1. iTEC: Addressing the challenge to develop and identify innovation in European classrooms Sue Cranmer & Cathy Lewin Lancaster University & Manchester Metropolitan University 03/07/2015

2. Innovative Technologies for Engaging Classrooms (iTEC)  Large-scale, high-profile, European project from Sep 2010 – August 2014, involving 26 project partners,  Targeted at lower-secondary and upper-primary levels  Digital pedagogy: student-centred, ’21C skills’, assessment, digital tools  iTEC focused on sustainable mechanisms for supporting wide- scale adoption of innovation iTEC - Designing the future classroom2

3. I nnovative T echnologies for an E ngaging C lassroom

4. The iTEC process: realisation Trends analysis Workshops Selection criteria, including development of 21C skills Scenario Participatory design workshops Design challenges and opportunities Learning stories Learning activity 4

5. Innovation: conceptualisation  ‘an idea, practice, or object that is perceived as new by an individual’ (Rogers, 2003, p12)  ‘adding value to the educational process and resulting in measurable outcomes’ (OECD/CERI, 2010)  Intentional/deliberate, beneficial, change/novelty, dynamic/unpredictable, contextualised (Kampylis, Bocconi & Punie, 2012, p6) iTEC - Designing the future classroom5

6. Innovation: conceptualisation  Degree of innovation (Christiansen et al, 2008; Leadbeater & Wong, 2010; Kampylis et al, 2012) – ‘Incremental’: building on and improving existing practices – ‘Disruptive’/’Radical’: redefines practices or creates new opportunities  Incremental innovations ‘are usually the most permanent and make the deepest impact on practice’ (OECD, 2008, p17) iTEC - Designing the future classroom6

7. Innovation: recognition  Teacher survey – In what ways were your pedagogy and use of technology different (open question) – How different was it (10 pt scale)  Case studies – Teacher understanding of innovation – Descriptions of changes in practice iTEC - Designing the future classroom7

8. Evaluation: Norway  Innovation “using things in new ways, or new things”  Teacher perceived little (relative) change  Students felt that their experience was very different from ‘sitting and writing’: increased use of ICT, autonomy, collaboration, digital skills  Very innovative? (our perception): 3D printing, peer evaluation, collaboration, reflection, design tools, product development iTEC - Designing the future classroom8

9. Evaluation: Portugal  Innovation: use of ICT not normally used in the classroom  Teacher perceived substantial (relative) changes: creating video, group work, autonomy, learning outcomes – deeper discussion  Students – very different experiences in relation to ‘regular classes’  Less innovative? (our perception): collaboration, inquiry, reflective log, multimedia production iTEC - Designing the future classroom9

10. Challenges: conceptualisation  Difficult to achieve consensus across project  Definition of innovation is difficult – complex, multidimensional  Accounting for context crucial  Understood differently by stakeholders (teachers/students/us): subjective, framed through knowledge/experience iTEC - Designing the future classroom10

11. Challenges: realisation  The iTEC process tended to conservative outcomes – Scenario selection process at national level limited innovation potential – Teacher ownership (flexibility/localisation) further constraining innovation potential (from our perspective)  Temporary or permanent? iTEC - Designing the future classroom11

12. Challenges: recognition  Measuring innovation is challenging – different perceptions  Difficult to clearly distinguish different degrees of innovation  Pedagogical vs technological innovation iTEC - Designing the future classroom12

13. For further information The work presented in this presentation is partially supported by the European Commission’s FP7 programme – project iTEC: Innovative Technologies for an Engaging Classroom (Grant agreement Nº 257566). The content of this presentation is the sole responsibility of the consortium members and it does not represent the opinion of the European Commission and the Commission is not responsible for any use that might be made of information contained herein. WEB: http://itec.eun.org EMAIL: itec-contact@eun.org c.lewin@mmu.ac.uk s.cranmer@lancaster.ac.uk

14. Evaluation approach (C1-C4) Teacher survey; Case study; Multimedia stories Classroom Focus group; Teacher survey; Case study; Interview Process National case study Sustainability Teacher Survey; Teacher focus group; Technology iTEC - Designing the future classroom14

15. Innovation: Realisation  Create an object: Develop a tangible design – Dream – Design brief – Explore (Benchmark/Observation) – Data gathering – Map – Mindmapping data – Reflect – Recording audio-visual reflections and feedback – Make – Creating a design – Ask – Workshops with potential future users – Show – Presenting designs to an audience – Collaborate – With learners from other schools iTEC - Designing the future classroom15

16. Norway: Early adopter “[the students] had to choose a [religious] building, and find its measurements. They were to make a Padlet [a multimodal shared document or ‘wall’] where they would document all the work, the work process and the product. They were to make a plan for the work and talk to other students or to a control group about this plan and get their responses. They were to create the building in Sketchup or Minecraft, and present it to the rest of the class.” (teacher interview) iTEC - Designing the future classroom16

17. Portugal: perceived radical innovation  ‘Tell a story’: Create an engaging short video story that relates a scientific phenomena to a personal experience  Students created a video presentation about the areas and volumes of solids, using MovieMaker or PowToon iTEC - Designing the future classroom17