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Development of the Future Classroom Toolkit

Research output: Contribution in Book/Report/Proceedings - With ISBN/ISSNChapter (peer-reviewed)

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Development of the Future Classroom Toolkit. / Cranmer, Sue; Ulicsak, Mary.

Re-engineering the uptake of ICT in schools: the iTEC project. ed. / Frans Van Asshe; Luis Anido; David Griffiths; Cathy Lewin; Sarah McNicol. Springer, 2015. p. 17-39.

Research output: Contribution in Book/Report/Proceedings - With ISBN/ISSNChapter (peer-reviewed)

Harvard

Cranmer, S & Ulicsak, M 2015, Development of the Future Classroom Toolkit. in F Van Asshe, L Anido, D Griffiths, C Lewin & S McNicol (eds), Re-engineering the uptake of ICT in schools: the iTEC project. Springer, pp. 17-39. https://doi.org/10.1007/978-3-319-19366-3_2

APA

Cranmer, S., & Ulicsak, M. (2015). Development of the Future Classroom Toolkit. In F. Van Asshe, L. Anido, D. Griffiths, C. Lewin, & S. McNicol (Eds.), Re-engineering the uptake of ICT in schools: the iTEC project (pp. 17-39). Springer. https://doi.org/10.1007/978-3-319-19366-3_2

Vancouver

Cranmer S, Ulicsak M. Development of the Future Classroom Toolkit. In Van Asshe F, Anido L, Griffiths D, Lewin C, McNicol S, editors, Re-engineering the uptake of ICT in schools: the iTEC project. Springer. 2015. p. 17-39 https://doi.org/10.1007/978-3-319-19366-3_2

Author

Cranmer, Sue ; Ulicsak, Mary. / Development of the Future Classroom Toolkit. Re-engineering the uptake of ICT in schools: the iTEC project. editor / Frans Van Asshe ; Luis Anido ; David Griffiths ; Cathy Lewin ; Sarah McNicol. Springer, 2015. pp. 17-39

Bibtex

@inbook{021befccd64b41b9a6fdd6009e642732,
title = "Development of the Future Classroom Toolkit",
abstract = "Key to iTEC was the need to empower teachers to facilitate positive and sustainable innovative classroom practices enhanced by digital technologies. Initially it was envisaged that experts would create challenging yet feasible scenarios that would be refined by stakeholders. From these scenarios, Learning Activities would be developed that would lead to innovation either pedagogically or technologically. Nevertheless, the complexity of defining innovation and the challenge of innovating within different contexts had been somewhat underestimated. As the nature of the project work became better understood, it became clear that stakeholders – particularly teachers – needed to be responsible for scenario creation in order to be able to assimilate innovative approaches into current practice. This chapter explains the evolution of this process from the creation of scenarios to the development of the Future Classroom Toolkit. Within this, it focuses on the role of maturity models to enable stakeholders to assess their current context and practice in terms of the level of innovation. In addition, it shows how the Future Classroom Toolkit can support and encourage stakeholders to take ownership of and augment their own innovative practices using digital technologies for the benefit of learners.",
keywords = "Scenarios, Digital technologies, ICT, Innovation, Future classroom toolkit",
author = "Sue Cranmer and Mary Ulicsak",
year = "2015",
month = "9",
day = "14",
doi = "10.1007/978-3-319-19366-3_2",
language = "English",
isbn = "9783319193656",
pages = "17--39",
editor = "{Van Asshe}, Frans and Luis Anido and Griffiths, {David } and Cathy Lewin and Sarah McNicol",
booktitle = "Re-engineering the uptake of ICT in schools",
publisher = "Springer",

}

RIS

TY - CHAP

T1 - Development of the Future Classroom Toolkit

AU - Cranmer, Sue

AU - Ulicsak, Mary

PY - 2015/9/14

Y1 - 2015/9/14

N2 - Key to iTEC was the need to empower teachers to facilitate positive and sustainable innovative classroom practices enhanced by digital technologies. Initially it was envisaged that experts would create challenging yet feasible scenarios that would be refined by stakeholders. From these scenarios, Learning Activities would be developed that would lead to innovation either pedagogically or technologically. Nevertheless, the complexity of defining innovation and the challenge of innovating within different contexts had been somewhat underestimated. As the nature of the project work became better understood, it became clear that stakeholders – particularly teachers – needed to be responsible for scenario creation in order to be able to assimilate innovative approaches into current practice. This chapter explains the evolution of this process from the creation of scenarios to the development of the Future Classroom Toolkit. Within this, it focuses on the role of maturity models to enable stakeholders to assess their current context and practice in terms of the level of innovation. In addition, it shows how the Future Classroom Toolkit can support and encourage stakeholders to take ownership of and augment their own innovative practices using digital technologies for the benefit of learners.

AB - Key to iTEC was the need to empower teachers to facilitate positive and sustainable innovative classroom practices enhanced by digital technologies. Initially it was envisaged that experts would create challenging yet feasible scenarios that would be refined by stakeholders. From these scenarios, Learning Activities would be developed that would lead to innovation either pedagogically or technologically. Nevertheless, the complexity of defining innovation and the challenge of innovating within different contexts had been somewhat underestimated. As the nature of the project work became better understood, it became clear that stakeholders – particularly teachers – needed to be responsible for scenario creation in order to be able to assimilate innovative approaches into current practice. This chapter explains the evolution of this process from the creation of scenarios to the development of the Future Classroom Toolkit. Within this, it focuses on the role of maturity models to enable stakeholders to assess their current context and practice in terms of the level of innovation. In addition, it shows how the Future Classroom Toolkit can support and encourage stakeholders to take ownership of and augment their own innovative practices using digital technologies for the benefit of learners.

KW - Scenarios

KW - Digital technologies

KW - ICT

KW - Innovation

KW - Future classroom toolkit

U2 - 10.1007/978-3-319-19366-3_2

DO - 10.1007/978-3-319-19366-3_2

M3 - Chapter (peer-reviewed)

SN - 9783319193656

SP - 17

EP - 39

BT - Re-engineering the uptake of ICT in schools

A2 - Van Asshe, Frans

A2 - Anido, Luis

A2 - Griffiths, David

A2 - Lewin, Cathy

A2 - McNicol, Sarah

PB - Springer

ER -