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This issue of eLearning Papers deals with the teacher’s role in educational innovation. By focusing on the teacher’s role, we wish to acknowledge and further explore in what ways and with which means teachers can apply their expertise in the design of new teaching practices; ICT-based teaching, learning and materials; networked learning; etc.
The proliferation of technology enhanced learning solutions has not obscured a simple truth: few things are more important to students’ learning achievements than the quality of their teaching and learning experiences, and no-one knows better than teachers how learning takes place in practice. Other innovations may contribute fractionally to improved student learning, but according to John Hattie’s Visible Learning (Hattie, 2009), which synthesizes over 800 meta-analyses of interventions in student learning to rank them by effect size, those related to teacher-student or student-student interactions are most likely to be transformational. Yet often when edupreneurs, policymakers and researchers imagine the future of school, they focus on digital textbooks, self-directed environments, and learning games. Teachers, schools and the collaboration with peer-students are too often bypassed.
We know that this type of innovation tends to be collective - teachers working with peers, principals and as part of the school community. From research we know that teachers’ innovations arise in informal settings, together with colleagues and other supporting people, and, in addition, the role of an encouraging principal is essential (e.g., OECD, 2014).
For this issue, we invited papers which would inspire more teacher-led innovations in Europe. We present three in-depth articles, four reports from work in the field (short format), and finally two design papers. The papers deal with the topic in various ways, and we present papers that look into the work of teachers in collaborative innovation, papers that deal with the topic of innovation in education, and papers which present the results of an innovation. Both technological, psychological and educational aspects of teacher led innovation are presented and discussed, and in this way the papers in this issue represent a wide range of perspectives of the topic.
Marianne GeorgsenSenior consultant & research associate
Liisa IlomäkiEd.D., Co-ordinator
Tapio KoskinenSecretary General - EDII Secretariat
Yishay MorChief Editor
Fuente [open education]
Fuente [open education]