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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

    Accepted author manuscript, 362 KB, PDF-document

    Available under license: CC BY-NC: Creative Commons Attribution-NonCommercial 4.0 International License

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

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iTEC : conceptualising, realising and recognising pedagogical and technological innovation in European classrooms. / Cranmer, Susan Jane; Lewin, Cathy.

In: Technology, Pedagogy and Education, Vol. 26, No. 4, 08.08.2017, p. 409-423.

Research output: Contribution to journalJournal article

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Author

Cranmer, Susan Jane ; Lewin, Cathy. / iTEC : conceptualising, realising and recognising pedagogical and technological innovation in European classrooms. In: Technology, Pedagogy and Education. 2017 ; Vol. 26, No. 4. pp. 409-423.

Bibtex

@article{fb7ffe2d853249e9b214e33e9a413207,
title = "iTEC: conceptualising, realising and recognising pedagogical and technological innovation in European classrooms",
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.",
keywords = "Innovation, digital pedagogy, technology, methodology",
author = "Cranmer, {Susan Jane} and Cathy Lewin",
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",
year = "2017",
month = "8",
day = "8",
doi = "10.1080/1475939X.2017.1299791",
language = "English",
volume = "26",
pages = "409--423",
journal = "Technology, Pedagogy and Education",
issn = "1475-939X",
publisher = "Routledge",
number = "4",

}

RIS

TY - JOUR

T1 - iTEC

T2 - conceptualising, realising and recognising pedagogical and technological innovation in European classrooms

AU - Cranmer, Susan Jane

AU - Lewin, Cathy

N1 - 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

PY - 2017/8/8

Y1 - 2017/8/8

N2 - 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.

AB - 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.

KW - Innovation

KW - digital pedagogy

KW - technology

KW - methodology

U2 - 10.1080/1475939X.2017.1299791

DO - 10.1080/1475939X.2017.1299791

M3 - Journal article

VL - 26

SP - 409

EP - 423

JO - Technology, Pedagogy and Education

JF - Technology, Pedagogy and Education

SN - 1475-939X

IS - 4

ER -