Abstract
Innovation has become an increasingly important theme in education. Since the last decade of the twentieth century, systematic education reforms have mushroomed in many countries around the world. These reforms have led, in some of these cases, to deep changes in curricula, pedagogical activities, and the roles of teachers and learners. A major challenge associated with these changes has been that of scaling up and sustaining the innovations that they represent.
 This chapter is an edited version of Law, N. (2008). Technology-supported pedagogical innovations: The challenge of sustainability and transferability in the Information Age. In C. H. Ng & P. Renshaw (Eds.), Reforming learning: Issues, concepts and practices in the Asia-Pacific region (pp. 319–344). © Springer Science + Business Media B.V. 2008.
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Notes
- 1.
 These scorings are included in a database set up by the Hong Kong SITES-M2 study team (http://sitesdatabase.cite.hku.hk/).
- 2.
A software for building scientific models (see http://modellus.fct.unl.pt/).
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Law, N., Yuen, A., Fox, R. (2011). Pedagogical Innovations as Systemic Change: The Challenge of Sustainability and Scalability. In: Educational Innovations Beyond Technology. Springer, Boston, MA. https://doi.org/10.1007/978-0-387-71148-5_8
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