Digital learning trails: Scaling technology-facilitated curricular innovation in schools with a rhizomatic lens

Jamaludin, Azilawati; Hung, David

doi:10.1007/s10833-016-9280-x

Cited by 14 publications

(10 citation statements)

References 11 publications

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“…To address the negative aspects of what is called "kiasuism," the Singaporean school system has been trying to open up more space for creativity through a policy of "Teach Less, Learn More" (Lee, 2004). There is growing awareness that the knowledge base needs to expand beyond what is measured and what can be controlled by the government ( Jamaludin and Hung, 2016). For the system to continue to evolve, it may need to place greater emphasis upon educators' decisional capital so that they have opportunities to counteract the deleterious aspects of kiasuism in schools.…”

Section: Systemic Professional Capital In Singaporementioning

confidence: 99%

Three forms of professional capital: systemic, social movement, and activist

Shirley

2016

JPCC

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Purpose As a “business capital” model premised upon a financial perspective of educational change spreads itself into school systems around the world, a countervailing view of “professional capital,” as proposed by Hargreaves and Fullan, provides a new framework for transforming teaching and uplifting learning. The purpose of this paper is to advance theory by distinguishing among three forms of professional capital found in three different settings. Design/methodology/approach Systemic professional capital is exemplified by the city-state of Singapore, in which schools, higher education, and the Ministry of Education all support one another to optimize student learning. Social movement professional capital is manifested in the Learning Communities Project of rural middle schools in Mexico, where change is driven forward with a model of tutorial relationships that has proven to be sustainable even when funding is cut and political support is withdrawn. Activist professional capital can be identified in a Teacher Solutions Team model in Arizona in the USA, where educators carve out new zones of interaction and support for one another to deepen their knowledge base. This paper examines and discusses the above. Findings Systemic, social movement, and activist forms of professional capital are found to share affinities with the three forms of teacher professionalism identified by the Organization for Economic Cooperation and Development based on findings from the Teaching and Learning International Survey. Originality/value These distinctions among various forms of professional capital invite further research and theory building to provide alternatives to the rise of business capital in schools and school systems.

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Section: Systemic Professional Capital In Singaporementioning

confidence: 99%

Three forms of professional capital: systemic, social movement, and activist

Shirley

2016

JPCC

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“…The teacher acts as a facilitator, which has a positive impact and stimulates online student group work. Models of learning in the context of digital transformation determine the methods for studying the student's digital footprint [9]. The comprehensive analysis of problems associated with digital transformation in education was given by Prof. S. Panda [10].…”

Section: University Innovative Ecosystems Make It Possible To Unite T...mentioning

confidence: 99%

Formation of Educational Ecosystem as a Key Priority of the Russian Education Development Strategy

Kozyreva¹,

Kotov²,

Morozova³

et al. 2022

Proceedings of the International Scientific and Practical Conference Strategy of Development of Regional Ecosystems “Education-

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The article analyzes the educational ecosystem in the context of the strategic development of education. The purpose of the article is to study the experience of implementing the ecosystem approach while organizing the educational process in accordance with the challenges of the emerging information society. The article presents the basic features of the educational ecosystem and briefly describes the major changes in educational activities: the integrative nature of the content of teaching methods and tools; adaptability, co-evolution of the environment and its subjects; the theory of connectivism dwelling upon learning in the digital age. Referring to the research by V.L. Kvint and O.E. Permyakov, the authors conclude that the ecosystem approach is an essential factor for the strategic development of education. In their research, N.V. Dyorina, L.I. Savva, N.I. Rabina identified the peculiarities of forming the university innovative ecosystems. Particular attention is paid to the ideas of S. Panda on methods for studying the digital footprint of students and the use of cluster analysis of the obtained data for taking the managerial decisions. A paradigm approach, the theory of strategizing and learning models in the context of digital transformation were used during the analysis of the ecosystem approach to the educational system. The analysis of various research positions led to the conclusion that the transformation of the educational environment of a university into an eco-educational one is a comprehensive problem; its solution is in the development of an appropriate theory of education and of a corresponding eco-educational model. The article has considerable practical value because it contains recommendations and suggests approaches that can be taken into account when modernizing educational activities in higher education institutions: a step-by-step transition to the implementation of changes is necessary through the strategic planning of the development of structures and processes in the educational ecosystem of the university with the help of digital innovative technologies used for education and educational management.

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“…An ecological perspective consolidates and attends to the dynamic tensions in order to understand the rich interplay of policy and school level influences that contextualise school innovations. An ecological perspective also acknowledges the rhizomatic nature of spreading educational innovations which involves multiple interplays, trajectories, implementations, and adaptations to influence the sustainability and ownership of change (Jamaludin & Hung, 2016). The multiple voices and views presented in this book enable impediments and affor dances of innovation diffusion to be discussed holistically, which is an integral caveat for nurturing a sustainable ecology that allows innovations to grow.…”

Section: Forewordmentioning

confidence: 99%

“…Through such efforts, new contexts are formed where sociocultural affordances, technological infrastructure, and leadership aspects are coupled to sustain innova tions, develop teacher capacities, and enact studentcentred practices for the twenty first century. Sustaining innovation is about developing understandings of how to adapt innovations for diverse contexts (Elmore, 2016;Jamaludin & Hung, 2016) and yet continuing to align change imperatives at the system, district, and school levels and throughout the interlocking phases of planning, implementation, and integration (Fullan, 2006).…”

Section: Forewordmentioning

confidence: 99%

Innovations in Educational Change

2019

Education Innovation Series

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Education holds the key to unlock human resources that a society needs to survive and flourish. This is particularly salient in a borderless knowledge economy. For the past decades, the sterling performance of economies such as Hong Kong, Finland, Japan, Singapore and Taiwan in international studies (e.g., TIMSS, PIRLS and PISA) has attracted much attention internationally.Researchers, policy makers and practitioners all over the world wish to under stand how education innovations propel the emerging systems from good to great to excellent, and how their trajectories will provide insights for reforms in the educa tion system, schooling innovation, and classroom practices. The Education Innovation Book Series, published by Springer, will delve into education innova tions enacted by these emerging systems and situate them in both the local and the broader international contexts. Primary focus will be given to pedagogy and class room practices; education policy formulation and implementation; school and instructional leadership; and the context and interface between education research, policy and practice. We believe that the latter is critical in making education innova tions come to bear. Each volume will document insights and lessons learned based on empirical research (both quantitative and qualitative) and theoretical analyses. Implications to research, policy and professional practice will be surfaced through comparing and synthesizing their experience in the process of comparative studies on successful reforms around the world.The audience of the edited volumes and monographs published in this series includes researchers, policy makers, practitioners and students in the fields of edu cation and teacher education, and public policies related to learning and human resources.

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Digital learning trails: Scaling technology-facilitated curricular innovation in schools with a rhizomatic lens

Cited by 14 publications

References 11 publications

Three forms of professional capital: systemic, social movement, and activist

Three forms of professional capital: systemic, social movement, and activist

Formation of Educational Ecosystem as a Key Priority of the Russian Education Development Strategy

Innovations in Educational Change

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