Technology-supported learning innovation in cultural contexts

Abstract

Many reform initiatives adopt a reductionist, proceduralized approach to cultural change, assuming that deep changes can be realized by introducing new classroom activities, textbooks, and technological tools. This article elaborates a complex system perspective of learning culture:A learning culture as a complex system involves macro-level properties (e.g., epistemological beliefs, social values, power structures) and micro-level features (e.g., technology, classroom activities). Deep changes in macro-level properties cannot be reduced to any component. This complex system perspective is applied to examining technology-supported educational change in East Asia and analyzing how teachers sustain the knowledge building innovation in different contexts. Working with the macro-micro dynamics in a learning culture requires a principle-based approach to learning innovation that specifies macro-level changes using principle-based instead of procedure-based terms and engages teachers' deep reflection and creative engagement at both the macro-and the micro-level.

The role of organizational learning in transformational leadership and organizational innovation

“…Current and previous studies on innovation from the teachers' perspective (e.g., Zhang 2009;Hsiao et al 2009;Somech 2010) highlight the importance of organizational innovation-specific meaning in a school and its association with actual innovational behavior. Our findings suggest that it is beneficial to organizational innovation to encourage organizational learning through means other than just increasing the teachers' belief in their innovational contributions and their principals' transformational leadership.…”

Bridging research and practice: Implementing and sustaining knowledge building in Hong Kong classrooms

“…Zhang (2010) argues for the importance of bridging macro-and micro-level beliefs and practices. Looi et al (2011) note that it is not enough just for researchers to conduct their question of interest, but they need to consider how different parts can be coordinated to fit the classroom ecology.…”

Reflections of Design-Oriented Pedagogy for Sustainable Learning: an International Perspective

“…Breaking boundaries between school and cultural communities opens possibilities for connected teaching and facilitates the studentsí learning in settings beyond the classroom. However, this poses greater demands on teachers; they have to re-think the core issues of learning and teaching, create new meanings for themselves and understand the cultural contexts, practical conditions and barriers in different classroom settings to accordingly develop effective strategies (Zhang, 2010).…”