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Enabling Teacher-Led Innovation and Research: A Conceptual Design of an Inquiry Framework for ICT-Enhanced Teacher Innovation
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, , The University of Sydney, Australia

EdMedia + Innovate Learning, in Vienna, Austria ISBN 978-1-880094-65-5 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

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Abstract

Teachers’ deliberative inquiry into their own practices and continuous knowledge-building are essential contributors to the sustainable high-quality Information and Communication Technology (ICT) use in everyday teaching and learning. This conceptual paper aims to outline a framework that provides a foundation for refocusing teacher education on ICT-enhanced innovation, inquiry and research. Initially, it explores the nature of educational innovation, the function of ICT and the role of teachers in educational innovation. Then, the paper delineates three essential elements of the framework: (a) knowledge and skill-base teachers need to effectively innovate with ICT; (b) key aspects of design-based practitioner inquiry model and (c) software architecture for supporting teachers and broader educational communities in their inquiry-oriented innovation practices. It concludes by discussing the importance of the “hybrid culture” that merges educational practice and research for sustainable and transferable educational innovation.

Citation

Markauskaite, L. & Reimann, P. (2008). Enabling Teacher-Led Innovation and Research: A Conceptual Design of an Inquiry Framework for ICT-Enhanced Teacher Innovation. In J. Luca & E. Weippl (Eds.), Proceedings of ED-MEDIA 2008--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 3484-3493). Vienna, Austria: Association for the Advancement of Computing in Education (AACE). Retrieved February 28, 2021 from .

© 2008 Association for the Advancement of Computing in Education (AACE)

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References

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