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Dan Sutch2 Presentation PDF
Dan Sutch2 Presentation PDF
Dan Sutch2 Presentation PDF
modern life are having a significant impact on the
way we live, and even on the notion of an
educated person. It has led to the concept of the
knowledge society sometimes also called the
learning society or information society. There is a
widespread awareness that these developments
have profound implications for education, and
that schools must change, but as yet little
detailed consideration of the extent of the change
needed and the advantages that ICT can bring.
The growth of the knowledge society and the
pervasiveness of technology represent a major
challenge and a major opportunity for education."
Organisation for Economic Cooperation and Development
(OECD) Learning to Change: ICT in Schools (2001), p.9
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Teachers as Innovators
innovations@futurelab.org.uk
0779 432 7171
Teachers as Innovators
Investigating the capacity of teachers to innovate in their use of digital
technologies
• institutional •Develop (radical) new practices
•Be creative in use of digital technologies
•Develop and apply new approaches to
•Opportunities teaching, learning, using of resources and
•Motivations links outside the classroom
• local •Encouragement • national
•Respond to new possibilities and new
•Barriers problems
• personal
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Why teachers as ‘innovators’?
• Teachers innovate anyway (sustaining innovation –
disruptive/radical innovation)
• Adapting to new circumstances, environments and
‘educational climates’ – adaptive educational change
• Improving professional skills (new practices and skills)
• Empowering professionals (reprofessionalisation)
• Embedded innovation = insight + invention + application
(reflection + design + action)
• Modelling behaviours to learners (future innovators)
• Personalisation agenda
• ‘Knowledge’ economy
‘…change in education may now be thought of as a
constant condition, rather than an event’
Futurelab Literature review: Teachers Learning with Digital Technologies:
A review of research and projects, p.5
0779 432 7171
Teachers as Innovators
• Conversations
– Government and nongovernmental agencies; teachers; headteachers;
LAs; Industry members; Subject Associations; academics; National
grids for Learning etc etc
• Map of Innovation
– Collecting examples of innovative practice
– Showcasing innovative practice
– Highlighting similarities and differences in practice
• Understanding what enables and what constrains
innovative practice
– Online questionnaire
– Semiformal interviews
– Informal interviews
innovations@futurelab.org.uk
0779 432 7171
A: What are the barriers to developing
new educational practices?
Please text (A) the barriers that you
think are hindering teachers acting
as innovators.
0779 432 7171
personal — institutional — local — national
0779 432 7171
Barriers to change
• 1 st order barriers • 2 nd order barriers
• Access to technology and to new • Folk pedagogies
tools • Teachers' and learners’
• Timetabling and school perceptions of their roles within
organisation schooling
• CPD courses • Teachers' professional identities
• National and local curricula, • Teachers’ understanding and
• Assessment systems perceptions of the role of schools,
• Technical ‘ICT skills’ assessment etc.
• Technical faults • Teachers’ understanding of
‘childhood’
• Lack of preparation time
• Confidence
• Software availability and standard
• Persistence of beliefs (Veen)
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B: What strategies/ approaches/
actions could overcome these barriers?
Please text (B) the methods that you
think may (begin to) overcome these
barriers.
0779 432 7171
motivation — encouragement — opportunity
An invitation
innovations@futurelab.org.uk
0779 432 7171
Questions and Answers
1. What are the key barriers to
developing (radical) new practices?
2. What can be done to provide
Encouragement
Motivation
Opportunity
for teachers to innovate?
3. Sharing examples of innovative
practice?