Abstract
In Chap. 6, our aim was to gain some idea of the kinds of school-level characteristics that are most conducive to the implementation and integration of ICT-related pedagogical innovations. We found statistically significant associations between some of these characteristics and dimensions of innovativeness, indicating that contextual (ecological) factors influence the outcomes of innovation processes. However, pedagogical innovations also bring changes to the school ecology, and so can be viewed as processes that stimulate learning across the school as an organization. In this chapter, we look at how the innovation schools were nurturing innovative practices and thereby fostering (sustaining) themselves as learning organizations – as places where everybody in the organization learns and contributes to that learning. More particularly, we looked at whether and how the innovations differed in terms of the nature and focus of the organizational learning involved, as well as the mechanisms through which the organizational learning was being propagated.
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Notes
- 1.
Wenger (1998) refers to the organizational environments that foster teachers’ opportunities to learn new ideas and to try out new practices as “architectures for learning.”
- 2.
The five disciplines are systems thinking, personal mastery, mental models, shared vision, and team learning.
- 3.
The Dalton Plan is an educational concept aiming to achieve a balance between each child’s talents and the needs of the growing community, which embraces a three-part plan that continues to be the structural foundation of a Dalton education – the House, the Assignment, and the Laboratory (“Dalton Plan,” Wikipedia).
- 4.
In Greek mythology, the Argo was the ship on which Jason and the Argonauts sailed from Iolcus to retrieve the Golden Fleece.
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Law, N., Yuen, A., Fox, R. (2011). Organizational Learning in Innovation Schools. In: Educational Innovations Beyond Technology. Springer, Boston, MA. https://doi.org/10.1007/978-0-387-71148-5_7
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