Conditions that Facilitate the Implementation of Educational Technology Innovations

Ely, Donald P.

doi:10.1080/08886504.1990.10781963

Cited by 213 publications

(264 citation statements)

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“…also Blumenfeld, Fishman, Krajcik, Marx, & Soloway, 2000;Ely, 1999;Watkins, 2001). ICT enables education and learning to function independently of place and time (Sinko & Lehtinen, 1999) and age, and can also support selfregulated learning (cf.…”

Section: 3mentioning

confidence: 99%

Education and self‐regulation of learning for gifted pupils: systemic design and development

Mooij

2008

Research Papers in Education

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Gifted pupils differ from their age-mates with respect to development potential, actual competencies, self-regulatory capabilities, and learning styles in one or more domains of competence. The question is how to design and develop education that fits and further supports such characteristics and competencies of gifted pupils. Analysis of various types of educational interventions for gifted pupils reflects positive cognitive or intellectual effects and differentiated social comparison or group-related effects on these pupils. Systemic preventive combination of such interventions could make these more effective and sustainable. The systemic design is characterised by three conditional dimensions: differentiation of learning materials and procedures, integration by and use of ICT support, and strategies to improve development and learning. The relationships to diagnostic, instructional, managerial, and systemic learning aspects are expressed in guidelines to develop or transform education. The guidelines imply the facilitation of learning arrangements that provide flexible self-regulation for gifted pupils. A three-year pilot in Dutch nursery and primary school is conducted to develop and implement the design in collaboration with teachers. The results constitute prototypes of structured competence domains and supportive software. These support the screening of entry characteristics of all four-year old pupils and assignment of adequate play and learning processes and activities throughout the school career. Gifted and other pupils are supported to work at their actual achievement or competency levels since their start in nursery school, in self-regulated learning arrangements either in or out of class. Each pupil can choose other pupils to collaborate with in small groups, at self-chosen tasks or activities, while being coached by the teacher. Formative evaluation of the school development process shows that 2 the systemic prevention guidelines seem to improve learning and social progress of gifted pupils, including their self-regulation. Further development and implementation steps are discussed.

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Section: 3mentioning

confidence: 99%

Education and self‐regulation of learning for gifted pupils: systemic design and development

Mooij

2008

Research Papers in Education

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“…We identified few courses explicitly designed to teach implementation, despite common recognition that strong and innovative instruction can be rejected if implementation strategies or critical understanding of implementation environments is neglected (Ely 1990;Tessmer 1990). This could be an area in which the field could improve our training of new designers.…”

Section: Courses In the Addie Frameworkmentioning

confidence: 99%

An analysis of instructional design and technology departments

West

Thomas

Bodily

et al. 2016

Education Tech Research Dev

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In this paper we explore the academic productivity of universities in the field of Instructional Design and Technology according to three types of publically available data:(1) publication in 20 leading journals, (2) representation in the Handbook of Educational Communications Technology, and (3) reception of professional organization awards. We then identified five of these programs and analyzed the attributes of these departments to better understand the trends in how they are preparing the instructional technologists of tomorrow. While previous studies have compared leading instructional design and technology (IDT) programs by looking at publication in a single journal, we believe our approach provides a well-rounded perspective. In addition, we hope this study helps IDT departments learn from each other by discussing trends in department curricula.

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“…Innovation or change in schools or educational systems is not a new field of study nor is it a new practice (Banathy, 1991;Berman & McLaughlin, 1978;Blumenfeld, Fischman, Kracjick & Marx, 2000;Ely, 1999;Fishman, 2000;Fullan, 2001;Spillane, Reiser & Reiner, 2002). However, societal barriers are tenacious.…”

Section: Innovating With Technologies Within a School Contextmentioning

confidence: 99%

“…It was designed to enrich the learning environment in rural schools by using collaborative technologies in the classroom. This article seeks to explain what conditions for innovation (Ely, 1999) were implemented in participating school boards over a period of five years to ensure successful innovation from the standpoint of the participating stakeholders, i.e., the teachers, management, academic advisors, and superintendants. The goal of this paper is to understand and analyze the process to support the implementation of innovation as revealed by the comments of its principal stakeholders.…”

Section: Introductionmentioning

confidence: 99%

“…

AbstractThis paper investigates the presence (or absence) of Ely's (1999) conditions for implementing innovation in a rural context in the province of Quebec (Canada). The innovation, namely the Remote Networked School (RNS) initiative, is designed to bring new technology tools to enrich the learning environment of students and diminish teachers' isolation in the smallest and most remote schools of the province.

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Evolution of the Conditions for Successful Innovation in Remote Networked Schools

Hamel¹,

Turcotte²,

Laferrière³

2013

IES

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This paper investigates the presence (or absence) of Ely's (1999) conditions for implementing innovation in a rural context in the province of Quebec (Canada). The innovation, namely the Remote Networked School (RNS) initiative, is designed to bring new technology tools to enrich the learning environment of students and diminish teachers' isolation in the smallest and most remote schools of the province. The study presents a discourse analysis of four major stakeholder groups of the RNS initiative over three years. The qualitative analysis was designed to identify: 1) the conditions for innovation that were most present in stakeholder discourse over the years; 2) the indicators that strengthened the conditions for innovation presence or absence; and finally, 3) certain variations occurring during the adoption/implementation years of the RNS initiative. This paper reconfirms the adequacy of Ely's model as an effective framework for understanding and monitoring ICT-based systemic teaching and learning innovations such as the province-wide RNS initiative in Quebec.

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Conditions that Facilitate the Implementation of Educational Technology Innovations

Cited by 213 publications

References 1 publication

Education and self‐regulation of learning for gifted pupils: systemic design and development

Education and self‐regulation of learning for gifted pupils: systemic design and development

An analysis of instructional design and technology departments

Evolution of the Conditions for Successful Innovation in Remote Networked Schools

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