Understanding ICT Adoption in Classrooms from an Ecological Perspective - Nancy Law

Pedagogy, curriculum, assessment, staffing, routines have to change besides introducing ICT

Biggest challenge in ICT in education is sustainability and scalability

Scaling up ICT-enabled learning innovations
 - there are different dimensions to considered

ICT-enabled Learning in Asia and Europe
It was an attempt to map 7 case studies to a 5-dimensional framework to characterise innovations
- Nature of innovation
- Implementation phase
- Access level
- Impact area
- Target

Classroom ecology - teacher play a key role
- design is flexible enough to be used in different contexts and still remain effective

How can and ICT-enabled education innovation become an education epidemic?
- germs (ideas)
- contagious ideas (easily caught)
- a lot of movement, interactions
- the right local conditions (microclimate)
- the right weather conditions (macro climate)
- constant re-combination of genes (evolution)

Implications
- create opportunities for people to share and spread ideas
- risk may need to be taken to test innovations

Scalability of Education Innovations - Scaling Up Education (Chris Dede)
- depth, sustainability, spread, shift, evalution & local adaptation

Teachers as instructors ad assessors
- this mode of working does not make explicit the learning goals, how leanring outcomes are achieved, learning theory/design principles (assumptions why the activities would achieve the target outcomes) underpinning rhe wplan and hence not easily evaluated

Teachers as design profession, we must:
- have a design language or tool as professionals
- mechanisms and tools to link learning outcomes to learning designs
- a way to help teachers develop, capture and share pedagogies as a cumulative knowledge base that link design effectiveness links with learner characteristics

Tools for teachers as learning designers:
- to find and create new ideas to adopt/create, adapt and test
- to collect leanring analytics - redesign, analyze and publish
- to create and accumulate knowledge about effective pedagogies (include blended, online etc)

Pedagogical patterns - digital journey, project leanring, critical writing, experimental writing,

Learning Designer (Prototype) from HK University
Implications:
- teachers to think about the pedagogy rather than at the activity level
- the objective of the pedagogical scaffold would influence the design of the pedagogical scaffold e.g. augment teaching practices or design learning activities
- build a pedagogical database, track pedagogical practice over time, activity types
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