Learning from Innovation Schools
While the description of any innovative classroom is essentially concerned with the relationship between the teacher, students and technology, such practices take place in the complex conditions of the school context, which is influenced by school contextual factors as well as external forces at system or community level. The classroom, school, and system levels are mutually interacting and the boundaries between them are indistinct. Innovative classroom practices as an implementation of the school curriculum are affected by educational policies at the system or national level, which provides the framework for the intended curriculum. The integration of ICT supported pedagogical practices into the school curriculum is thus by nature not a simple case of technology adoption but must be understood within the context of educational change. Successful implementation of educational change is a complex process with no clear solution.
In analyzing the cases,
we identified the characteristics
of innovation schools
in terms of various school contextual factors. We have discovered
a typology of school background in association with the innovative
classrooms for comparing
. Varieties of school background were observed across classroom practices.
Then, the question of how innovations are introduced would be addressed.
Six sources of initiating
were found in the cases analysis. Leadership
and strategies for innovations
are critical in the implementation of the innovations. We found clear
associations between the innovative practices and types of leadership
and strategies. Supporting
is also important to the success of the implementation. In the cases
analysis, we observed relationships between the innovative practices
and different supporting factors such as infrastructure, government,
and community support. Besides exploring the key findings listed above,
database of 130 selected case studies
are available for further investigation. You may also enter our innovation
community database to
explore and further reflect on your own school in relation to the
pedagogical uses of ICT with other interested education professionals.