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Session Information
06 SES 01, Digital Innovation and Challenges
Paper Session
Contribution
The government of the Republic of Estonia accepted in 2014 the Lifelong Learning Strategy 2020, which has set five ambitious aims, one of these being the digital turn towards 1:1 computing in classrooms. The concept of digital turn is based on the theory of multi-level perspective (Kemp & Rip, 1998) on socio-technical transitions (Geels, 2010). According to this theoretical model, slow and incremental changes take place on the macro level (e.g. 4G mobile communication, multimedia-capable smart phones, ubiquitous social media). On the micro level, the niches of radical innovation are created by groups of technology enthusiasts (e.g. early bloggers and podcast authors). Increasing pressure from macro and micro levels eventually undermines the existing meso-level (institutional or societal) socio-technical regime, resulting with transition to the new regime. Regime is defined as a stabile set of "practices, rules and shared assumptions, which dominate the system and its actors” (Romans et al, 2001). The current socio-technical regime that is dominant in Estonian schools is based on the use of desktop PC-s in computer labs. Our previous research has demonstrated (Laanpere, 2015) that in 90% of Estonian schools students can access digital technology only in computer labs, while to use of personal digital devices such as smart phones and tablet computers rarely takes place. This old socio-technical regime poses a series of limitations to pedagogical, information management and knowledge building practices. Until recently, the dominant policy of fostering the digital innovation in schools was based on awareness raising through massive teacher training about new pedagogies and technologies. As it has been demonstrated by Moore (1991) and Rogers (2003), such measures seem to result with adoption of new socio-technical paradigm only among innovators and early adopters, while majority (up to 85%) of teachers will not change their everyday practices. The Digital Turn envisaged by the Estonian Strategy of Lifelong Learning 2020 is taking a different approach, approach, focusing on the school as a unit of innovation through socio-technical transition. The aim of the current study was to design and validate an instrument for scaffolding and evaluating the socio-technical transition towards 1:1 computing in classrooms, BYOD model and open learning environments. We have relied on ideas of Michael Fullan (2012) by focusing on three domains that should be addressed by the whole-school policy on digital innovation: (1) digital infrastructure, (2) pedagogical innovation, and (3) systemic change management and leadership. Through the three phases of iterative design-based research, we have created a 5-level self-assessment framework that helps schools to measure their maturity regarding the socio-technical transition.
Method
Expected Outcomes
References
Creswell, J. W. (2003) Research design: Qualitative, quantitative, and mixed method approaches. Sage. Fullan, M. (2012) Stratosphere: Integrating Technology, Pedagogy, And Change Knowledge. Toronto: Pearson. Change, Vol. 2, 327-399. Battelle, Columbus,Ohio. Geels, F.W., 2010. Ontologies, socio-technical transitions (to sustainability), and the multi-level perspective. Research Policy 39 pp. 495-510 Laanpere, M. (2015). Creative Classroom survey on the status of digital turn in Estonian schools. Online: http://www.bcskoolitus.ee/creativeclass/?portfolio=survey Moore, G. A. (1991). Crossing the chasm: Marketing and selling technology products to mainstream customers. New York, N.Y.: HarperBusiness Rip, A., Kemp, R. (1998) Technological change. In S. Rayner and E. Malone (eds.) Human Choices and Climate. Rotmans, J., Kemp, R. and van Asselt, M. (2001) More evolution than revolution: transition management in public policy. Foresight, 3 (1) pp. 15-31. Rogers, E. M. (2003). Diffusion of innovations (5th ed.). New York: Free Press. Sandoval, W. A., & Bell, P. (Eds.). (2004). Design-based research methods for studying learning in context. Educational Psychologist, 39(4). Yin, R. K. (2014). Case Study Research: Design and Methods (5th ed.). Los Angeles, CA: Sage.
Programme by Network 2019
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
Network 28. Sociologies of Education
Network 29. Reserach on Arts Education
Network 30. Research on Environmental und Sustainability Education
Network 31. Research on Language and Education (LEd)
Network 32. Organizational Education
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