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Technology and educational innovation – but who is the innovator and what is the innovation?

La Universidad del País Vasco/ Euskal Herriko Unibertsitatea CINTE17 CONFERENCE - October 2017. Technology and educational innovation – but who is the innovator and what is the innovation?. Don Passey Professor of Technology Enhanced Learning Department of Educational Research

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Technology and educational innovation – but who is the innovator and what is the innovation?

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  1. La Universidad del País Vasco/EuskalHerrikoUnibertsitatea CINTE17 CONFERENCE - October 2017 Technology and educational innovation – but who is the innovator and what is the innovation? Don Passey Professor of Technology Enhanced Learning Department of Educational Research Lancaster University

  2. My focus for this presentation • New technologies are enabling a range of innovations in education • Online provision, asynchronous discussion, virtual realities, and game-based learning are all examples that highlight this • Innovation can happen in different ways and in different parts of educational practice • So, who should be considered the innovators, and what is the innovation that is or should happen? • I will discuss these key questions, from an historical, current and future perspective • The important and crucial roles of teachers will be highlighted

  3. Innovation is not ‘new to us’

  4. Innovation has involved both hardware and software

  5. How do we recognise current innovations in education?

  6. Four ‘positions’ for innovation • Affordances • Of technologies • Uses • Through pedagogies and activities • Outcomes • From activities, for teachers and for learners • Impact • On learning, for learners Source: Passey (2013)

  7. Where does the innovation happen?

  8. Who is the innovator?

  9. And the role of learners in innovation? When we try to innovate education, we often leave students out of the equation. We do not innovate in students’ learning, their mind, attitudes, behaviors, character, metacognition, and work ethics enough. Yet, we try everything we can to improve teaching (delivery), while what we actually need is to improve learning. Source: Serdyukov (2017)

  10. And the role of the teachers? “an effective impact on school could be obtained if and only if technological innovation is developed together with pedagogical innovation … the use of new tools results in little pedagogical gain if novel educational strategies and the activities in which teachers and students are involved are not carefully reconsidered and planned … pedagogical innovation should be based on the opportunities offered by technological advances and on a critical examination of how such advances change substantially, in direct or indirect ways, the needs, the modalities and the content of teaching and learning activities.” Source: Bottino (2013)

  11. How do we gain insight into the potential for innovation? • Affordances • Of technologies • Uses • Through pedagogies and activities • Outcomes • From activities, for teachers and for learners • Impact • On learning, for learners Qualitative case studies Quantitative independent control group studies

  12. The state-of-play of the four origins of evidence • Affordances • Of technologies • Uses • Through pedagogies and activities • Outcomes • From activities, for teachers and for learners • Impact • On learning, for learners

  13. What evidence we tend to lack currently • Impacts on long-term memorisation, social and societal aspects of learning • Uses, outcomes and impacts of project-based activities • Megacognitive and metacognitive outcomes and impacts of online learning support • Outcomes and impacts for specific groups of learners • How lifelong learning is being supported • How intergenerational learning is being supported

  14. The future? • Educational technology innovation was initially focused for the learner (in the 1980s) – on affordances and uses • It was then focused more on the teacher (in the 2000s) – on uses and outcomes • It is currently being focused on the institution – on affordances, uses and outcomes • How far will it go beyond to a wider society and community – focusing more on informal learning opportunities perhaps? • Will the interpretation of educational technology innovation ever be truly outside the involvement of teachers? • Will the 80-20 rule be broken in this context?

  15. References • Bottino R.M. (2013). Reflections on Educational Technology, Research and School Innovation. In Lytras M.D., Ruan D., Tennyson R.D., Ordonez De Pablos P., García Peñalvo F.J., Rusu L. (eds) Information Systems, E-learning, and Knowledge Management Research. WSKS 2011. Communications in Computer and Information Science, vol 278. Springer: Heidelberg, Germany • Passey, D. (2013). Inclusive technology enhanced learning: Overcoming Cognitive, Physical, Emotional and Geographic Challenges. Routledge: New York, NY • Serdyukov, P. (2017). Innovation in education: what works, what doesn’t, and what to do about it? Journal of Research in Innovative Teaching & Learning, 10(1), 4-33

  16. Thank you for listening!Contact d.passey@lancaster.ac.uk

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