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  • Cranmer Lewin 17 February 2017 FINAL

    Rights statement: This is an Accepted Manuscript of an article published by Taylor & Francis in Technology, Pedagogy and Education on 20/03/2017, available online: http://www.tandfonline.com/10.1080/1475939X.2017.1299791

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    Embargo ends: 20/09/18

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iTEC: conceptualising, realising and recognising pedagogical and technological innovation in European classrooms

Research output: Contribution to journalJournal article

Published
<mark>Journal publication date</mark>08/2017
<mark>Journal</mark>Technology, Pedagogy and Education
Issue number4
Volume26
Number of pages15
Pages (from-to)409-423
<mark>State</mark>Published
Early online date20/03/17
<mark>Original language</mark>English

Abstract

Innovation, a complex concept, underpinned a four-year pan-European research project designed to increase the effective use of technology in school classrooms. This article revisits evaluation data collected during the project and explores the challenges of conceptualising, realising and researching ‘innovation’. The authors describe how innovation was conceptualised, highlighting key issues, not all of which could be resolved in the project. The development of an approach to support teachers to change their practices facilitated the realisation of innovation in the classroom. This approach, through which researchers and national pedagogical coordinators worked with teachers to develop their teaching and learning practices with technology in potentially innovative ways, is outlined. Case study data are then used to exemplify how teachers and other stakeholders applied this approach and how they perceived innovation in practice within their own countries. Through a discussion of these cases, the article highlights the challenge of defining innovation in different country settings and, in turn, the complexity of identifying its occurrence. It concludes by proposing the next steps for similar research endeavours.

Bibliographic note

This is an Accepted Manuscript of an article published by Taylor & Francis in Technology, Pedagogy and Education on 20/03/2017, available online: http://www.tandfonline.com/10.1080/1475939X.2017.1299791