An ecological perspective on change with digital technologies in education
|Change with digital technologies in education|
|Change ecologies||Introduction and objectives | Video signpost | Arena for change | The teacher | The innovation | The change agent | The organisation | The system | Future scenarios | Your way forward | FAQs|
|“||He who rejects change is the architect of decay. The only human institution which rejects progress is the cemetery.||”|
Digital technologies that currently pervade education are likely to increase the pace of change in association with other factors. Many theories and case studies can be used to inform such change and decrease unexpected and unwelcome impacts, but it has been hard for change agents and others to select the most appropriate theories and to apply more than one at a time.
The purpose of this introduction is to provide a high-level overview of the components of a change ecosystem. Each component will be studied in more detail for the duration of the course. In this course you will study multiple layers of change with Information and Communication Technologies (ICT) in education, starting with a personal instance of adopting and ICT innovation, moving through organizational perspectives, into system-wide ecological perspectives of change with ICT in education locally and globally.
- Davis, N. 2008. How may teacher learning be promoted for educational renewal with it. In Voogt, J and Knezek, G (eds.), International Handbook of Information Technology in Primary and Secondary Education, 507–520. Springer.
- Missing reference for 2009 publication