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Integration of Innovation and Technology in Ontario Schools
Integration of Innovation and Technology in Ontario Schools
Professional Stakeholders
Professional Stakeholders
Teachers
School Leadership
Schools, School Boards, Education
Business/Industry Stakeholders
Business/Industry Stakeholders
EdTech companies
Developers
Private, Local industry
Consumer Stakeholders
Consumer Stakeholders
Students
Community of Learners
Families
Innovation and Tech integration are not new problems in education. Education has tried to implement change to varying degrees of success using various models for professional development.
Historical Context
Historical Context
Innovations in teaching are not a new concept.
There is comfort and confidence in doing what we know
Change can be expensive with new resources and new infrastructure
A focus on pedagogy in new innovations supports change
EdTech companies profit from the adoption of their materials and resources.
EdTech companies like Google for Education provide online videos to support teachers in effectively using their product.
Schools have implemented a variety of PD models, including workshops, scheduled PD sessions, staff meetings, Lunch and Learn, Professional Learning Communities, and online learning communities.
Teachers working together in similar grade or subject areas tend to form informal groups. The staff room or prep room also provides a setting for sharing and learning together with colleagues.
Annual Learning Plans can include personalized learning, such as technology integration, that is to be supported by the administration.
Q: How can we successfully integrate a structure and process for innovation and technology into Ontario schools?
Q: How can we successfully integrate a structure and process for innovation and technology into Ontario schools?
Am I a good teacher?
Our professional identity is connected to what we know and value as good teaching practices. To test new innovation is to challenge our beliefs, values and philosophy of education.
Challenges
Challenges
Individual Factors
Rate of Adoption (Diffusion of Innovation)
Readiness: Not all institutions or professionals are ready to adopt new practices
Conflicting values related to technology
Trust in the innovation, Trust in the organization
Risk-taking, beliefs, and confidence
Changing teaching practices is a challenge to your personal/professional identity
Organizational Factors
systems for change, collaboration, trust
Logistics: time, space, resources to collaborate as professionals
Effective leadership
Faculty Needs vs Board initiatives and EdTech companies
Barriers to Innovation include effective leadership, organizational structure, training, resources, and managerial incompetence
Considerations for Success
Considerations for Success
Individual Needs
Perceived Usefulness and Perceived Ease of Use (TAM model)
Content-driven, pedagogically sound, tech-supported instruction (TPACK)
Professional development for technological pedagogical knowledge (TPACK)
Models of Success
Research-based strategies of successful integration of innovation and technology in schools and/or organizations
Adoption of Ideas is a 5-Step Process: Awareness, Persuasion, Decision-making, Implementation, Continuation
Community of Inquiry Model: Social, Cognitive, and Teacher Presence
Community Model (FOLC): a collaborative partnership between leadership, teachers, and students
System-based process and supports: PLC, grade/subject-based collaboration
Leadership that promotes shared decision-making, distributed roles, and collective responsibility
Designing a Model for Integration is a wicked problem. Our solution will be a better approach to the problem, at this moment, in Ontario education, with the information we have and know about collaborative leadership and innovation
Wicked Problems
Integrating innovation and digital technology is a "wicked problem" in education
Research Direction: Technology Integration through Collaborative Leadership and Faculty Engagement
Research Direction: Technology Integration through Collaborative Leadership and Faculty Engagement
Successful tech integration is not about the tools, but about people and pedagogy.
Collaborative leadership fosters shared ownership, builds trust, and empowers faculty to embrace innovation.
Presentation #1: Class Poll
Presentation #1: Class Poll
Sign in to the Mentimeter Poll using the QR code or one of the Links below
https://www.menti.com/al6z2k6mkoy3
https://www.mentimeter.com/app/presentation/al5tv6ogfyccuigvnfmebscp3hp7u84m/edit?source=share-modal
Please record your responses.
Our group will use your data and feedback in our investigation
Results: Question 1
Results: Question 1
87.5% of the class population works in a classroom setting. Small sample size: eight students in a Master's of Education, digital technologies class.
Results: Question 2
Results: Question 2
Individuals in a Master's of Education digital technology class identify as early adopters or early majority. This group is receptive to change and to trying new ideas in education.
Results: Question 3
Results: Question 3
The individuals in this group prefer to learn about technology through knowledgeable others in a small group or professional learning community.
This supports the direction of our research.
Results: Question 4
Results: Question 4
There were limited responses to this question. Respondents preferred observation and practice.
References
References
Bates, T. (2020, September 3). Innovation and on-line and digital learning: five myths, five barriers, and five strategies. [Web page]. Online Learning and Distance Education Resources. https://www.tonybates.ca/2020/09/03/innovation-and-on-line-and-digital-learning-five-myths-five-barriers-and-five-strategies/
Bullock, S. M. (2016). Digital technologies in teacher education: From mythologies to making
Download Digital technologies in teacher education: From mythologies to making. In C. M. Kosnik, S. White, C. Beck, B. Marshall, A. L. Goodwin, & J. Murray (Eds.), (pp. 3-16). Sense Publishers.
Burgess, G. & Worthington, A. (2021). Technology Acceptance Model. In A. Worthington (Ed.), Persuasion Theory in Action: An Open Educational Resource. https://ua.pressbooks.pub/persuasiontheoryinaction/chapter/technology-acceptance-model/
Kurt, S. (2018, May 12). TPACK: Technological Pedagogical Content Knowledge Framework. [Web log post]. Educational Technology. https://educationaltechnology.net/technological-pedagogical-content-knowledge-tpack-framework/
Kurt, S. (2023, September 14). Diffusion of Innovations Theory. [Web log post]. Educational Technology. https://educationaltechnology.net/diffusion-of-innovations-theory/
Marikyan, D. & Papagiannidis, S. (2023) Technology Acceptance Model: A review. In S. Papagiannidis (Ed), TheoryHub Book. https://open.ncl.ac.uk/theories/1/technology-acceptance-model/
Power, R. (2018, June 14). Increasing Technology Integration in Teaching and the Curriculum. [Web log post]. Power Learning Solutions. https://www.powerlearningsolutions.com/blog/increasing-technology-integration-in-teaching-and-the-curriculum
Power, R. & Kay, R. (2023). Higher Education Faculty Supports for the Transition to Online Teaching during the COVID-19 Pandemic. Journal of Educational Informatics, 4(1), 49-72. https://journalofeducationalinformatics.ca/index.php/JEI/article/view/191
Power, R., Kay, R., & Craig, C. (2023). The Effects of COVID-19 on Higher-Education Teaching Practices. International Journal of E-Learning & Distance Education, 38(2). https://www.ijede.ca/index.php/jde/article/view/1255/1899
Warr, M. & Mishra, P. (n.d.). The TPACK Technology Integration Framework. [Web page]. EdTechnica. https://edtechbooks.org/encyclopedia/tpa
Washington, B. (2019, November 22). Disruptive Innovation in Education. [Web log post]. TeachHub. https://www.teachhub.com/classroom-management/2019/11/disruptive-innovation-in-education/
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