Educational Innovations Beyond Technology - Nurturing Leadership and Establishing Learning Organizations

Foreword

Acknowledgement

Contents

List of Figures

List of Tables

Chapter 1: An Ecological Metaphor for Researching Technology Use and Pedagogical Innovations

ICTs in Learning and Teaching: Are They Sustaining or Transforming Technologies?

Pedagogical Practices as Competing “Species” in the Ecology of School Education

Outline of This Book

Chapter 2: Research Design and Methods

Case Study Design in SITES-M2

Case “Boundaries” in SITES-M2

Case Selection

Data Collection

Case Report Format

Selection of Cases for the Ecological Study

Chapter 3: Examining Innovativeness at the Classroom Level

Dimensions of Pedagogical Innovation

Developing a Scale of Innovativeness

Case Study Comparisons of Innovativeness “Profiles”

Variations Across and Correlations Between Different Innovation Dimensions

Regional Comparisons of Innovation Profiles

Discussion

Chapter 4: Student and Teacher Roles in ICT-Supported Innovations

Student Learning Activities and Roles

Student Roles and Extent of Pedagogical Innovation

Teacher Pedagogical Activities and Roles

Teacher-Role Clusters

Teacher Roles and Extent of Pedagogical Innovation

Teacher and Student Roles: How Related Are They?

Chapter 5: Pedagogical Practices, Technology Use, and Teacher Competence

Characterizing Pedagogical Practice

Pedagogical Practice Type and ICT Use

Innovativeness of Different Pedagogical Practices

Teachers’ Roles, Students’ Roles and Pedagogical Practice Types: Consistency and Anomalies

Teacher Competence and Pedagogical Innovation

Discussion: Teacher Professional Development and Policy Implications

Chapter 6: The Nature of Innovation Schools

Innovation Implementation and Educational Change

School Contextual Factors: Understanding the Nature of Innovative Schools

School Background

Schools’ Implementation Strategies

Principal Leadership

ICT Infrastructure

Government and Community Support

Summary

Chapter 7: Organizational Learning in Innovation Schools

Schools as Learning Organizations

Analysis of Four Innovation Schools

Summary and Discussion

Chapter 8: Pedagogical Innovations as Systemic Change: The Challenge of Sustainability and Scalability1

The Need for Systemic Change in Education

Exploring Systemicity and Change Through Exemplars of ICT-Supported Emergent Pedagogical Practices

Scalability and Pedagogical Innovation

Transferability of Innovations

Scalability and Leadership

Scalability and Government Support

Summary and Conclusions: The Need for Re-culturing

Chapter 9: Research into Practice: Using Case Studies in Professional Development

Case Studies: Different Types and How They Are Used

Case Study Examples in ICT Leadership and Professional Development

Comparison of the Content of The Two Databases

A Closer Look at The Utility of The Hong Kong Database

Using The Web-Based Case Studies in Professional Development

Usefulness of The Case Studies with Respect to Professional Development

Summary and Conclusions

Chapter 10: Changing Leadership Roles in Changing Times

Networks as Architecture for Learning and Educational Transformation

Leaders and the Changing Concept of Leadership

Using SITES-M2 Case Studies to Support MultilevelLeadership Development

Summary and Conclusion

Chapter 11: Education Innovations Beyond Technology

Ecological Niches and Context Dependence of the Innovations

The Crop and Keystone Species: Students’ Rolesand Teachers’ Roles

Types of Innovative Pedagogical Practices as a Species in the Classroom Ecology and Relative to Teacher Competence

Characteristics of Innovation Schools and Level of Innovativeness at the Classroom Level

Organizational Learning and Pedagogical Innovations

Sustaining and Scaling Pedagogical Innovations

Research into Practice: Ecologically Inspired Case-Study-Based Professional Development for Innovation

Using the SITES-M2 Case Studies to Build Professional Development Networks for Innovation and E-Leadership

Summary and Reflections

References

Index