ITEC: Addressing the challenge to develop and identify innovation in European classrooms Sue Cranmer & Cathy Lewin Lancaster University & Manchester Metropolitan.

iTEC: Addressing the challenge to develop and identify innovation in

European classroomsSue Cranmer & Cathy Lewin

Lancaster University & Manchester Metropolitan University

03/07/2015

Innovative Technologies for Engaging Classrooms (iTEC)

Large-scale, high-profile, European project from Sep 2010 – August 2014, involving 26 project partners,

Targeted at lower-secondary and upper-primary levels

Digital pedagogy: student-centred, ’21C skills’, assessment, digital tools

iTEC focused on sustainable mechanisms for supporting wide-scale adoption of innovation

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Innovative Technologies for an Engaging Classroom

The iTEC process: realisation

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Innovation: conceptualisation

‘an idea, practice, or object that is perceived as new by an individual’ (Rogers, 2003, p12)

‘adding value to the educational process and resulting in measurable outcomes’ (OECD/CERI, 2010)

Intentional/deliberate, beneficial, change/novelty, dynamic/unpredictable, contextualised (Kampylis, Bocconi & Punie, 2012, p6)

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Innovation: conceptualisation

Degree of innovation (Christiansen et al, 2008; Leadbeater & Wong, 2010; Kampylis et al, 2012)– ‘Incremental’: building on and improving

existing practices– ‘Disruptive’/’Radical’: redefines practices or

creates new opportunities Incremental innovations ‘are usually the

most permanent and make the deepest impact on practice’ (OECD, 2008, p17)

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Innovation: recognition

Teacher survey– In what ways were your pedagogy and

use of technology different (open question)

– How different was it (10 pt scale) Case studies – Teacher understanding of innovation– Descriptions of changes in practice

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Evaluation: Norway

Innovation “using things in new ways, or new things”

Teacher perceived little (relative) change Students felt that their experience was

very different from ‘sitting and writing’: increased use of ICT, autonomy, collaboration, digital skills

Very innovative? (our perception): 3D printing, peer evaluation, collaboration, reflection, design tools, product development

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Evaluation: Portugal

Innovation: use of ICT not normally used in the classroom

Teacher perceived substantial (relative) changes: creating video, group work, autonomy, learning outcomes – deeper discussion

Students – very different experiences in relation to ‘regular classes’

Less innovative? (our perception): collaboration, inquiry, reflective log, multimedia production

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Challenges: conceptualisation

Difficult to achieve consensus across project

Definition of innovation is difficult – complex, multidimensional

Accounting for context crucial Understood differently by stakeholders

(teachers/students/us): subjective, framed through knowledge/experience

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Challenges: realisation

The iTEC process tended to conservative outcomes– Scenario selection process at national

level limited innovation potential– Teacher ownership

(flexibility/localisation) further constraining innovation potential (from our perspective)

Temporary or permanent?

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Challenges: recognition

Measuring innovation is challenging – different perceptions

Difficult to clearly distinguish different degrees of innovation

Pedagogical vs technological innovation

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For further information

The work presented in this presentation is partially supported by the European Commission’s FP7 programme – project iTEC: Innovative Technologies for an Engaging Classroom (Grant agreement Nº 257566). The content of this presentation is the sole responsibility of the consortium members and it does not represent the opinion of the European Commission and the Commission is not responsible for any use that might be made of information contained herein.

WEB:

http://itec.eun.org

EMAIL:[email protected]@[email protected]

Evaluation approach (C1-C4)

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Innovation: Realisation Create an object: Develop a

tangible design

– Dream – Design brief – Explore (Benchmark/Observation) – Data

gathering– Map – Mindmapping data– Reflect – Recording audio-visual reflections and

feedback – Make – Creating a design – Ask – Workshops with potential future users– Show – Presenting designs to an audience – Collaborate – With learners from other schools

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Norway: Early adopter

“[the students] had to choose a [religious] building, and find its measurements. They were to make a Padlet [a multimodal shared document or ‘wall’] where they would document all the work, the work process and the product. They were to make a plan for the work and talk to other students or to a control group about this plan and get their responses. They were to create the building in Sketchup or Minecraft, and present it to the rest of the class.” (teacher interview)

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Portugal: perceived radical innovation

‘Tell a story’: Create an engaging short video story that relates a scientific phenomena to a personal experience

Students created a video presentation about the areas and volumes of solids, using MovieMaker or PowToon

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