Educational transformation: Is it, like ‘beauty’, in the eye of the beholder, or will we know it when we see it?

Abstract

The word 'transformation' is frequently used in connection with modern educational change, particularly when such change involves new technologies and 'education for the information society'. Closer examination reveals that 'transformation' as a descriptor of change is used in a number of ways. In this paper I argue that, though the term 'transformation' suggests fundamental changes to structures for learning and teaching, some of what we see is little more than the same thing done somewhat differently. The rhetoric around the role of ICT in the process frequently carries overtones of technological determinism, with agency being ascribed to the technology. Some of these issues are examined in relation to the introduction into schools of interactive whiteboards. Whilst the notion of transformation often carries positive overtones of change 'for the better', this implication is open to critical examination. I problematise the notion of transformation itself and draw on activity theory to offer a better understanding of what it may mean. This necessarily includes emphasis on the roles of teachers and researchers as social agents in the process of true 'educational transformation'.

Academic domains as political battlegrounds

“…Useful writings in this respect are Hawkridge (1990), Capello (1999), Garris et al (2002), Tondeur et al (2007), Al Shae (2007) and de Freitas (2014). A point of agreement among 95% of the authors is that advocates in some regions have promoted the belief in E&T as the driving force in the 'transformation' (DeVillar et al, 2013) of education and beyond, including workplaces, economy and wider society (Fisher, 2006). E&T has been, as argued by 95% of the authors, popularised in some countries through, and by, academic and non-academic articles, reports, policies, funding projects, movements, organisations and/or campaigns, made by individual and organisational efforts (Bates, 2008).…”

Managing schools as complex adaptive systems: A strategic perspective

“…This fact also leads complex adaptive systems away from Newtonian and Cartesian paradigm which assume that the natural condition of the system is equilibrium. Contemporary schools driven away from equilibrium to the edge of chaos might build new relationship patterns and different structures by being compelled to find out and try new opportunities (Fisher, 2006;Dooley, 1997;Mitleton-Kelly, 2003).…”

Social networks as instructional tools beyond a classroom

“…WA has been integrated into teaching as an instructional tool for language teachers to promote fun and interesting language activities to stimulate active language teaching and learning (Fisher, 2006;Susilo, 2014;Wilson and Boateng, 2014). Various WA features are available such as text, message, video and voice messages and can be utilized to teach literature (Muhamad et al, 2015) writing, vocabulary (Alsaleem, 2013), speaking particularly debating skill and discussion (Susilawati and Salam, 2015), reading (Niveen, 2016) as well as research skills, technology proficiency skills and communication skills (Sunil, 2015).…”