We are always striving to find the next innovative practice in education. Although innovation often focuses on the future, we must find ways to leverage what we already know to get to new places. In this discussion you’ll reflect on how we can use existing knowledge while implementing new educational practices. Prior to completing this discussion watch SVP Boston (2012).
Initial Post: Create an initial response that addresses the following:
Part 1: Research.
- Locate one scholarly resource that examines the use of innovative practices in education. The innovative practice doesn’t necessary have to involve technology.
- Provide the full APA citation for this source.
- Provide a summary of the resource you’ve located. This summary should be at least 100 words, but not more than 150 words, in length.
Part 2: Reflect.
Answer the following:
- Is it possible to blend “the old” with “the new”? How can educators leverage existing knowledge while implementing new technologies and innovative practices?
Guided Response: Post responses to at least two classmates. In your response, reflect on your classmate’s responses. Questions you might consider in your response include:
- How does your view on innovative practice compare to your classmates?
- Do you agree or disagree with how your classmates present the use of existing knowledge?
We can trace the history of instructional technology back to the early 20th century, with early visual materials, including film, in the first decades, and Pressey’s teaching machine (1926), which was based on E. L. Thorndike’s theories (1913). As is often the case today, those early activities focused on the media. In the 1950s, B. F. Skinner introduced programmed instruction, in which instruction is presented in small steps, and learners receive frequent questions with immediate feedback.
In the 1960s, the PLATO system was developed at the University of Illinois and continued to deliver instruction through the 1980s. While much good courseware was produced for PLATO, its origins were in the electrical engineering department. Educators quickly became interested, but the technology was driving development. As many new technologies for authoring, programming, delivering, and assessing instruction have been developed, they have generally followed technological innovations in industry. Rarely has an instructional technology been developed strictly on the basis of an educational need. A case in point is mobile technologies. Many educators, and others, quickly determined that mobile technologies should be used for education because they are ubiquitous, without an understanding of the potential effectiveness of such devices.
In this unit you will explore how to harness new technology effectively while maintaining practices and paradigm from the past that have proven to be effective.
Lee, W. O. (2012). Learning for the future: The emergence of lifelong learning and the internationalisation of education as the fourth way? Educational Research for Policy and Practice, 11(1), 53-64. https://doi.org/10.1007/s10671-011-9122-9
- The full-text version of this article is available through the ERIC database in the Ashford University Library.
ISVP Boston. (2012, March 21). Creating innovators a lecture by Tony Wagner (Links to an external site.). YouTube.
- Accessibility Statement (Links to an external site.)
- Analyze how innovation and technology are changing teaching and learning today, and how educators, administrators and other leaders can affect change while preserving traditional strengths.
- Propose roles and actions for education professionals acting as change agents and early adopters to enable them to establish new paradigms for education that embrace technology and promote innovation.