My disruptive innovation plan is a school-wide EPortfolio initiative. In my research, I was loo
king for examples where ICT was implemented, what worked, didn't work, and how I could take that information and benefit from it as I prepare to embark on the beginning phase of my EPortfolio initiative. Two areas that really stand out to me in my research as being big lessons to learn from are a need for on-going professional development both with using ICT and equipping teachers with the skills to help students write reflectively in the EPortfolios. I'm already researching further for our next class and I'm focusing on all areas of reflective writing within the EPortfolio. Here are my sources to share:
Yamamoto, Y., & Yamaguchi,S. (2019). Relationships between ICT implementation at schools
and factors related to transformational leadership: A case of primary school in Mongolia.
International Journal of Education and Development using Information and
Communicative Technology, 15(2), 45-61. Retrieved from
The authors share their findings regarding how specific qualities of transformational leadership (charisma, inspirational motivation, intellectual stimulation, and individualized consideration) correlate to ICT implementation within schools in Mongolia. Specifically, they researched leaders’ beliefs on the integration of ICT in classrooms and how these leaders’ beliefs tied to funding allocation for ICT teacher training. The findings reveal that teacher collaboration is an important source of inspirational motivation and that teacher collaboration fosters funding allocation for ICT training for staff.
2001-2002: Readiness for the Networked World, 38-43. Retrieved from Semantic Scholar:
Hawkins explains that our world has changed significantly with technological advances but that in education, the world has remained the same. He posits that educators and educational institutions around the world need to teach new skills for our networked world to our students. Hawkins extrapolates ten specific lessons with examples and detailing the ways in which ICT benefits all students around the world.
Adegbenro, J. B., & Olugbara, O. (2019). Investigating computer application technology
teachers’ procedural knowledge and pedagogical practices in ICT-enhanced classrooms.
Africa Education Review, 16(1), 1–18. Retrieved from
The authors conducted a study in South Africa where they examined beginner and veteran teachers’ procedural, functional, and pedagogical content knowledge in their classrooms which were determined to be ICT enhanced. The study reveals that both veteran and beginner teachers should have on-going professional development in our digital age. The findings reveal that on-going teacher training for all teachers is imperative when using and implementing ICT resources.
Muianga, X. (2019). The role of ICT in the shift towards student-centred learning in higher
education: Eduardo Mondlane University, Mozambique: A case study. Report Series /
Department of Computer & Systems Sciences. Department of Computer and Systems
Sciences, Stockholm University, Stockholm. Retrieved from
In his doctorate, Muianga explains that while there have been many advances in ICT and SCL (student-centered learning) educational approaches to teaching so that students will be prepared for the workplace in the 21st century, teachers in Mozambican universities have continued to use traditional teaching methods of the past letting ICT play a secondary role in the classroom. His research showed that the particular interests of the teacher and the students were the primary factor in the successful implementation of ICT and SCL.
Mikelic Preradovic, N., Lesin, G., & Boras, D. (2016). Introduction of digital storytelling in
preschool education: a case study from Croatia. Retrieved from
The authors of this case study investigated whether traditional or digital storytelling was more beneficial in helping children, ages 6-7, improve their abilities to solve computational and mathematical problems. Their findings reveal that digital storytelling was found to produce more motivation, engagement, enthusiasm, and was found to be an effective tool for improving children's computer and math literacy skills in a context where ICT is being introduced to students.
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