Abstract
During our investigations reported in the previous two chapters, the role of the teacher emerged as the most critical ecological niche; we found that it significantly correlated with the other five dimensions of innovation. We also found that the teacher role was not necessarily innovative, even in the SITES-M2 innovation case studies. Further analyses revealed that, in some cases, the teacher’s activities and roles remained traditional even when the students’ activities and roles had changed. In this chapter, we move from ecological analyses to an examination of how teaching and learning is organized in the complex everyday milieu of the school in the different case studies.
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Law, N., Yuen, A., Fox, R. (2011). Pedagogical Practices, Technology Use, and Teacher Competence. In: Educational Innovations Beyond Technology. Springer, Boston, MA. https://doi.org/10.1007/978-0-387-71148-5_5
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DOI: https://doi.org/10.1007/978-0-387-71148-5_5
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