Contextual factors that sustain innovative pedagogical practice using technology: an international study |
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| Authors: | Ronald Owston |
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| Institution: | (1) Institute for Research on Learning Technologies, York University, TEL1029, 4700 Keele St, M3J 1P3 Toronto, Ontario, Canada |
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| Abstract: | Pedagogical innovation—whether involving technology or not—is shaped by a complex interaction of the innovation with contextual
factors such as school and school district policy, leadership, cultural norms and values, teacher attitudes and skills, and
student characteristics. This study examined school and classroom contexts in which pedagogical innovations employing technology
were successfully sustained. Data were obtained from 59 cases drawn from the Second Information Technology in Education Study—Module
2, a project that examined 174 cases of innovative pedagogical practice in schools in 28 countries. An explanatory model of
sustainability was derived from a qualitative analysis of the cases using grounded theory techniques. Essential conditions
for the sustainability of classroom innovation were teacher and student support of the innovation, teacher perceived value
of the innovation, teacher professional development, and principal approval. Contributing factors for sustainability were
supportive plans and policies, funding, innovation champions, and internal and external recognition and support.
An interactive website that allows for searching of SITES-M2 case reports on various attributes such as sustainability, transferability,
level of school, and evidence of supportive policies and plans is available at http://sitesm2.org. |
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| Keywords: | Sustainability Contextual factors International studies Technology Pedagogical innovation |
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