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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Research output: Contribution to Journal/Magazine › Journal article › peer-review
Research output: Contribution to Journal/Magazine › Journal article › peer-review
}
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 -