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Case Studies of Russian Educators Transforming Classroom Practices Through ICT-Rich School Environments

  • Daniel LightEmail author
  • Elizabeth Pierson
Chapter
Part of the Lecture Notes in Educational Technology book series (LNET)

Abstract

Research suggests that the integration of ICT into teaching moves in phases from the enrichment of existing practices towards more innovative teaching practices. Our research focuses on the experience of two Russian schools that are using the laptops daily to explore how these educators are enriching and transforming Russian educational practices. The impacts of these tools can be seen in classroom practice, student engagement, peer collaboration, assessment, and communication with parents, which in turn, has shifted the dynamic between teachers and students and helped foster a more personalized and humanistic learning environment. Although both Russian schools developed their own approaches to using laptops, there are common elements supporting their success. First, the emerging ICT-rich practices are the result of careful instructional decisions being made at the school level. Both schools are taking advantage of external resources and training, but the actual classroom practices are supported by principals and are carefully tailored and embedded in the classroom by the teachers. Successful integration is a deliberate process, guided by strong principals and administrators working closely with their teachers, who together carefully move these new tools into their practice. The principal is able to set a vibrant and coherent school culture that welcomes innovation, while the teachers figure out how the device compliments their goals and lessons.

Keywords

One-to-one learning Russian education Technology integration Laptops 

Notes

Acknowledgments

This research was funded by a grant from Intel®.

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Copyright information

© Springer-Verlag Berlin Heidelberg 2014

Authors and Affiliations

  1. 1.Education Development CenterNew YorkUSA

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