Abstract
Many educational systems worldwide are putting much work in the assimilation of ICT in schools, fostering significant changes in the processes of instruction and learning. These changes occur in schools at various levels by means of, e.g., the creation of new learning configurations (beyond traditional time and space configurations), the devise of novel pedagogical solutions, or through the expansion of the school's knowledge-resources space into cyberspace. These transformations, and the processes by which they occur, have become highly interesting research themes with obvious theoretical (e.g., cognitive or curricular issues) as well as practical (e.g., policy or planning issues) implications. We present an analysis schema for the systematic study of these transformational processes in schools using ICT. The schema's dimensions are located within a grid defined by two axes. The horizontal axis represents levels of innovation from preliminary alterations in the school's routine due to the initial assimilation of ICT, to far-reaching transformations of pedagogical practices and learning processes. The vertical axis details domains of innovation, focusing on four main constituents of the school milieu: time/space configurations, students, teachers, and the curriculum. A detailed description of the dimensions as well as the variables suggested for their operationalization, is presented. Implications of using the analysis tool for researchers, practitioners and policy makers are discussed.
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Mioduser, D., Nachmias, R., Tubin, D. et al. Analysis Schema for the Study of Domains and Levels of Pedagogical Innovation in Schools Using ICT. Education and Information Technologies 8, 23–36 (2003). https://doi.org/10.1023/A:1023922207476
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DOI: https://doi.org/10.1023/A:1023922207476