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Innovation at schools in a context of digital transformation
Innovation at schools
in a context of digital transformation
A keynote by
Fernando Trujillo Sáez
There are reasons to be
proud and optimistic
(although we must always be longing for something better).
for the most
AND THE GLOBAL GOALSAND THE GLOBAL GOALS
In September 2015, 193 world leaders committed to 17 Global Goals
for sustainable development to end extreme poverty, fight inequality
and injustice, and protect our planet by 2030. Education is essential to
the success of every one of the 17 new goals.
DECENT WORK &
GOOD HEALTH &
CLEAN WATER &
FOR THE GOALS
“Education needs to aim to do more than prepare
young people for the world of work.
It needs to equip students with the skills they need to
become active, responsible and engaged citizens.”
The Future of Education and Skills. Education 2030. OECD Position Paper
Available at http://www.oecd.org/education/2030/E2030%20Position%20Paper%20(05.04.2018).pdf
“Empowering individuals with
the relevant skills for the
digital world is key to
enabling them to fully
participate in their country’s
economic, social and cultural
life now and in the future.”
OECD (2016), Innovating
Education and Educating
for Innovation: The
Power of Digital
Technologies and Skills,
OECD Publishing, Paris.
How can these goals be
realistically promoted and
achieved in European schools?
Three misleading paths
1. Innovation cannot grow from
Contradictory discourses want to cheer teachers
up telling them they are unprepared or unwilling
to face the challenge of (technological) innovation.
Teachers are the
key for school
they work in
2. The fashion of
“Innovation is a way of doing
things that can be observed
like teaching methods
as opposed to ideas
(empowerment) or products
(interactive whiteboard, Smart Class),
that can become innovative
only if manifested through
the processes of schooling.”
Tubin, Dorit. 2009. “What can be
expected from educational innovation?”.
En Aden D. Henshall and Bruce C.
Fontanez. Educational Change. Chapter
10. Nova Science Publishers, Inc.
Innovation is not just choosing
between Teacher- or Student-
Textbooks or Flipped Learning,
Chalk or Interactive Boards.
Each of these “options”
can be reproductive or
depending on the outcomes.
can lead the way but
they can also widen the
“Islands of innovation do not succeed in turning
educational technology innovation for teaching, learning,
and school management into comprehensive innovation”
Avidov-Ungar, O. 2010."Islands of Innovation" or "Comprehensive Innovation."
Assimilating Educational Technology in Teaching, Learning, and Management:
A Case Study of School Networks in Israel. Interdisciplinary Journal of E-Learning and Learning Objects
Volume 6, 2010, 259-280.
The lonely-hero approach
leads to frustration and
Innovation is a collective process
in search of effective improvement.
“Teaching and learning
to teach are
must therefore build on
knowledge and beliefs,
perceived problems, and
Linda van den Bergh, Anje Ros, Douwe
Beijaard. 2015. Teacher learning in the
context of a continuing professional
development programme: A case study.
Teaching and Teacher Education, 47,
“A school culture that encourages and supports
teacher learning through creating
opportunities and providing a stimulating
context for teacher change has been found to
be essential in generating educational reform.”
Elena Jurasaite-Harbison, Lesley A. Rex. 2010. “School cultures as contexts for
informal teacher learning”, Teaching and Teacher Education, 26, 267-277.
Teachers are the key agents for
innovation at school.
Innovation relies on their social and
“Three identity-related concepts seem to play an important
role in this process of positioning oneself in relation to an
innovation, namely ownership, sense-making and agency.”
Ketelaar, E., Beĳaard, D.,
Boshiizen, H. P. A., Den Brok,
P. J. 2012. “Teachers’
positioning towards an
educational innovation in the
light of ownership, sense-
making and agency”.
Teaching and Teacher
Education, 28, 273-282.
“Teachers who have greater knowledge of
teaching and learning are more highly rated
and are more effective with students,
especially at tasks requiring higher order
thinking and problem solving.”
Linda Darling-Hammond. 2000. “How Teacher
Education Matters”, en Journal of Teacher
Education, Vol. 51, No. 3, May/June 2000 166-173
“The greatest effects on
student learning occur
when teachers become
learners of their own
John Hattie, 2012. Visible Learning
for Teachers. Maximizing impact
on learning. Routledge.
Innovation requires a constant
flow of common knowledge.
“The power of teacher co-learning emerges very strongly from the
studies reviewed. The road starts with informal exchanges in school
cultures that facilitate the process, continues in networking and
interchanges among schools and situations and is strengthened in
formalised experiences such as courses and workshops that introduce
peer coaching or support collaboration and joint projects. In whatever
way, the lesson learned is that teachers naturally talk to each other,
and that such a talk can take on an educational purpose.”
Avalos, B. (2011). Teacher Professional Development in Teaching and Teacher Education over ten years.
Teaching and Teacher Education, 27, 10-20.
“In many places
continues to be
a solitary activity.
Therefore to move
from co-learning through talk
to co-learning through
observation and feedback is
necessary as well as effective.”
Avalos, B. (2011). Teacher Professional Development in
Teaching and Teacher Education over ten years. Teaching
and Teacher Education, 27, 10-20.
Shared critical reﬂection widens
our common knowledge and
improves our collective
The School as a Community of Practice
(of reflective practitioners)
is the best ecosystem for innovation.
Networking inside and
outside the school:
Never be alone.
SELFIE can be the
prompt we need
and action in
Change cannot be imposed.
Change is a consequence of self-knowledge,
decision making and professional development.
A keynote by
Fernando Trujillo Sáez