This presentation was given by Diana Koroleva at the Public Conference “Innovation in education : What has changed in the classroom in the past decade?”. Measuring innovation in education and understanding how it works is essential to improve the quality of the education sector. Monitoring systematically how pedagogical practices evolve would considerably increase the international education knowledge base. We need to examine whether, and how, practices are changing within classrooms and educational organisations and how students use learning resources. We should know much more about how teachers change their professional development practices, how schools change their ways to relate to parents, and, more generally, to what extent change and innovation are linked to better educational outcomes. This would help policy makers to better target interventions and resources, and get quick feedback on whether reforms do change educational practices as expected. This would enable us to better understand the role of innovation in education.

1. Measuring innovations in Russia
Diana Koroleva
Institute of Education
National Research University
Higher School of Economics
dkoroleva@hse.ru

2. Measuring innovations through
o Digital transformation
o Grassroots innovations

3. Measuring innovations through digital transformation
The first wave was computerization:
(1985 – early 1990s)
Equipping educational organizations with
computers, introducing ICT as an academic
subject , and training teachers to work with
computer as a teaching tool.
Innovation "from above"
The second wave was informatization:
(late 1990s – 2000s)
Changes in the content and methods of teaching
with the help of ICT (going beyond the
framework of a single subject). Formation of a
new information environment.
Innovation "from above"

4. The digital revolution in economy
and
Digital transformation of education

5. Big data Cloud Knowledge
Artificial
Intelligence
MOOC
Gamification,
VR
Blockchain
Communication
technology
Knowledge-based
economy of
education

6. National programs
Digital Economy
• The federal project "Human Resources for the digital economy"
• Providing the digital economy with competent personnel
• The support for talented pupils and students in the field of Mathematics and Computer science
• Assisting citizens in mastering digital literacy and the competencies of the digital economy
Education
• The federal project "Digital educational environment"
• The development of the central educational system model ("Digital School", "Digital College",
"Digital University"), its testing and implementation across the country
• Creating the federal digital platform, automatizing routine procedures
• Providing high-speed Internet connection for 100% of educational institutions by the end of 2024
• The creation of IT-cube - digital education centers for schoolchildren

7. Additions to country notes
(Digital Transformation in education)
• 91% of students own gadgets with
Internet access;
• 94% of schools are connected to the
Internet, but in 21.4% of them the speed
is 512 kilobits per second;
• Computer equipment in schools is
obsolete (most computers are the
"legacy" of the early 2000s reforms);
• Computers are available for students
only in computer science lessons.

8. Digital Transformation in education:
Cross-cultural study
1. Digital readiness of education actors (TRI)
2. Environmental and individual factors of teachers’ competent
application of digital technology
3. Non-systemic digital innovations: owning devices by
schoolchildren, using them for preparing homework, teachers’
activity in social networks

9. Instruments
Name Publication Operationalization N of variables
TAM
Technology Acceptance
Model
Davis, 1989
- Perceived usefulness
- Perceived ease 12
TAM2
Venkatesh and Davis,
2000
- Perceived usefulness
- Perceived ease
- Social environment
16
Venkatesh and Bala,
2008
- Perceived usefulness
- Perceived ease
- Social environment
- Self-efficacy
- Computer anxiety
27TAM3
UTAUT
Unified Theory of
Acceptance and Use of
Technology
Venkatesh, Morris,
Davis, and Davis,
2003
- Performance expectancy
- Effort expectancy
- Social influence
- Facilitating conditions
16
Venkatesh, Thong,
and Xu, 2012
- Performance expectancy
- Effort expectancy
- Social influence
- Facilitating conditions
- Hedonistic motivation
- Price value
- Habit
23
UTAUT2
IMBP
Integrative Model of
Behavior Prediction
Fishbein and Azjen,
2010
- Attitudes
- Percieved norm
- Self-efficacy
21
TRI
Technology Readiness
Index
Parasuraman, 2000 - Innovativeness
- Optimism
- Discomfort
- Insecurity
36
TRI 2.0
Parasuraman and
Colby, 2015
16

10. Educational Innovation Landscape
Education Innovation
Competition (KIVO) as a
tool for identifying
grassroots innovations
and predicting trends.

11. Trend 1: The growth of supplementary education
11%
21%
26%
31%
42%
44%
47%
52%
57%
Other
Pre-school education
Vocational education
Primary school
University education
Family education
Secondary school
High school
Supplementary education

12. Trend 2: Familiar formats of digitalization and new
digital solutions in the educational market

13. Trend 3: Market share between specialists within and
without the education system

14. Educational Innovation Landscape
Do grassroots projects operate in
perpendicular, similar or divergent
directions with governmental reforms
and international agenda?

15. Grassroots innovation:
Cross-cultural study
1. Trends in the field of grassroots innovations as signals of
future changes in education;
The observed grassroots projects could be treated as ether
indicators of system dissatisfaction or niches with high
potential for growth

16. Thank you for your attention!
Diana Koroleva
Institute of Education National Research University
Higher School of Economics
dkoroleva@hse.ru