BETT: Educational Change

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Short presentation given at the BETT show 2008 highlighting the reason for educational change, some of the resistances to change and some of the actions to overcoming them.

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  • BETT: Educational Change

    1. 1. Dan Sutch www.futurelab.org.uk [email_address]
    2. 2. The challenge… <ul><li>“ We need the combined expertise of industry, academia, practitioners and policy to design and implement the tools, the technologies and practices that will revolutionise the way we learn” Lord Puttnam </li></ul>
    3. 5. Space Signpost My-E Mobi Missions Ecolibrium Exploratree Astroversity Moovl Enquiring Minds Fizzees
    4. 7. End-user innovation <ul><li>… a source of innovation, only now becoming widely recognized, is end-user innovation . This is where an agent (person or company) develops an innovation for their own (personal or in-house) use because existing products do not meet their needs </li></ul><ul><li>“ end-user innovation [is], by far, the most important and critical” </li></ul><ul><li>Eric Von Hippell Sources of Innovation </li></ul>
    5. 8. Expertise and innovation <ul><li>Innovation takes place through complex process that link many different actors together </li></ul><ul><li>The boundaries of organisations and industries are sites for innovation </li></ul><ul><li>Problems and needs of users can be met with the potential solutions in creative processes </li></ul>
    6. 9. <ul><li>The successful exploitation of ideas generated at the intersection of invention and insight, which leads to the creation of social or economic value. </li></ul>
    7. 10. <ul><li>The successful exploitation of ideas generated at the intersection of invention and insight, which leads to the creation of social or economic value. </li></ul>
    8. 11. <ul><li>The successful exploitation of ideas generated at the intersection of invention and insight , which leads to the creation of social or economic value. </li></ul>
    9. 12. <ul><li>The successful exploitation of ideas generated at the intersection of invention and insight , which leads to the creation of social or economic value . </li></ul>
    10. 13. <ul><li>Dynamic, shifting </li></ul><ul><ul><li>Social context </li></ul></ul><ul><ul><li>Education context </li></ul></ul><ul><ul><li>Economic context </li></ul></ul><ul><ul><li>Technological context </li></ul></ul>Aims of the innovation &quot;The ubiquitous presence and utility of ICT in modern life are having a significant impact on the way we live, and even on the notion of an educated person. It has led to the concept of the knowledge society - sometimes also called the learning society or information society. There is a widespread awareness that these developments have profound implications for education, and that schools must change, but as yet little detailed consideration of the extent of the change needed and the advantages that ICT can bring. The growth of the knowledge society and the pervasiveness of the technology represent a major challenge and a major opportunity for education.&quot; OECD, Learning to Change: ICT in Schools (2001), p.9 <ul><ul><li>‘ Uncertain futures’ </li></ul></ul>
    11. 14. <ul><li>&quot;The changes in society, among pupils' perceptions, and the evolution of new technologies are leading to a new profession for teachers.&quot; </li></ul><ul><li>B. Cornu, 'New technologies: integration into education' (in D. Watson & D. Tinsley (eds.), Integrating Information Technology into Education ; London, 1995), p.8 </li></ul><ul><li>‘… change in education may now be thought of as a constant condition, rather than an event’ </li></ul><ul><li>Futurelab Literature review: Teachers Learning with Digital Technologies: A review of research and projects, p.5 </li></ul>
    12. 15. <ul><li>Universities Council for the Education of Teachers </li></ul><ul><li>http://www.ucet.ac.uk/ </li></ul><ul><li>Paper provides an example of the innovations needed in response to the Every Child Matters agenda </li></ul>
    13. 16. <ul><li>Tomorrow’s teachers will therefore inhabit and expect to flourish in a very different educational world. </li></ul>Universities Council for the Education of Teachers http://www.ucet.ac.uk/
    14. 17. <ul><li>They will find themselves in schools in which the proportion of teaching support staff has markedly increased </li></ul>Universities Council for the Education of Teachers http://www.ucet.ac.uk/
    15. 18. <ul><li>they will be professionally accountable for their contribution to improving the outcomes for children </li></ul><ul><li>they will require to display a deeper sensitivity and responsiveness to the well-being of learners </li></ul>Universities Council for the Education of Teachers http://www.ucet.ac.uk/
    16. 19. <ul><li>they will work in schools which are designed to address a wider range of professional concerns than the school of yesteryear </li></ul>Universities Council for the Education of Teachers http://www.ucet.ac.uk/
    17. 20. <ul><li>[they] will become gateways to a network of dispersed learning opportunities, and will draw on wider sources of expertise to support learning </li></ul>Universities Council for the Education of Teachers http://www.ucet.ac.uk/
    18. 21. <ul><li>they will have a stronger involvement with parents and other community agencies than in the past </li></ul>Universities Council for the Education of Teachers http://www.ucet.ac.uk/
    19. 22. <ul><li>they will be members of teams, in some cases in leadership roles, in others as partners, in addressing shared professional problems </li></ul>Universities Council for the Education of Teachers http://www.ucet.ac.uk/
    20. 23. <ul><li>they will be expected to engage more frequently in discussions with others from different walks of professional life </li></ul>Universities Council for the Education of Teachers http://www.ucet.ac.uk/
    21. 24. <ul><li>the effects of all these changes will be to reinforce the teachers’ fundamental and distinctive responsibility for exercising leadership in teaching and learning and maximising learning opportunities. </li></ul>Universities Council for the Education of Teachers http://www.ucet.ac.uk/
    22. 25. Putting the ideas into practice
    23. 26. Putting the ideas into practice O'Sullivan, 2002 <ul><li>Poor goal definition </li></ul><ul><li>Poor monitoring of results (standard and non-standard) </li></ul><ul><li>Poor participation in teams </li></ul><ul><li>Poor alignment of actions to goals </li></ul><ul><li>Poor communication and access to information </li></ul>
    24. 27. Putting the ideas into practice Bates (2000) <ul><li>Poor goal definition </li></ul><ul><li>Poor monitoring of results (standard and non-standard) </li></ul><ul><li>Poor participation in teams </li></ul><ul><li>Poor alignment of actions to goals </li></ul><ul><li>Poor communication and access to information </li></ul><ul><li>Teachers and peers </li></ul><ul><li>Teachers adapting to change </li></ul><ul><li>Teachers professional development </li></ul><ul><li>Teachers independence and influence </li></ul><ul><li>Time to understand </li></ul><ul><li>Time to personalise </li></ul><ul><li>Support network </li></ul><ul><li>Time to understand </li></ul><ul><li>Time to personalise </li></ul><ul><li>Enaction of innovation </li></ul>
    25. 28. Putting the ideas into practice <ul><li>Poor goal definition </li></ul><ul><li>Poor monitoring of results (standard and non-standard) </li></ul><ul><li>Poor participation in teams </li></ul><ul><li>Poor alignment of actions to goals </li></ul><ul><li>Poor communication and access to information </li></ul><ul><li>Teachers and peers </li></ul><ul><li>Teachers professional development </li></ul><ul><li>Teachers independence and influence </li></ul><ul><li>Time to understand </li></ul><ul><li>Time to personalise </li></ul><ul><li>Support network </li></ul><ul><li>Time to understand </li></ul><ul><li>Time to personalise </li></ul><ul><li>Enaction of innovation </li></ul><ul><li>Confidence in new approach </li></ul><ul><li>ITT and CPD </li></ul><ul><li>Access to training </li></ul><ul><li>Management of tools </li></ul><ul><li>Time constraints </li></ul><ul><li>Understanding new approach </li></ul><ul><li>Understanding new approach </li></ul><ul><li>Confidence in new approach </li></ul><ul><li>Teachers adapting to change </li></ul>
    26. 29. Putting the ideas into practice <ul><li>Poor goal definition </li></ul><ul><li>Poor monitoring of results (standard and non-standard) </li></ul><ul><li>Poor participation in teams </li></ul><ul><li>Poor alignment of actions to goals </li></ul><ul><li>Poor communication and access to information </li></ul><ul><li>Teachers and peers </li></ul><ul><li>Teachers professional development </li></ul><ul><li>Teachers independence and influence </li></ul><ul><li>Time to understand </li></ul><ul><li>Time to personalise </li></ul><ul><li>Support network </li></ul><ul><li>Time to understand </li></ul><ul><li>Time to personalise </li></ul><ul><li>Enaction of innovation </li></ul><ul><li>Confidence in new approach </li></ul><ul><li>ITT and CPD </li></ul><ul><li>Access to training </li></ul><ul><li>Management of tools </li></ul><ul><li>Time constraints </li></ul><ul><li>Understanding new approach </li></ul><ul><li>Understanding new approach </li></ul><ul><li>Assessment constraints </li></ul><ul><li>Curriculum constraints </li></ul><ul><li>Curriculum constraints </li></ul><ul><li>Confidence in new approach </li></ul><ul><li>Personal desire </li></ul><ul><li>Personal interests </li></ul><ul><li>Teachers adapting to change </li></ul><ul><li>Imposed practices </li></ul><ul><li>Separation of new practice with personal beliefs </li></ul><ul><li>Inspection and review </li></ul><ul><li>Fear of unknown </li></ul><ul><li>Challenge to ‘power’ </li></ul>
    27. 30. Reducing the resistances to change
    28. 31. Reducing the resistances to change <ul><li>Distributed leadership </li></ul><ul><li>Champion of innovation </li></ul><ul><li>Conversation </li></ul><ul><li>Tools and resources </li></ul><ul><li>Showcases </li></ul><ul><li>Communication </li></ul><ul><li>Networks of practice </li></ul><ul><li>Sharing innovation and early ideas </li></ul><ul><li>Risk management </li></ul><ul><li>Reprofessionalisation of teachers </li></ul><ul><li>Communication </li></ul><ul><li>Conversation </li></ul><ul><li>Conversation </li></ul><ul><li>Distributed leadership </li></ul><ul><li>Showcases </li></ul><ul><li>Sharing innovation and early ideas </li></ul><ul><li>Sharing innovation and early ideas </li></ul><ul><li>Distributed leadership </li></ul><ul><li>Conversation </li></ul><ul><li>Networks of practice </li></ul>
    29. 32. Reducing the resistances to change <ul><li>Distributed leadership </li></ul><ul><li>Champion of innovation </li></ul><ul><li>Conversation </li></ul><ul><li>Tools and resources </li></ul><ul><li>Showcases </li></ul><ul><li>Communication </li></ul><ul><li>Networks of practice </li></ul><ul><li>Sharing innovation and early ideas </li></ul><ul><li>Risk management </li></ul><ul><li>Reprofessionalisation of teachers </li></ul><ul><li>Communication </li></ul><ul><li>Conversation </li></ul><ul><li>Conversation </li></ul><ul><li>Distributed leadership </li></ul><ul><li>Showcases </li></ul><ul><li>Sharing innovation and early ideas </li></ul><ul><li>Sharing innovation and early ideas </li></ul><ul><li>Distributed leadership </li></ul><ul><li>Conversation </li></ul><ul><li>Networks of practice </li></ul>Early sharing of the innovation and the reasons for innovation – distributed leadership
    30. 33. www.slideshare.net <ul><li>Problem identification </li></ul><ul><li>Linking innovation to organisational goal </li></ul><ul><li>Connecting with new partners </li></ul><ul><li>Risk management </li></ul><ul><li>Reflection </li></ul><ul><li>Sharing leadership </li></ul>
    31. 34. Reducing the resistances to change <ul><li>Distributed leadership </li></ul><ul><li>Champion of innovation </li></ul><ul><li>Conversation </li></ul><ul><li>Tools and resources </li></ul><ul><li>Showcases </li></ul><ul><li>Communication </li></ul><ul><li>Networks of practice </li></ul><ul><li>Sharing innovation and early ideas </li></ul><ul><li>Risk management </li></ul><ul><li>Reprofessionalisation of teachers </li></ul><ul><li>Communication </li></ul><ul><li>Conversation </li></ul><ul><li>Conversation </li></ul><ul><li>Distributed leadership </li></ul><ul><li>Showcases </li></ul><ul><li>Sharing innovation and early ideas </li></ul><ul><li>Sharing innovation and early ideas </li></ul><ul><li>Distributed leadership </li></ul><ul><li>Conversation </li></ul><ul><li>Networks of practice </li></ul>Teacher learning and empowering teachers - reprofessionalisation
    32. 35. <ul><li>Reprofessionalistation of teachers </li></ul><ul><ul><li>(View of and view from teachers) </li></ul></ul><ul><li>Teacher learning and CPD </li></ul><ul><li>Backing to take risks </li></ul><ul><li>Responsibility to take risks </li></ul>www.nextgenteachers.com Affinity diagrams www.yackpack.com
    33. 36. Reducing the resistances to change <ul><li>Distributed leadership </li></ul><ul><li>Champion of innovation </li></ul><ul><li>Conversation </li></ul><ul><li>Tools and resources </li></ul><ul><li>Showcases </li></ul><ul><li>Communication </li></ul><ul><li>Networks of practice </li></ul><ul><li>Sharing innovation and early ideas </li></ul><ul><li>Risk management </li></ul><ul><li>Reprofessionalisation of teachers </li></ul><ul><li>Communication </li></ul><ul><li>Conversation </li></ul><ul><li>Conversation </li></ul><ul><li>Distributed leadership </li></ul><ul><li>Showcases </li></ul><ul><li>Sharing innovation and early ideas </li></ul><ul><li>Sharing innovation and early ideas </li></ul><ul><li>Distributed leadership </li></ul><ul><li>Conversation </li></ul><ul><li>Networks of practice </li></ul>Discussions with stakeholders – wide engagement programmes
    34. 37. <ul><li>Tapping into cultural capital in, and out of schools </li></ul><ul><li>Sharing innovations and reasons for innovations </li></ul><ul><li>Connecting with new partners </li></ul>www.grupthink.com
    35. 38. Reducing the resistances to change <ul><li>Distributed leadership </li></ul><ul><li>Champion of innovation </li></ul><ul><li>Conversation </li></ul><ul><li>Tools and resources </li></ul><ul><li>Showcases </li></ul><ul><li>Communication </li></ul><ul><li>Networks of practice </li></ul><ul><li>Sharing innovation and early ideas </li></ul><ul><li>Risk management </li></ul><ul><li>Reprofessionalisation of teachers </li></ul><ul><li>Communication </li></ul><ul><li>Conversation </li></ul><ul><li>Conversation </li></ul><ul><li>Distributed leadership </li></ul><ul><li>Showcases </li></ul><ul><li>Sharing innovation and early ideas </li></ul><ul><li>Sharing innovation and early ideas </li></ul><ul><li>Distributed leadership </li></ul><ul><li>Conversation </li></ul><ul><li>Networks of practice </li></ul>Sharing new approaches, showcasing tools and resources
    36. 39. <ul><li>Time to explore </li></ul><ul><li>Tools and approaches </li></ul><ul><li>Better ways of sharing ideas, approaches and tools </li></ul>
    37. 40. Reducing the resistances to change <ul><li>Distributed leadership </li></ul><ul><li>Champion of innovation </li></ul><ul><li>Conversation </li></ul><ul><li>Tools and resources </li></ul><ul><li>Showcases </li></ul><ul><li>Communication </li></ul><ul><li>Networks of practice </li></ul><ul><li>Sharing innovation and early ideas </li></ul><ul><li>Risk management </li></ul><ul><li>Reprofessionalisation of teachers </li></ul><ul><li>Communication </li></ul><ul><li>Conversatio n </li></ul><ul><li>Conversation </li></ul><ul><li>Distributed leadership </li></ul><ul><li>Showcases </li></ul><ul><li>Sharing innovation and early ideas </li></ul><ul><li>Sharing innovation and early ideas </li></ul><ul><li>Distributed leadership </li></ul><ul><li>Conversation </li></ul><ul><li>Networks of practice </li></ul>Networks for conversations, challenges and partnerships
    38. 41. <ul><li>Linking with other communities </li></ul><ul><li>Sharing ideas and approaches </li></ul><ul><li>Sharing barriers and solutions </li></ul><ul><li>Creating new solutions </li></ul>www.diigo.com www.skrbl.com

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