How Innovative are Schools in Teaching and Learning? A Case Study in Beijing and Hong Kong
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How Innovative are Schools in Teaching and Learning? A Case Study in Beijing and Hong Kong Chang Zhu
Published online: 29 August 2012 De La Salle University 2012
Abstract Innovation in education is essential to meet the requirements for preparing the new generation for the more and more advanced society. This study examines the innovative teaching and learning strategies in school settings, the technologies in place, the pedagogical orientations, and the cultural environment as perceived by teachers and students in two case schools—one in Beijing and one in Hong Kong. The results indicate that although the two schools have quite some elements of innovative teaching and learning strategies implemented, in general, the schools were not perceived to be very innovative by students and teachers. Technologies, pedagogies, and cultural environment are drivers for educational innovations; especially, the school cultural environment characteristics play important roles in the changing process. Thus, nurturing an enabling and innovative school environment is critical to facilitate and promote educational innovations. Keywords Innovation Teaching and learning Technology Culture
Introduction Innovation in education has become a new concern in the new century. Researchers have argued that three interrelated enablers are crucial for change and innovation to take place in education: technologies, pedagogy, and culture (Ferrari et al. 2009). Technology is essential to equip the new generation for our more and more advanced society. New pedagogies are required to take into account what it C. Zhu (&) Vrije Universiteit Brussel, Brussels, Belgium e-mail: [email protected]
means to be educated in the new times, considering the possible change in the way young people and children learn and understand. A cultural shift is absolutely necessary to recognize new values, norms, and ways of doing things. These three enablers are indispensable elements for the change and innovation process. Without one of them, innovation will be less likely to flourish. However, even with all of them positively in place, it is not sure that innovation is taking place, as the main actors still need to actively get engaged in the innovative process. Teachers and students are the key actors in the process of educational change and innovation. Therefore, understanding their views, perceptions, and practices is important to implement change and innovation in schools. This research aims to study innovative teaching and learning in school settings, the technologies in place, the pedagogical orientations, and the cultural environment, as perceived by teachers and students. Innovative Teaching and Learning Strategies in Schools Innovation is the implementation or the intentional introduction and application of a novelty which aims to improve a particular situation (OECD 2005; West and Richards 1999). Innovative teaching can refer to the implementation of novel methods and pedagogies of curricula and contents. Innovative teaching and learning often has to
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