
Enabling Teacher-Led Innovation and Research: A Conceptual Design of an Inquiry Framework for ICT-Enhanced Teacher Innovation
PROCEEDINGS
Lina Markauskaite, Peter Reimann, 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
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 https://www.learntechlib.org/primary/p/28868/.
© 2008 Association for the Advancement of Computing in Education (AACE)
Keywords
References
View References & Citations Map- AECT. (2001). Standards for the accreditation of programs in educational communications and instructional technology (4th ed.). Bloomington, IN: AECT.
- Barab, S.A., & Squire, K. (2004). Design-based research: Putting a stake in the ground. The Journal of the Learning Sciences, 13(1), 1-14.
- Bentley, T., & Gillinson, S. (2007). A D & R system for education. UK: Innovation Unit. Bereiter, C. (2002a). Design research for sustained innovation. Cognitive Studies. Bulletin of the Japanese Cognitive Science Society, 9(3), 321-327.
- Cochran-Smith, M., & Lytle, S.L. (1999). The teacher research movement: A decade later. Educational Researcher,
- Collins, A., Joseph, D., & Bielaczyc, K. (2004). Design research: Theoretical and methodological issues. The Journal of the Learning Sciences, 13(1), 15-42.
- Dana, N.F., & Silva, D.Y. (2003). The reflective educator’s guide to classroom research: Learning to teach and teaching to learn through practitioner inquiry. Thousand Oaks, CA: Corwin Press.
- Dawson, K. (2006). Teacher inquiry: A vehicle to merge prospective teachers’ experience and reflection during curriculum-based, technology-enhanced field experiences. Journal of Research on Technology in Education, 38(3), 265-292.
- De Roure, D., & Frey, J. (2007). Three perspectives on collaborative knowledge acquisition in e-science. Paper presented at the Workshop on semantic web for collaborative knowledge acquisition (SWeCKa), Hyderabad, India.
- Fisher, T., Higgins, C., & Loveless, A. (2006). Teachers learning with digital technologies: A review of research and projects. Bristol: Futurelab.
- Fishman, B., Marx, R.W., Blumenfeld, P., Krajcik, J., & Soloway, E. (2004). Creating a framework for research on systemic technology innovations. The Journal of the Learning Sciences, 13(1), 43-76.
- Foray, D., & Hargreaves, D. (2003). The Production of knowledge in different sectors: A model and some hypotheses. London Review of Education, 1(1), 7-19.
- Fullan, M. (2005). Systems thinkers in action: Moving beyond the standards. Nottingham: DfES Publications.
- Hakkarainen, K., Palonen, T., Paavola, S., & Lehtinen, E. (2004). Communities of networked expertise: Professional and educational perspectives. Amsterdam: Elsevier.
- Hannon, V. (2007). 'Next practice' in education: A disciplined approach to innovation. UK: The Innovation Unit.
- Hargreaves, D. (2003). Education epidemic: Transforming secondary schools through innovation networks. London: Demos.
- Hargreaves, D. (2006). A new shape for schooling? London: Specialist Schools and Academies Trust. Ichijo, K., & Nonaka, I. (Eds.). (2007). Knowledge creation and management: New challenges for managers. Oxford: Oxford University Press.
- Joseph, D. (2004). The practice of design-based research: Uncovering interplay between design, research and the real world context. Educational Psychologist, 39(4), 235-242.
- Kozma, R.B. (Ed.) (2003). Technology, innovation, and educational change: A global perspective. Eugene, OR: ISTE.
- Lagemann, E.C. (2002). Usable knowledge in education: A memorandum for the Spencer Foundation Board of Directors. Retrieved 05-12-2007, from http://www.spencer.org/publications/usable_knowledge_report_ecl_a.htm.
- Markauskaite, L., Goodwin, N., Reid, D., & Reimann, P. (2006). Modelling and evaluating ICT courses for preservice teachers: What works and how it works? Lecture Notes in Computer Science, ISSEP 2006, 4226, 242-254.
- O’Brien, L. (2005). E-research: An imperative for strengthening institutional partnerships. Educause Review, 40(6), 64–77.
- OECD. (2004). Innovation in the knowledge economy: Implications for education and learning. OECD: OECD Publishing, CERI.
- OECD. (2006). Personalising education. Paris: OECD Publishing, CERI.
- Philip, L., Chorley, A., Farrington, J., & Edwards, P. (2007). Data provenance, evidence-based policy assessment, and e-social science. Proceedings of the third international conference on e-social science. Ann Arbor, MI.
- Sawyer, R.K. (Ed.) (2006). The Cambridge handbook of the learning sciences. Cambridge: Cambridge University Press.
- Senge, P.M. (2000). Schools that learn: A fifth discipline fieldbook for educators, parents and everyone who cares about education. London: Nicholas Brealey.
- Shulman, L.S., & Shulman, J.H. (2004). How and what teachers learn: A shifting perspective. Journal of Curriculum Studies, 36(2), 257-271.
- Ure, J., Procter, R., Lin, Y-W., Hartswood, M., & Ho, K. (2007). Aligning technical and human infrastructures in the semantic web: A socio-technical perspective. Proceedings of the third international conference on e-social science. Ann Arbor, MI.
- Van de Ven, A., & Hargrave, T.J. (2004). Social, technical, and institutional change. In M.S. Poole& A. Van de Ven (Eds.), Handbook of organizational change and innovation (pp. 259-303). Oxford: Oxford University Press.
- Van den Dool, P., & Kirschner, P. (2003). Integrating the educative functions of Information and Communications Technology (ICT) in teachers' and learners' toolboxes: A reflection on pedagogical benchmarks for ICT in teacher education. Technology, Pedagogy and Education, 12(1), 161-179.
These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.
Suggest Corrections to References