Factors that impact on teacher innovation

Even in 2015 educational leaders are still often frustrated as to why digital devices have not changed practice in many classrooms, and haven't led to a culture of innovation with many teachers. Yong Zhao, Kevin Pugh and Stephen Sheldon conducted a study (Conditions for Classroom Technology Innovation) to explore this issue by examining the practice of more than 100 teachers.

From this came 11 salient factors, that need to be considered to support technology innovation in the classroom. These eleven can be grouped under three main headings: 

1. The teacher or innovator; 
2. The innovation or the project and
3. The context. 

The teacher/innovator factors were the one that seemed to have the most impact on the adoption of technology innovations. With regard to the teacher/innovator factors there are three sub-factors:

1. Technological proficiency - this has to do with the confidence and capability of the teacher - it is understandable that the greater this is, the more likely technology will be used in innovative ways;
2. Pedagogical compatibility - this refers to the level at which the pedagogical beliefs of the teachers fit (or don't fit ) with the technology. Again it is understandable if the technology doesn't support how a teacher teaches it is not likely to be used and
3. Social awareness - the more aware a teacher is of the school culture the more likely they are to adopt technological innovations. As teacher have greater social awareness they are more able to access such things as support and positive feedback.

With regard to the innovation/project there are two overarching factors - distance and dependance.

1. Distance refers to the distance of the innovation from the school culture - the more the innovation deviates from existing school practice and culture the less likely it is to be adopted. There are three sub-factors to consider: distance from the school culture, distance from the existing practice present in the school and distance away from other technological resources.
2. Dependence refers to how much the use of the innovation relies on other people or other resources, especially ones that are out of the control of the teacher/innovator. It is understandable that the greater the dependence, the more likely use of an innovation will fall over as there are a greater number of variables that have to be achieved for use of the innovation to be successful. 

The third domain to have a strong effect is the context in which the innovation takes place - the actual school itself. Three factors were identified that are relevant: 

1. Human infrastructure, which includes the human support systems both technological support and other teachers who can help develop the innovation and help to provide timely professional development and ensure there are supportive policies;
2. Technological infrastructure which includes technological support, hardware and software as well as connectivity and 
3. Social support which refers to the degree to which other people in the school provide support (or otherwise) to the innovator. 

While the domain of the innovator/teacher is the strongest domain in predicting technology innovations the other factors should not be ignored - especially when looking at the scalability and sustainability of the innovation. 

So how can this information be used by leadership in schools to ensure there are people who are teacher/innovators and there is the necessary support required for these people to flourish. The first two factors with regard to the innovator/teacher domain can be impacted by well-considered professional learning and development. This professional learning and development should be less about using the technology (unless this is an area that is severely lacking) but should focus more on building capabilities across a range of technologies in ways that support future-focused pedagogy. 

Barriers in schools with regard to technology innovation need to be identified and minimised as much as possible. Technological support (including technicians) need to have the role of enabling teachers to act on innovations rather than putting more barriers in place. Give the power to the teachers not the technicians. Networks must function and access to technology must be seamless. Teachers have enough to contend with to ensure technological innovations are used in pedagogically effective ways. The hardware/software and network issues need to be so much in the background that teachers don't even have to be aware of them. 

Teacher/innovators need to be celebrated and supported both with regard to the social structures of the school and the technological structure. Celebrate a culture of (considered) risk taking. Students need teachers who are early adopters and at the leading edge of technological developments. Lastly, even though I personally am often frustrated with the slow rate of change, and my gut instinct is for more of a revolutionary approach where drastic changes are made, the evolutionally approach, taking small steps, in the constantly desired direction will be more effective in the long run - or as said by John West-Burnham,  "keep the herd moving west."

Leadership: The Evolving Vision

Roz Mexted - Sabbatical Report

In this report Roz reports on her sabbatical to Harvard University's Graduate School of Education to attend Leadership: An Evolving Vision: (L.E.V.)

Emerging Technologies and Transformative Education:

There is no doubt that technologies are changing the knowledge and skills that learners need (and that educators need to help develop in their students). Technology is changing students (and all people in fact). It changes how we do many of the day to day things as well as how we learn. Information is instantly available regardless of time or place, people often multi-task and it is taken for-granted that we have powerful tools to enable us to do what we want - no longer are such things as movie making the domain of a specialised few - the ability to be creative in a high-tech sort of way has been democratised. Change is constant and rapid and the young people (and not so young) are constantly figuring out how to do things. The question is how do we mirror this in the classroom, how do we let go of the reins and create greater student agency while maintaining rigour and meeting curriculum standards. Even though these challenges may be tricky at times, they are integral to what we do and at no time can teachers let their guard down and think they have things figured out because, if you dare to be caught napping. I know many times I have figured out what I have thought is a great way of doing something just to find, a few months later that has been superseded - and that is just something we have to accept - don't hold on too tight to your way of doing things or you might find yourself standing still.  

Adaptive Leadership

As for students, teachers and leaders need to change in the face of technological changes. While students may celebrate change, for many teachers and leaders they may resist it, as their 'old' way of doing things may not be the best, and learning a new way can be time consuming - just to find out once you have got the hang of it there is another way that might even be better! See what the staff at the leading (not bleeding) edge are doing with technology - celebrate and distribute the leadership for this. Give these talented staff the power to help initiate change within a organisation. Yet leaders still need to model best practice, no one can lead by authority alone, leaders must walk the talk. 

Improving the technical core: What's a leader to do

Compared to many other professions teachers often work in isolation, they can shut their classroom door and their day to day practice is not scrutinised. Flexible learning environments go a long way to counter some of the issues around teachers working as individuals (in a non-collaborative manner). 

If teachers wish, how hard in a traditional environment is it for them to ignore what is no regarded as best practice - things such as student agency and effective use of technology. No doubt we have all come across teachers who don't use technology - and think it is quite OK to not adapt their teaching for the changing needs to the students. I agree that if teaching wants to be taken seriously as a profession there are teachers who need to up their game, and be more accountable for what happens day to day in their classrooms - not just the test results - the 'how' of their teaching not just the 'what'.

Increased accountability for teachers comes as we move away from individual practice to collective practice. The promise of this environment is not just for what it can do for students as learners but also for what it can do for teachers as learners.

The Why What and How of School Family and Community Partnerships

Stakeholders, resources, systems, structure and culture all need to be in alignment for a successful school. Without a doubt parents are one of the most important stakeholders and the stronger the partnerships the more likely students are to experience success. Parents, students and schools all need to be wanting to go in the same direction. There is no doubt that for schools, having the families of the students on their side makes life a lot easier - how often do senior management in school spend time, that should be spent on pedagogical factors, placating parents. In times of change though it can be difficult to engage effectively (or educate) with parents. No one feels comfortable with change and in this time of rapid educational change it is important we take our communities with us in the change process and of great importance is communication, communication and more communication. And then, when you think you must have communicated enough, communicate more!!! It will make education more successful for all.