The six dimensions of change in classroom practices involving ICT use with descriptions for different degrees of innovation.

Dimension of innovation


Some new elements



Most innovative

Intended learning objectives

íP Conceptual learning

íP Solving well defined problems

íP Motivate learning

íP Learn information skills

íP Empower studentsíŽ learning with ICT skills

íP Self-accessed learning

íP Critical thinking

íP Catering for individual differences

íP Inquiry skills

íP Communication skills

íP Collaborative and organizational skills

íP Provide authentic learning contexts

TeacheríŽs pedagogical role(s)

- Present & explain

- Set instructional tasks

- Monitor and assess

- Provide feedback

- Develop teaching materials

- Design curriculum & learning activities

- Select ICT tools

- Co-teaching

- Support/model enquiry process

- Liaise with parties outside school

- Support team building & collaborative process

- Mediate communications between students & experts

StudentsíŽ role(s)

íP Listen & follow instructions

íP Data gathering and processing

íP Search for information

íP Presentation of own learning

íP Analyzing and drawing conclusions from data

íP Collaborate with local/ remote peer learners

íP Engage in enquiry

íP Provide technical support to teachers/ others

íP Peer tutoring

íP Engage in peer evaluation

íP Provide (computer-related) instructions to adults (incl. teachers)

íP Determine own learning goals and strategies

íP Reflect on own learning

ICT used

íP No ICT used

íP ICT in course administration

íP Tutorials/drill & practice applications

íP Web browser & search engines

íP Email

íP Asynchronous & synchronous communication tools

íP Web/multimedia production tools

íP ICT as productivity tool (WORD, Powerpoint, webpage/media production etc.,)

íP Asynchronous & synchronous tools for collaboration

íP Data-analysis software

íP Network & computer-mediated collaborative tools

íP Simulation/modeling software

íP Datalogging tools

íP Purpose designed software as mindtool for specific purposes


Parties Involved

íP Isolated classroom

íP Teacher collaborating with teachers in the same school

íP Students collaborat-ing with students from different classes of the same grade in the same school

íP Teacher collaborat-ing locally/ nationally

íP Collaboration of multi-grade students from the same school

íP nvolvement of various communities groups (parents, alumni, community groups, private sector, etc.) in the curriculum process

íP Collaborate with teachers and/or students in other countries

Roles of Parties Involved

íP As observers

íP Support course Administration

íP Provide technical support

íP Assess students

íP Provide feedback to students

íP Provide additional information to teachers/students

íP Develop teaching materials/curriculum

íP Source of authentic learning tasks

íP As classroom instructor/teacher

íP Monitor studentsíŽ task progression

Exhibited learning outcomes

íP Written test/exam

íP Close-ended written tasks

íP Individual open-ended written/ presentation tasks

íP Group products: presentation/ discussion log, etc.

íP Creative learning product involving variety of media

íP Enquiry plan/method/ instrument for problem solving in authentic contexts

íP Portfolio/learning log

íP Evaluation of peers

íP Enquiry report

íP Authentic products for learning context