Presentation of the report "Inspired by Technology - Driven by Pedagogy" Venue: Florianopolis, Brazil Date: 2 Sep 2010

1. Technology-based
Innovation in Education
2 September 2010
Øystein Johannessen
Deputy Director General
Norwegian Ministry of
Education and Research
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2. Outline of presentation
• ICT policy
• Backdrop of the report
• The report
• Policy issues and the road rhead
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3. Policy Drivers for ICT in
Education
• To support economic growth
• To support social development
• To support educational reform
• To support educational management and
accountability
• Source: Kozma, 2008
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4. Educational Drivers for ICT in
Education
• Learning outcome and learning strategies
• Personalisation
• Variation of teaching methods
• Home – school collaboration
• Bridge home – school education 
relevance
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5. Relevance of technology-based
innovation - directions
• Determining the conditions which enable
the adoption of technology
• Empowering schools and teachers to
generate discrete innovations at the school
or classroom level
• Providing support for the research
community
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6. Are we able to scale up
technology-based innovations?
• Change at system level seemingly does not
happen.
• Possible reasons for lack of systemic
change:
– Knowledge base
– Teacher training
– Incentives
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7. Research questions
• Competing concepts of technology-based
school innovations?
• The dynamics of technology-based school
innovations from a knowledge-
management perspective?
• Innovation policies regarding technology
in education
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8. The Report: Topics
• Web 2.0
• Digital learning resources
• Monitoring and assessing ICT use in
education
• Research and research design
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9. Lessons learnt (i)
• Imbalance between technology investments,
content, teacher training and knowledge base
• Tension between technology and pedagogy
• Axis between radical and incremental innovation
• There is a need to balance expectations between
the power of technology and feasibility of reality
• Complexity of the issues involved require a
multi-dimensional approach
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10. Lessons learnt (ii)
• Potential of new research disciplines (e.g. brain
research) must be explored
• Work on assessment too narrow
• Need for social dialogue with all stakeholders
• Research must be translated into meaningful
guidelines for improving practice
• To what extent is research evidence phased into
the education and practice of teachers
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11. Policy principles
• Systemic innovation useful for assessing
innovation policies
• Targeted system to promote and support
successful innovation and system-wide change.
• A coherent knowledge base is necessary
• Innovation opportunities may be lost due to lack
of evalution and knowledge feedback
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12. Axis of innovation
• The Policy Axis
• The Pedagogical Axis
• The technology Axis
• The Knowledge Axis
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13. The Policy Axis
• Horizontal coherence: Links between key
policy elements
• Vertical coherence: Links between key
players in an educational system
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14. Coherence between key policy
elements
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15. The Pedagocial Axis
• Curriculum and Innovation
• Empower the Innovators
• Culture of sharing among teachers and
school leaders
• ICT in the pedagogical debate
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16. The Technology Axis
• Infrastructure is an enabler for access and
equity
• ICT support systems and capacity
• Collaboration with others players in the
educational systems
• Increased technological diversity to be
expected
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17. Emerging technologies for
learning
• Cloud computing
• Collaborative Environments
• Game-based Learning
• Mobiles
• Augmented Reality
• Flexible Displays
• Sources: 2010 Horizon Report K-12
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18. The Knowledge Axis
• The Double Knowledge Change
– Establishing a knowledge base
– Effective dissemination and uptake of the
knowledge base
• Professional development among
teachers: Effective strategies
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19. Policy implications
• Systemic approach to innovation as a guiding principle
for innovation-related policies
• Promote an evidence-informed dialogue on innovation
• Build a coherent knowledge base about technology in
education
• Supplement investments in technology with efforts in
monitoring and evaluation
• Support relevant research
• Avoid digital divides
• Align or embed strategies for innovation with
national/regional policies for education (Quality/Equity)
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20. The Road Ahead
• Hybrid phase: Technology AND pedagogy
• Relationship between public
service/formal education and non-formal
education should be revisited
• Need to analyze the drivers of emerging
technologies
• Collaboration is King!
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21. Thank you!
joh@kd.dep.no