The document discusses the potential impact of disruptive technologies on educational systems, emphasizing the need for systemic change management to effectively integrate ICT in schools. It outlines past and present reform initiatives such as Estonia's Tiger Leap programs, which aim to enhance teacher and student competencies in using technology. The author warns that without proper management of these changes, the educational sector may struggle to adapt and may only benefit a small group of innovators.

1. Mart Laanpere Head of the Centre for Educational Technology Tallinn University, Estonia

2. Maintaining the status quo Bureaucratic school systems continue Teacher exodus: the ‘Meltdown scenario’ Re-schooling Schools as core social centres Schools as focused learning organisations De-schooling Learning Networks and the Network Society Extending the Market Model

3. Chaos theory: extrapolation does not work in predicting the changes in social systems, especially during ‘moments of bifurcation’ The next bifurcation in educational domain: disruptive technologies may radically change the classrooms, schools and related behavior patterns Disruptive technology: unexpected innovation, replaces the existing mainstream technologies Previous radical changes in learning environment: Writing (banned by Socrates) Textbooks (16th century) School-classroom-subject system (19th century) The next change: slate PC instead textbooks?

5. Diffusion of innovations Adoption phases: knowledge > persuasion > decision > implementation > confirmation Moore’s chasm

6. Research problem: validity of Rogers’ theory in the context of technology-driven educational change Catalyst for reform vs. lever (tool, resource) Diffusion of ICT in school: traditional patterns in most of the cases Implementation success factors : teachers’ & students’ ICT competencies, infrastructure Equity : ICT in classroom does not widen the performance gap based on SE factors OECD/CERI study 2002

7. 1997-2000: national strategy Tiger Leap , Goal : computerisation of schools Programmes : infrastructure, teacher training, educational software, project-based learning 2001-2005: Tiger Leap Plus , Goal : integration of ICT into curriculum Programmes : ICT competencies, Virtual Learning Environments, infrastructure, collaboration 2006-2009: Learning Tiger , Goal : ‘normalisation’ of e-learning The main goal of every programme should be to make itself no longer needed

8. Tiger Leap Foundation : semi-independent public body with small office, experienced programme managers, ‘rented expertise’ Engaging local municipalities (school-owners) Systemic approach: providing infrastructure is not enough Support at local level: IT managers (educational technologists) hired by schools Crossing the Moore’s chasm: grants for innovators, disseminating the best practice, training and digital resources to everyone

9. Infrastructure : computers/devices, power, peripherals, connectivity (WAN/LAN), security, data protection, identity management Content and services : communication, information systems, virtual learning environments, digital learning resources ICT competencies : pupils, teachers, staff Integration of ICT into curriculum Support and management Dissemination , PR, teacher’s communities

11. 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 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 Conclusion