Innovation in education: what works, what doesn’t, and what to do about it?
Peter Serdyukov
- Vol. 10, Iss: 1, pp 4-33
TLDR
In this article, the authors present an analytical review of the educational innovation field in the USA and propose ways to increase the scale and rate of innovation-based transformations in the education system.Abstract:
Purpose
The purpose of this paper is to present an analytical review of the educational innovation field in the USA. It outlines classification of innovations, discusses the hurdles to innovation, and offers ways to increase the scale and rate of innovation-based transformations in the education system.
Design/methodology/approach
The paper is based on a literature survey and author research.
Findings
US education badly needs effective innovations of scale that can help produce the needed high-quality learning outcomes across the system. The primary focus of educational innovations should be on teaching and learning theory and practice, as well as on the learner, parents, community, society, and its culture. Technology applications need a solid theoretical foundation based on purposeful, systemic research, and a sound pedagogy. One of the critical areas of research and innovation can be cost and time efficiency of the learning.
Practical implications
Several practical recommendations stem out of this paper: how to create a base for large-scale innovations and their implementation; how to increase effectiveness of technology innovations in education, particularly online learning; how to raise time and cost efficiency of education.
Social implications
Innovations in education are regarded, along with the education system, within the context of a societal supersystem demonstrating their interrelations and interdependencies at all levels. Raising the quality and scale of innovations in education will positively affect education itself and benefit the whole society.
Originality/value
Originality is in the systemic approach to education and educational innovations, in offering a comprehensive classification of innovations; in exposing the hurdles to innovations, in new arguments about effectiveness of technology applications, and in time efficiency of education.read more
Citations
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Influence of Personal and Social Characteristics on Innovation Culture of Medium Enterprises in Nairobi Central Business District, Kenya
TL;DR: In this article, the authors studied the relationship between personal and social characteristics and innovation culture of medium enterprises in Nairobi, Central Business District Kenya, and found that personal and Social characteristics have a significant influence on innovation culture.
Journal ArticleDOI
Innovative Teaching and Technology Integration: Exploring Elderly Teachers’ Attitudes
Abstract: To stay current in this dynamic age, innovation and adaptability is not only considered a key to success, rather it is deemed a significant tool of survival. The field of education has metamorphosed with the shift of focus from teachers’ teaching to students’ learning. This change implies that teachers consistently update their practices and innovate in order to meet the needs of students with diverse skills. With the introduction of student-centred classrooms, project based learning, practical discovery and technological integration, the traditional lecture methods and the idea of passive students is becoming obsolete. However, the attitude of teachers towards innovation varies. The aim of this study was to explore attitudes of elderly teachers towards innovative teaching strategies. This study used qualitative phenomenological study method and criterion sampling technique to select four participants aged 45 years and above. Data were gathered through a self-constructed semi structured interview guide containing three dimensions. Phenomenological data analysis of these three dimensions showed the presence of some cognitive, behavioural and affective resistance to change among teachers. Therefore, it is suggested that certain aspects of training and guidance need to be provided to elderly teachers in order to make the process of innovation easy to adopt.
Journal ArticleDOI
Supporting digital engagement: an evaluation of the use of a Guide for effective development and facilitation of online discussion boards
TL;DR: In this paper, the authors investigated the use of the online Guide by facilitators, who are responsible for developing and facilitating online discussion boards and supporting students' digital engagement, and found that the Guide was predominantly accessed by Australian users, although there has been growth in downloads of chapters from other English speaking countries.
Journal ArticleDOI
Evaluation of non-formal education management in Maluku Province, Indonesia
TL;DR: In this paper, the authors evaluated the management of non-formal education institution in Maluku Province in 2017-2018 using mixed methods to conduct the study with the population included all 24 accredited NSE institutions.
Chinese Language Teacher Competency: A Literature Review for a Study Series
Huiwen Li,Hui Pang,Zhenzhen Hu +2 more
Abstract: Teaching is a special profession with complex pedagogical procedures. It prepares qualified workers and citizens who are expected to yield values and bring benefits to the society, the nation, and the whole world (Nessipbayeva, 2012). This makes the profession require well-qualified teachers. In light of this, teachers must have (and be able to exercise) a broad range of competency array every day in an especially complex environment so that students can realize their full academic potential with the help of teachers (Jackson, 1990). The more competent a teacher is, the better students' achievements will be (Johansson, Myrberg, & Rosen, 2015). It is urgent for us to know how to prepare competent teachers. With the growing importance and influence of China's global economy, Chinese as a foreign language (CFL) has become a critical language in the United States. It is also indispensable to have competent teachers to teach this language. Relevant research must be launched for this purpose to address the following questions. Question 1: What are the existing standards of CFL teacher competency in the United States? Question 2: What competencies should CFL teachers be expected by employers? Question 3: Do the current CFL teachers feel competent about their positions? Question 4: What measures should be taken to fill the gap between the expectations and the competence the CFL teachers have perceived, if there is any? To answer these questions, a series of research studies need to be conducted as a collective effort. The present study attempts to start this study series with an aim to examine the major findings in the literature of teacher competency and also CFL teacher competency if possible, serving as a general and foundational background for the rest studies. This literature study starts with the presentation of the definitions involved. Later, a chronological order will be followed to introduce the research efforts on the topics. Due to the significant changes in the 21st century in education and other fields involved, the introduction of the literature will be given in two sections: the research
References
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