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Disruptive technology as a catalyst for educational innovation. Presentation in Astana Innovation Forum (in English)
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Mart LaanpereHead of the Centre for Educational Technology
Tallinn University, Estonia
Maintaining the status quo◦ Bureaucratic school systems continue◦ Teacher exodus: the ‘Meltdown scenario’
Re-schooling◦ Schools as core social centres◦ Schools as focused learning organisations
De-schooling◦ Learning Networks and the Network Society◦ Extending the Market Model
Chaos theory: extrapolation does not work in predicting the changes in social systems, especially during ‘moments of bifurcation’
The next bifurcation in educational domain: disruptive technologies may radically change the classrooms, schools and related behavior patterns
Disruptive technology: unexpected innovation, replaces the existing mainstream technologies
Previous radical changes in learning environment:◦ Writing (banned by Socrates)◦ Textbooks (16th century)◦ School-classroom-subject system (19th century)
The next change: slate PC instead textbooks?
Diffusion of innovationsDiffusion of innovations
Adoption phases: knowledge > persuasion > decision > implementation > confirmation
Moore’s chasm
Research problem: validity of Rogers’ theory in the context of technology-driven educational change
Catalyst for reform vs. lever (tool, resource) Diffusion of ICT in school: traditional patterns
in most of the cases Implementation success factors: teachers’ &
students’ ICT competencies, infrastructure Equity: ICT in classroom does not widen the
performance gap based on SE factors
OECD/CERI study 2002OECD/CERI study 2002
1997-2000: national strategy Tiger Leap, ◦ Goal: computerisation of schools◦ Programmes: infrastructure, teacher training,
educational software, project-based learning 2001-2005: Tiger Leap Plus,
◦ Goal: integration of ICT into curriculum◦ Programmes: ICT competencies, Virtual Learning
Environments, infrastructure, collaboration 2006-2009: Learning Tiger,
◦ Goal: ‘normalisation’ of e-learning The main goal of every programme should
be to make itself no longer needed
Tiger Leap Foundation: semi-independent public body with small office, experienced programme managers, ‘rented expertise’
Engaging local municipalities (school-owners) Systemic approach: providing infrastructure
is not enough Support at local level: IT managers
(educational technologists) hired by schools Crossing the Moore’s chasm: grants for
innovators, disseminating the best practice, training and digital resources to everyone
Infrastructure: computers/devices, power, peripherals, connectivity (WAN/LAN), security, data protection, identity management
Content and services: communication, information systems, virtual learning environments, digital learning resources
ICT competencies: pupils, teachers, staff Integration of ICT into curriculum Support and management Dissemination, PR, teacher’s communities
In emergence of disruptive technology, the systemic management of change is needed – otherwise we ‘try to connect a jet engine to a horse carriage’ (S.Papert) or will face the risk of reaching only a small group of innovators among teachers
Systemic change management could turn new technology into a catalyst for educational change in much larger scale, affecting school architecture, classroom settings, teaching and learning methods
ConclusionConclusion