An Integrative Model for the Dynamics of ICT - based Innovations in Educatio (original) (raw)
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An integrative model for the dynamics of ICT-based innovations in education
2009
Empirical evidence underlines the importance of ICT-based innovations in education for at least two reasons: They prepare for a future workplace in a knowledge society increasingly dependent on ICT and furthermore, they support student-centered learning processes. However, adoption of ICT in educational organizations in general as well as of specific ICT-based innovations varies broadly across nations as there are many different influencing factors with strong interdependencies. In order to better understand the dynamics of innovations in education, in this article we expose to discussion an integrative model based on a combination of models of individual and organizational adoption processes and their interplay with a socio-economic environment. The authors propose this concept of an "educational innovation system" to analyze differences in the diffusion of ICT-based innovations across countries and to better understand educational policies and their impact on classroom p...
2009
Empirical evidence underlines the importance of ICT-based innovations in education for at least two reasons: They prepare for a future workplace in a knowledge society increasingly dependent on ICT and furthermore, they support student-centred learning processes. However, adoption of ICT in educational organizations in general as well as of specific ICT-based innovations varies broadly across nations, as there are many different influencing factors with strong interdependencies. In order to better understand the dynamics of innovations in education, in this article we expose to discussion an integrative model based on a combination of models of individual and organizational adoption processes and their interplay with a socio-economic environment. The authors propose this concept of an “educational innovation system ” to analyse differences in the diffusion of ICT-based innovations across countries and to better understand educational policies and their impact on classroom practice. ...
Educational Technology Adoption in Instructional Delivery in the New Global reality
Education and Information Technologies
Educational technology is a discipline that has a lot of roles to play in the global education system yet, its services had been neglected over the years in Nigeria. The new global reality that was occasioned by the upsurge of COVID-19 has made educational technology a very consequential discipline with conspicuous roles to play in the face of such a global pandemic. COVID-19 has halted many human activities across the globe. Its effect in the education system has resulted to readjustment in the school calendar, prolonged graduation dates, and reduced research output. To combat this, many education systems now adopt the services of educational technology thereby changing the old norm. But for this new norm to be sustainable, this paper argues that the education system must show a pragmatic attitude towards the adoption of such innovation rather than a conservative attitude. Therefore, using the diffusion theory of innovation, this paper argues that necessity called for compulsory adoption of innovation in the Nigerian education system. This new opportunity, however, looks bleak as many educational practitioners lack the required skills and attitude to adopt the innovation. It, therefore, concludes that educational practitioners need in-service training to be part of these changes. The government is suggested to apply a systematic approach in procuring and installing ICT facilities that will enhance the diffusion of this innovation into the school system.
Educational Technology Publications, 2012
The research and development in Europe of new educational technologies and methodologies is in continuous progress. We are not however seeing at the same time an equally wide diffusion of these technologies and methodologies in organizational contexts . In short, there is a quite marked difference between the speed with which research proposes new technologies and methodologies for Technology-Enhanced learning (TEL) and the speed with which the same methodologies and technologies are actually absorbed into daily practices by the end user. One of the most controversial themes of research in Europe today in fact concerns this transferability of TEL-linked practices into organizations, and their subsequent sustainability. In this paper we will attempt to present some of the main conclusions reached by a series of research projects in Europe, which deal specifically with the diffusion of e-learning within organizations. These conclusions indicate the need for a fine balancing of pedagogical/andragogical questions, the organizational/management issues involved in the different e-learning models, and the specific needs linked to their integration into a given context of application.
Emergent Technologies, Little Diffusion - Tensions Implementing Technologies in Education
In education, issues of access and availability of technology has largely been reduced or eliminated (Ertmer, Ottenbreit-Leftwich, Sadik, Sendurur, & Sendurur, 2012). Despite the prevalence of ICT, educational practices have not mirrored societal preference (Ertmer & Ottenbreit-Leftwich, 2010). Even with the increase in availability, training, and support, diffusion of new technologies remains slow (Ertmer, 1999; Perrotta, 2013; Su, 2009). This lack of uptake directs the search towards internal second-order barriers, which are classified as intrinsic forces that impact on technology use (Ertmer & Ottenbreit-Leftwich, 2010; Ottenbreit-Leftwich, Glazewski, Newby, & Ertmer, 2010). In this paper, I will interrogate the literature to dissect the links between internal factors and technology integration. These intrinsic barriers are the next major hurdle in technology adoption in teaching and learning (Ertmer et al., 2012). Teachers are the linchpin to all education reform (Fullan, 2007). Understanding the internal influencers on teacher uptake of technology are important considerations in improving ICT use in classrooms.
The socio-economic dimensions of ICT-driven educational change
Computers & Education, 2007
This paper analyses the varied socio-economic implications of ICT-based educational change. Drawing from a rich, 3year long research project with 20 secondary schools throughout Europe, the social, human, professional, institutional, and economic costs for building the school of tomorrow in close alliance with ICT are discussed. The aim of this paper is to show the real costs involved in such a comprehensive model of educational change, which cannot be reduced to the cost of installing computers in classrooms. Rather, it must aim at capturing the varied long-term requirements necessary for educational change in conjunction with ICT. Great emphasis is placed on questions concerning the very sustainability of innovation and the necessity to adopt a long-term perspective that provides us with a realistic socio-economic evaluation. We argue that the real costs of educational change only become apparent when short-term improvements have been converted into sustainable changes that last beyond a project's life-time. Key aspects for lasting contributions are identified, among which ''network building'' and applying a ''bottom-up strategy'' for change are given particular importance.