Presentaion prepared by Becta Policy Unit

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David Hargreaves (Chairman, BECTA) ICT,
Networking and RD Washington 4 March 2004
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The new technologies and student achievement
1. Longitudinal studies
2. Inspection evidence
3. Secondary sources
4. Planned interventions
5. Knowledge-sharing networks
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Known weaknesses

• little impact on teaching

• poor strategic leadership

• underdeveloped administration

• little research evidence

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From research to transformation?
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The linear RD model
Research ?
Application ?
Adjustment ?
Dissemination ?
TRANSFORMATION
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Innovation and ICT
pave the way to transformation
are a means to personalization
are grounded in networks
demand a new, radical DR model
that is informed by knowledge management
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Personalized teaching and learning
means educational customization
is realized through
v the new technologies
v curriculum choice
v school design and organization
v student voice
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individual teachers
?
teams
?
schools
?
clusters / collegiates / collaboratives
?
a networked system
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The nature of innovation
Minor change Major change
Incremental change
Close to existing practice Far
from existing practice
Radical change
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A typology of Innovation in public service
organisations
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What are good practice and best
practice in educational ICT?
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Impact on students
low
high
exhaustion
burnout
high
Teachers energy input
high leverage
tokenism
low
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------networking
network
------institutions
individuals
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(No Transcript)
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Network structures may be

• ? HARD - formal, tight, long-lived

? SOFT - informal, loose, short-lived
.as well as. centralised, decentralised or
distributed
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So what does a network do ?
A network is a group of organisations working
together to solve problems or issues of mutual
concern that are too large for any one
organisation to handle on its own (Priscilla
Wohlstetter, 2003)
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DISTRIBUTED INNOVATION

• The go-it-alone approach

Independent innovation means re-inventing the
wheel
The modular approach

• segmented

• sequential

Modularity means collaborating to create an
Apollo mission
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• Innovation is best achieved through collaborative
• learning communities in networks
• The same networks are the most effective way of
• transferring the emergent good practices

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• What will teachers do with their
• new knowledge and innovations?

Keep them
so steal them
Sell them
so buy them
so reciprocate
Share them
Make them free
and generate trust
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• An open source network
• of schools and teachers
• would produce a peer-to-peer system of knowledge
  management that is

decentralised
distributed
disciplined
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So DR for the new technologies is
the continuous co-production of
new professional knowledge
and educational practices
through innovation networks of teachers, students
and researchers
all of whom are knowledge creators and users
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So the core KM question is
who needs what knowledge generated by whom
for whom for what purpose in what
time frame?
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This KM approach to DR allows participants to
? prioritise knowledge needs
? allocate responsibility for knowledge gathering
? provide the knowledge when needed
? ensure lessons learned are recorded

• transfer more easily for wider dissemination
• and scaling up

? create a trustful community of learning
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DR innovation networks entail
top-down centralised control?
un-coordinated bottom-up anarchy?
working laterally
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An innovation network system using a KM approach
to DR that is decentralised, distributed and
disciplined
can borrow ideas for lateralism from Amazon.com
and Epinions.com