OR
3. Innovations in own school or workplace
4 clusters of School Strategy
General Technical Support and Training
Professional Development for Innovation
New Team for Implementation
Bottom-up Initiation cases with strategies in establishing new teams for implementation or bottom-up initiation appeared to be relatively emergent in terms of both teachers’ roles and students’ roles (e.g. ES001, CN005, NL024, CL010, DE010)
cases with strategies focused on general technical support and training or professional development for innovation appeared to be more traditional pedagogical practices in terms of students’ roles and teachers’ roles (e.g. AU005, PH001, TW003, TH002, CL009, UK009) cases with visionary leader appeared to be relatively emergent in terms of teachers’ roles (e.g. AU004, NO005, CN009)
cases with principal as innovation champion and initiator appeared to be more traditional pedagogical practices in terms of both teachers’ roles and students’ roles (e.g. CN010, TH004) Reference
Law, N., Yuen, H.K., & Fox, R. (2011). Educational Innovations Beyond Technology: nurturing leadership and establishing learning organizations. New York: Springer.
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