From: Digital technology and practices for school improvement: innovative digital school model
Element | Research approach | The main conclusion | References |
---|---|---|---|
Vision of the school | |||
 Visions of using digital technology | Research on technology as adoption of an innovation in school; research on school improvement and change | A shared vision is needed for continuous school improvement. | |
 Consensus about the vision | Research on school improvement and change | A consensus of the vision enables collaboration directed to a same goal. | Leclerc et al. (2012) |
 Intentional development orientation | Research on innovation applied in school context | Intentional orientation is one of the corner stones for innovations. | Creemers and Reezigt (2005); Leclerc et al. (2012); OECD (2015); Rogers (2003) |
Leadership | |||
 Shared leadership | Research on school improvement and change | Shared leadership supports teachers’ participation and engagement in school-level activities by sharing the responsibility to several members of the community. | Facer (2012); Harris (2002a); Leclerc et al. (2012); OECD (2015); Spillane et al. (2004); Resnick and Spillane (2006) |
 Principal’s networking | Research on school improvement and change | Networking provides new perspectives and in this way, promotes the creation of improvements. | |
 The role of the principal | Research on school improvement and change | Principal’s role is to manage, motivate, organise and involve the staff in atmosphere for collaboration and experimentation. | DuFour and Mattos (2013); Earley (2010); Harris (2002a); Rogers (2003); Wong and Li (2011) |
Practices of the teaching community | |||
 Pedagogical collaboration and sharing of expertise | Research on school improvement and change | Pedagogical collaboration and sharing supports teachers’ professional development as well as collaborative improvement of pedagogical practices | Fullan (2001); Harris (2002b); Leclerc et al. (2012); Pedder and MacBeath (2008) |
 Development practices | Research on school improvement and change; research on innovation applied in school context | Teachers’ development practices are an effective way to improve pupils learning and a way to improve teacher expertise. | Bakkenes et al. (2010); Harris (2002b); Messmann and Mulder (2011); Rogers (2003) |
 Networking of teachers | Research on school improvement and change | Networking opens the isolated teacher profession to new ideas and thinking. It is necessary for innovations. | |
Pedagogical practices | |||
 Perceptions of using digital technology in education | Research on technology as adoption of an innovation in school; research on learning as knowledge creation | Teachers’ perceptions of using technology affects the ways teachers use it with pupils. Perceptions are often more ‘advanced’ than the actual practices. | Bereiter (2002); Donnelly et al. (2011); Hakkarainen et al. (2001); Hong and Sullivan (2009); Scardamalia and Bereiter (2006) |
 Pedagogical practices with digital technology | Research on technology as adoption of an innovation in school; research on learning as knowledge creation | Pedagogical practices with technology should focus on complex issues and activities like knowledge creation and problem solving in order to advance pupils’ general competencies. | Bell (2010); Donnelly et al. (2011); Hakkarainen et al. (2001); OECD (2014) |
School-level knowledge practices | |||
 Common knowledge practices with technology | Research on learning as knowledge creation; research on knowledge work organisations | Common knowledge practices support learning and development in an organisation; in school, common practices help teachers and pupils because they give ‘standard’ models and ways of working. | |
 Physical premises | Data on previous phases of the model, research on learning environments | The school has sufficient and flexible premises for various pedagogical use | |
 Pupils’ involvement in school level activities | Research on learning as knowledge creation; action research tradition; data on previous phases of the model | Students are active members in the school community, not only as ‘objects of teaching’. | Katsenou et al. 2015; Scardamalia and Bereiter (1999) Svanbjörnsdóttir, Macdonald and FrÃmannsson (2016) |
 School-level networking | Research on technology as adoption of an innovation in school; research on school improvement and change | A networking school opens out to the society and thus receives new kinds of collaboration and learning opportunities for pupils and teachers. | Brown and Duguid (2001); Chapman (2008); Scimeca et al. (2009) |
Digital resources | |||
 Utility of technical resources | Research on technology as adoption of an innovation in school | The school has resources for teaching and learning with digital technology; and the resources are organised meaningful way helping teachers and pupils in using technology. | |
 Pupils’ digital competence | Research on technology as adoption of an innovation in school | Pupils’ digital competence is acknowledged at school; pupils use technology in multiple ways, also at school and for school work. Learning digital technology in school ensures relevant competence for further education. | |
 Teachers’ digital competence | Research on technology as adoption of an innovation in school | Teachers’ digital competence is sufficient for carrying out pedagogical practices with technology; they can also support pupils’ evolving digital competence. | OECD, 2010 |
 Pedagogical and technical training and support | Research on technology as adoption of an innovation in school | Teachers get various kind of pedagogical and technical training and support at local and school level. In this way, teachers can improve their professional competence. | Hakkarainen et al. 2001 |