Abstract
Innovation has become an increasingly important theme in education. After the Sputnik I launch in 1957, there has been a mushrooming of systematic education reforms in many countries around the world, resulting in some cases deep changes in the curriculum, the pedagogical activities as well as the roles of teachers and learners that made significant use of information and communication technology. A major challenge in education is how to sustain and scale up innova tions. Do technology-supported pedagogical innovations pose similar or different challenges to the problems of sustainability or transferability? This chapter draws on the case studies of innovative pedagogical practices using technology collected in the Second Information Technology in Education Study Module 2 (SITES M2) to explore this question. In particular, it examines the relationship, if any, between the extent of pedagogical innovation and scalability (i.e. sustainability and transfer-ability), as well as contextual and policy impacts on scalability.
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Law, N. (2009). Technology-Supported Pedagogical Innovations: The Challenge of Sustainability and Transferability in the Information Age. In: Ng, Ch., Renshaw, P.D. (eds) Reforming Learning. Education in the Asia-Pacific Region: Issues, Concerns and Prospects, vol 5. Springer, Dordrecht. https://doi.org/10.1007/978-1-4020-3024-6_15
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DOI: https://doi.org/10.1007/978-1-4020-3024-6_15
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