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Supporting education innovation: issues of conceptualisation, realisation, recognition and evaluation

Prof. Cathy Lewin
Manchester Metropolitan University
Tuesday, June 16, 2015 - 16:00
LSRI labs B35a Exchange

 A recording will be at

This seminar draws on the experiences from iTEC, a 4-year pan-European project (2010-2014), which was designed to support teachers to change their practice through the adoption of digital pedagogies in the classroom. Whilst many have theorised about how to achieve educational change (eg Fullan, 2007; Kampylis et al., 2013; OECD, 2008) and undoubtedly some teachers develop innovative digital pedagogies (Law, 2014; Luckin et al., 2012), mainstreaming technologies in the classroom remains a challenge for policy makers and practitioners (Kozma, 2003; Brečko et al., 2014). Moreover, innovation in the classroom is a contested and slippery concept, and a teacher’s starting point and context must be taken into account (Fullan, 2007; Somekh, 2007). In practice, teasing out what counts as innovative is complex and challenging.

The conceptualisation of innovation in iTEC will be presented together with the development of an approach to support teachers to change their classroom practice. Case study data will be used to exemplify how this approach was applied by teachers and other stakeholders. In conclusion, the seminar will review methodological and theoretical challenges faced in the iTEC project and propose next steps for future research in this field.


Prof. Cathy Lewin is director of the Technology, Innovation and Play for Learning research group. Cathy's research interests concern young people and technology. In particular: how technological developments and innovation (for example, Web 2.0, hand held devices, online learning) can disrupt and change pedagogical and social practices; the tensions and overlaps between formal and informal learning with technology in different social contexts; learning spaces and technology; the uses of technology to link home/community and school;  and the implications of these for formal education. Cathy draws largely on socio-cultural theories, including communities of practice and activity theory. She has a strong interest in mixed methodology and particularly how different approaches can lead to tensions and contradictions, potentially enabling a greater understanding of social phenomena and events.


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