Abstract
There have been numerous changes to the design of learning spaces, inviting educators to innovate the way they teach. This chapter focuses on innovation and how this is shaping practices in primary and secondary schools with a focus on learning environments. The chapter begins with an examination of the notion of innovation exploring the role of leaders and technology-driven education. The focus of the chapter then shifts to frameworks that are used to guide teachers' knowledge looking at the technological pedagogical content knowledge (TPACK) framework and the technology, pedagogy, content, and spaces (TPeCS) knowledge framework. The focus then moves to explore innovative learning environments and the innovative practices occurring in them with a consideration of pedagogy and flexibility. This is then followed by recommendations for further research.
TopInnovation In Education
There are a number of definitions for educational innovation. The Organisation for Economic Co-operation and Development (OECD) defines it as a “new or improved product or process (or combination thereof) that differs significantly from the unit’s previous product or process and has been made available to potential users (product) and brought into use by the unit (process)” (OECD/Eurostat, 2018, p. 20). Sein-Echaluce, Fidalgo-Blanco, and Alves’s (2017) definition of educational innovation is “the application of one idea that produces a planned change in educational processes, services, or products, then leading to an improvement in learning goals” (p. 1).
Key Terms in this Chapter
Social Constructivism: A theory of learning that sets out learning is socially constructed and supported by the use of tools.
Innovative Learning Environments (ILEs): These are flexible spaces that support students and teachers to work in a variety of different groupings, supported by technology.
Flexible Learning Spaces (FLSs): These spaces provide new opportunities for students and teachers to work together supported by a student-centred approach to learning.
Innovation: Experimental activities undertaken in educational contexts that test new approaches to teaching and learning.
TPeCS: This framework builds on the TPACK framework to include the use of space as a factor that is part of teacher’s knowledge that needs to be considered.
TPACK: This framework builds on Shulman’s (1986, 1987) model of Pedagogical Content Knowledge and focuses on teachers’ understanding of educational practices based around technological knowledge, pedagogical knowledge, content knowledge and the interaction of these.