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Innovation at schools in a context of digital transformation


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Ponencia presentada en el SELFIE Forum 2019, celebrado en Madrid con la organización del JRC e INTEF (Ministerio de Educación y Formación Profesional).

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Innovation at schools in a context of digital transformation

  1. 1. Innovation at schools in a context of digital transformation A keynote by Fernando Trujillo Sáez
  2. 2. There are reasons to be proud and optimistic (although we must always be longing for something better).
  3. 3. But Education is a gatekeeper for the most relevant global goals.
  4. 4. #FundEducation#FundEducation AND THE GLOBAL GOALSAND THE GLOBAL GOALS EDUCATIONEDUCATION In September 2015, 193 world leaders committed to 17 Global Goals for sustainable development to end extreme poverty, fight inequality and injustice, and protect our planet by 2030. Education is essential to the success of every one of the 17 new goals. NO POVERTY 1 QUALITY EDUCATION 4 DECENT WORK & ECONOMIC GROWTH 8 ZERO HUNGER 2 GOOD HEALTH & WELL BEING 3 GENDER EQUALITY 5 CLEAN WATER & SANITATION 6 AFFORDABLE & CLEAN ENERGY 7 INDUSTRY, INNOVATION & INFRASTRUCTURE 9 REDUCED INEQUALITIES 10 SUSTAINABLE CITIES 11 RESPONSIBLE CONSUMPTION & PRODUCTION 12 PARTNERSHIPS FOR THE GOALS 17 LIFE ON LAND 15 PEACE AND JUSTICE 16 LIFE BELOW WATER 14 CLIMATE ACTION 13 SCHOOL
  5. 5. “Education needs to aim to do more than prepare young people for the world of work. It needs to equip students with the skills they need to become active, responsible and engaged citizens.” The Future of Education and Skills. Education 2030. OECD Position Paper Available at
  6. 6. “Empowering individuals with the relevant skills for the digital world is key to enabling them to fully participate in their country’s economic, social and cultural life now and in the future.” OECD (2016), Innovating Education and Educating for Innovation: The Power of Digital Technologies and Skills, OECD Publishing, Paris.
  7. 7. How can these goals be realistically promoted and achieved in European schools?
  8. 8. Three misleading paths
  9. 9. 1. Innovation cannot grow from teacher’s (self-)deprecation.
  10. 10. Contradictory discourses want to cheer teachers up telling them they are unprepared or unwilling to face the challenge of (technological) innovation.
  11. 11. Teachers are the key for school improvement but they work in contexts which promote or prevent change.
  12. 12. 2. The fashion of supermarket innovation
  13. 13. “Innovation is a way of doing things that can be observed and institutionalized, like teaching methods as opposed to ideas (empowerment) or products (interactive whiteboard, Smart Class), that can become innovative only if manifested through the processes of schooling.” Tubin, Dorit. 2009. “What can be expected from educational innovation?”. En Aden D. Henshall and Bruce C. Fontanez. Educational Change. Chapter 10. Nova Science Publishers, Inc.
  14. 14. Innovation is not just choosing between Teacher- or Student- Centred Approaches, Textbooks or Flipped Learning, Chalk or Interactive Boards.
  15. 15. Each of these “options” can be reproductive or transformative depending on the outcomes.
  16. 16. 3. Heroic loneliness prevents sustainable innovation.
  17. 17. Concerning technology, individual enterprises can lead the way but they can also widen the competence gap.
  18. 18. “Islands of innovation do not succeed in turning educational technology innovation for teaching, learning, and school management into comprehensive innovation” Avidov-Ungar, O. 2010."Islands of Innovation" or "Comprehensive Innovation."
 Assimilating Educational Technology in Teaching, Learning, and Management:
 A Case Study of School Networks in Israel. Interdisciplinary Journal of E-Learning and Learning Objects Volume 6, 2010, 259-280.
  19. 19. The lonely-hero approach leads to frustration and burnout.
  20. 20. Innovation is a collective process in search of effective improvement.
  21. 21. “Teaching and learning to teach are contextually situated. professional development activities must therefore build on teachers' own knowledge and beliefs, perceived problems, and classroom practices.” Linda van den Bergh, Anje Ros, Douwe Beijaard. 2015. Teacher learning in the context of a continuing professional development programme: A case study. Teaching and Teacher Education, 47, 142-150.
  22. 22. “A school culture that encourages and supports teacher learning through creating opportunities and providing a stimulating context for teacher change has been found to be essential in generating educational reform.” Elena Jurasaite-Harbison, Lesley A. Rex. 2010. “School cultures as contexts for informal teacher learning”, Teaching and Teacher Education, 26, 267-277.
  23. 23. TECHNO-ORGANIZATIONAL DIMENSION TECHNO-PEDAGOGICAL DIMENSION Leadership & Governance Collaboration/Networking Professional Development Teaching & Learning Evaluation Content & Curricula INFRAESTRUCTURE (DIGITAL+SPACES) #DigCompOrg
  24. 24. Teachers are the key agents for innovation at school. Innovation relies on their social and professional capital.
  25. 25. “Three identity-related concepts seem to play an important role in this process of positioning oneself in relation to an innovation, namely ownership, sense-making and agency.” Ketelaar, E., Beijaard, D., Boshiizen, H. P. A., Den Brok, P. J. 2012. “Teachers’ positioning towards an educational innovation in the light of ownership, sense- making and agency”. Teaching and Teacher Education, 28, 273-282.
  26. 26. Self-knowledge precedes agency.
  27. 27. “Teachers who have greater knowledge of teaching and learning are more highly rated and are more effective with students, especially at tasks requiring higher order thinking and problem solving.” Linda Darling-Hammond. 2000. “How Teacher Education Matters”, en Journal of Teacher Education, Vol. 51, No. 3, May/June 2000 166-173
  28. 28. “The greatest effects on student learning occur when teachers become learners of their own teaching.” John Hattie, 2012. Visible Learning for Teachers. Maximizing impact on learning. Routledge.
  29. 29. Innovation requires a constant flow of common knowledge.
  30. 30. “The power of teacher co-learning emerges very strongly from the studies reviewed. The road starts with informal exchanges in school cultures that facilitate the process, continues in networking and interchanges among schools and situations and is strengthened in formalised experiences such as courses and workshops that introduce peer coaching or support collaboration and joint projects. In whatever way, the lesson learned is that teachers naturally talk to each other, and that such a talk can take on an educational purpose.” Avalos, B. (2011). Teacher Professional Development in Teaching and Teacher Education over ten years. Teaching and Teacher Education, 27, 10-20.
  31. 31. “In many places classroom teaching continues to be a solitary activity. Therefore to move from co-learning through talk to co-learning through observation and feedback is necessary as well as effective.” Avalos, B. (2011). Teacher Professional Development in Teaching and Teacher Education over ten years. Teaching and Teacher Education, 27, 10-20.
  32. 32. Teaching as a learning-by-doing-together activity
  33. 33. Shared critical reflection widens our common knowledge and improves our collective competence.
  34. 34. The School as a Community of Practice (of reflective practitioners) is the best ecosystem for innovation.
  35. 35. Networking inside and outside the school: Never be alone.
  36. 36. SELFIE can be the prompt we need for reflection and action in relation to digital competence.
  37. 37. Change cannot be imposed. Change is a consequence of self-knowledge, decision making and professional development.
  38. 38. Thanks A keynote by Fernando Trujillo Sáez