Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.

Measuring innovations in Russia


Published on

This presentation was given by Diana Koroleva at the Public Conference “Innovation in education : What has changed in the classroom in the past decade?”.

Measuring innovation in education and understanding how it works is essential to improve the quality of the education sector. Monitoring systematically how pedagogical practices evolve would considerably increase the international education knowledge base. We need to examine whether, and how, practices are changing within classrooms and educational organisations and how students use learning resources. We should know much more about how teachers change their professional development practices, how schools change their ways to relate to parents, and, more generally, to what extent change and innovation are linked to better educational outcomes. This would help policy makers to better target interventions and resources, and get quick feedback on whether reforms do change educational practices as expected. This would enable us to better understand the role of innovation in education.

Published in: Education
  • Be the first to comment

  • Be the first to like this

Measuring innovations in Russia

  1. 1. Measuring innovations in Russia Diana Koroleva Institute of Education National Research University Higher School of Economics
  2. 2. Measuring innovations through o Digital transformation o Grassroots innovations
  3. 3. Measuring innovations through digital transformation The first wave was computerization: (1985 – early 1990s) Equipping educational organizations with computers, introducing ICT as an academic subject , and training teachers to work with computer as a teaching tool. Innovation "from above" The second wave was informatization: (late 1990s – 2000s) Changes in the content and methods of teaching with the help of ICT (going beyond the framework of a single subject). Formation of a new information environment. Innovation "from above"
  4. 4. The digital revolution in economy and Digital transformation of education
  5. 5. Big data Cloud Knowledge Artificial Intelligence MOOC Gamification, VR Blockchain Communication technology Knowledge-based economy of education
  6. 6. National programs Digital Economy • The federal project "Human Resources for the digital economy" • Providing the digital economy with competent personnel • The support for talented pupils and students in the field of Mathematics and Computer science • Assisting citizens in mastering digital literacy and the competencies of the digital economy Education • The federal project "Digital educational environment" • The development of the central educational system model ("Digital School", "Digital College", "Digital University"), its testing and implementation across the country • Creating the federal digital platform, automatizing routine procedures • Providing high-speed Internet connection for 100% of educational institutions by the end of 2024 • The creation of IT-cube - digital education centers for schoolchildren
  7. 7. Additions to country notes (Digital Transformation in education) • 91% of students own gadgets with Internet access; • 94% of schools are connected to the Internet, but in 21.4% of them the speed is 512 kilobits per second; • Computer equipment in schools is obsolete (most computers are the "legacy" of the early 2000s reforms); • Computers are available for students only in computer science lessons.
  8. 8. Digital Transformation in education: Cross-cultural study 1. Digital readiness of education actors (TRI) 2. Environmental and individual factors of teachers’ competent application of digital technology 3. Non-systemic digital innovations: owning devices by schoolchildren, using them for preparing homework, teachers’ activity in social networks
  9. 9. Instruments Name Publication Operationalization N of variables TAM Technology Acceptance Model Davis, 1989 - Perceived usefulness - Perceived ease 12 TAM2 Venkatesh and Davis, 2000 - Perceived usefulness - Perceived ease - Social environment 16 Venkatesh and Bala, 2008 - Perceived usefulness - Perceived ease - Social environment - Self-efficacy - Computer anxiety 27TAM3 UTAUT Unified Theory of Acceptance and Use of Technology Venkatesh, Morris, Davis, and Davis, 2003 - Performance expectancy - Effort expectancy - Social influence - Facilitating conditions 16 Venkatesh, Thong, and Xu, 2012 - Performance expectancy - Effort expectancy - Social influence - Facilitating conditions - Hedonistic motivation - Price value - Habit 23 UTAUT2 IMBP Integrative Model of Behavior Prediction Fishbein and Azjen, 2010 - Attitudes - Percieved norm - Self-efficacy 21 TRI Technology Readiness Index Parasuraman, 2000 - Innovativeness - Optimism - Discomfort - Insecurity 36 TRI 2.0 Parasuraman and Colby, 2015 16
  10. 10. Educational Innovation Landscape Education Innovation Competition (KIVO) as a tool for identifying grassroots innovations and predicting trends.
  11. 11. Trend 1: The growth of supplementary education 11% 21% 26% 31% 42% 44% 47% 52% 57% Other Pre-school education Vocational education Primary school University education Family education Secondary school High school Supplementary education
  12. 12. Trend 2: Familiar formats of digitalization and new digital solutions in the educational market
  13. 13. Trend 3: Market share between specialists within and without the education system
  14. 14. Educational Innovation Landscape Do grassroots projects operate in perpendicular, similar or divergent directions with governmental reforms and international agenda?
  15. 15. Grassroots innovation: Cross-cultural study 1. Trends in the field of grassroots innovations as signals of future changes in education; The observed grassroots projects could be treated as ether indicators of system dissatisfaction or niches with high potential for growth
  16. 16. Thank you for your attention! Diana Koroleva Institute of Education National Research University Higher School of Economics