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Mart Laanpere Head of the Centre for Educational Technology Tallinn University, Estonia
<ul><li>Maintaining the  status quo </li></ul><ul><ul><li>Bureaucratic school systems continue </li></ul></ul><ul><ul><li>...
<ul><li>Chaos theory: extrapolation does not work in predicting  the changes in social systems, especially during ‘moments...
 
Diffusion of innovations Adoption phases:  knowledge > persuasion > decision > implementation > confirmation Moore’s chasm
<ul><li>Research problem: validity of Rogers’ theory in the context of technology-driven educational change </li></ul><ul>...
<ul><li>1997-2000:  national strategy  Tiger Leap ,  </li></ul><ul><ul><li>Goal :  computerisation of schools </li></ul></...
<ul><li>Tiger Leap Foundation : semi-independent public body with small office, experienced programme managers, ‘rented ex...
<ul><li>Infrastructure : computers/devices, power, peripherals, connectivity (WAN/LAN), security, data protection, identit...
 
<ul><li>In emergence of disruptive technology, the systemic management of change is needed – otherwise we ‘try to connect ...
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Disruptive technology

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Disruptive technology as a catalyst for educational innovation. Presentation in Astana Innovation Forum (in English)

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Transcript of "Disruptive technology"

  1. 1. Mart Laanpere Head of the Centre for Educational Technology Tallinn University, Estonia
  2. 2. <ul><li>Maintaining the status quo </li></ul><ul><ul><li>Bureaucratic school systems continue </li></ul></ul><ul><ul><li>Teacher exodus: the ‘Meltdown scenario’ </li></ul></ul><ul><li>Re-schooling </li></ul><ul><ul><li>Schools as core social centres </li></ul></ul><ul><ul><li>Schools as focused learning organisations </li></ul></ul><ul><li>De-schooling </li></ul><ul><ul><li>Learning Networks and the Network Society </li></ul></ul><ul><ul><li>Extending the Market Model </li></ul></ul>
  3. 3. <ul><li>Chaos theory: extrapolation does not work in predicting the changes in social systems, especially during ‘moments of bifurcation’ </li></ul><ul><li>The next bifurcation in educational domain: disruptive technologies may radically change the classrooms, schools and related behavior patterns </li></ul><ul><li>Disruptive technology: unexpected innovation, replaces the existing mainstream technologies </li></ul><ul><li>Previous radical changes in learning environment: </li></ul><ul><ul><li>Writing (banned by Socrates) </li></ul></ul><ul><ul><li>Textbooks (16th century) </li></ul></ul><ul><ul><li>School-classroom-subject system (19th century) </li></ul></ul><ul><li>The next change: slate PC instead textbooks? </li></ul>
  4. 5. Diffusion of innovations Adoption phases: knowledge > persuasion > decision > implementation > confirmation Moore’s chasm
  5. 6. <ul><li>Research problem: validity of Rogers’ theory in the context of technology-driven educational change </li></ul><ul><li>Catalyst for reform vs. lever (tool, resource) </li></ul><ul><li>Diffusion of ICT in school: traditional patterns in most of the cases </li></ul><ul><li>Implementation success factors : teachers’ & students’ ICT competencies, infrastructure </li></ul><ul><li>Equity : ICT in classroom does not widen the performance gap based on SE factors </li></ul>OECD/CERI study 2002
  6. 7. <ul><li>1997-2000: national strategy Tiger Leap , </li></ul><ul><ul><li>Goal : computerisation of schools </li></ul></ul><ul><ul><li>Programmes : infrastructure, teacher training, educational software, project-based learning </li></ul></ul><ul><li>2001-2005: Tiger Leap Plus , </li></ul><ul><ul><li>Goal : integration of ICT into curriculum </li></ul></ul><ul><ul><li>Programmes : ICT competencies, Virtual Learning Environments, infrastructure, collaboration </li></ul></ul><ul><li>2006-2009: Learning Tiger , </li></ul><ul><ul><li>Goal : ‘normalisation’ of e-learning </li></ul></ul><ul><li>The main goal of every programme should be to make itself no longer needed </li></ul>
  7. 8. <ul><li>Tiger Leap Foundation : semi-independent public body with small office, experienced programme managers, ‘rented expertise’ </li></ul><ul><li>Engaging local municipalities (school-owners) </li></ul><ul><li>Systemic approach: providing infrastructure is not enough </li></ul><ul><li>Support at local level: IT managers (educational technologists) hired by schools </li></ul><ul><li>Crossing the Moore’s chasm: grants for innovators, disseminating the best practice, training and digital resources to everyone </li></ul>
  8. 9. <ul><li>Infrastructure : computers/devices, power, peripherals, connectivity (WAN/LAN), security, data protection, identity management </li></ul><ul><li>Content and services : communication, information systems, virtual learning environments, digital learning resources </li></ul><ul><li>ICT competencies : pupils, teachers, staff </li></ul><ul><li>Integration of ICT into curriculum </li></ul><ul><li>Support and management </li></ul><ul><li>Dissemination , PR, teacher’s communities </li></ul>
  9. 11. <ul><li>In emergence of disruptive technology, the systemic management of change is needed – otherwise we ‘try to connect a jet engine to a horse carriage’ (S.Papert) or will face the risk of reaching only a small group of innovators among teachers </li></ul><ul><li>Systemic change management could turn new technology into a catalyst for educational change in much larger scale, affecting school architecture, classroom settings, teaching and learning methods </li></ul>Conclusion
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