Teaching Innovation: Adapting Education

Concept of Teaching Innovation: Theme 1

• The teaching innovation course is for the academic year 2024-2025.
• The question posed is what changes each individual would make to education to adapt it to new realities.
• Main criticisms of current schools
• Encyclopedism in programs and curricula leads to superficial learning.
• Overemphasis on academic instruction over comprehensive child development.
• Prioritizing verbal lessons over activities, play, nature, and social environment.
• Teacher-centered approach where the teacher is the source of instruction, discipline, and authority.

Innovation

• Innovation comes from the Latin word "innovatio."
• Formed by the prefix "in-" (to introduce, be in) and the adjective "novus" (something new).
• Means introducing something new.

Obstacles to Implementing Teaching Innovation

• Challenges for implementing teaching innovation include innovations, technologies, new developments, the Internet and changes.

Resistance to Change

• Teachers are reluctant to adopt new educational practices due to lack of resources or training.
• A lack of adequate training and understanding undermines trust.
• A lack of technological resources or access to technological devices and connectivity.
• Inadequate timelines and pace hinder adoption.
• Conservatism leads to defending own interests.
• Inadequate management of the center acts as a barrier.

Educational Paradigm Shift

• Rigor: Taking on teaching innovation as an ethical and professional responsibility
• Realism: Implement viable proposals.
• Motivation: Teaching innovation is beneficial for learning and teaching.
• Training and Capacity Building: Continuous and permanent teacher training through open training for the use of the Internet and new technologies (ICT).

Benefits of Teaching Innovation in Education

• Enhanced motivation makes learning more engaging and relevant for students.
• Innovative practices foster the development of essential skills, such as critical thinking and creativity.
• The use of tools and adaptation to technological advances as well as new forms of communication prepares students for future challenges.

Theory of Diffusion of Innovations

• Everett M. Rogers (1931-2004)
• Sociologist researching the diffusion of innovations and agricultural industry
• Characterized by 5 categories
• Early Adopters
• Prudent individuals who are second to the innovators and are future leaders.
• Innovators
• Risk-takers
• Desire change
• Young and worldly
• Early Majority
• Wait for reviews before quickly adopting the product.
• Late Majority
• Distrust new ideas
• Laggards
• Traditionalists with opposition to innovation

Types of Innovation

• Curricular - central to the development and realization of the official, revised and transformed curriculum where it is based on objectives and contents.
• Assessment - evaluating new methods and resources for assessing all elements.
• Pedagogical - "how to teach" is more important than "how to learn" using pedagogical and methodological strategies.
• ICT Based - using new technology.
• teaching innovation using the experimentation of teaching and learning.
• Includes technology in the methodology, the production of new resources and the materials, digital whiteboards, Chromebooks and digital platforms
• Text, Blogs, Simulations

TPACK Model

• Technological Pedagogical Content Knowledge (TPACK) model. The image graphically shows:
• Effective teaching with digital resources and technological resource expertise is vital
• TPACK includes content, pedagogy, and technology.

Innovation and Educational Law

• General Law of Education 1970: This law included no concept of innovation.
• It focused solely on university scope for research and there was an obligation for the teacher to undertake training.
• LOGSE 1990: The educational administrations will promote research and encourage the creation of innovative projects for the curriculum, technology, methodology, teaching and organization of educational centers.
• Decree 234/1997 states the faculty shall promote initiatives in teaching innovation and investigation.
• LOCE 2002: This requires teachers to promote plans to improve school quality, innovation and educational projects.
• LOE=LOCE 2006: Covers competences of teachers to investigate and experiment with improvement to teaching processes.
• LOMCE 2013: Modification of the Organic Law 2/2006 where the content to learn is the curriculum.
• LOMLOE 2020:
• Educational authorities will promote research and innovate through collaboration.
• Schools should promote educational innovation within new ways of planning and organizing.
• Pedagogues should promote educational innovation projects to improve the structure of the school.
• Importance is given to digital tools in supporting learning, education and assessment of languages, through objectives and focus.

Innovation Teaching

• Teaching innovation involves interventions, decisions, and processes with intentionality and systemization to change and improve pedagogical attitudes, ideas, cultures, contents, models, and practices
• Involves the introduction of projects and programs, curricular materials, teaching strategies as well as organizing and managing the curriculum and the dynamics of the classroom with the goal of achieving better education.
• LOMLOE promotes
• Flexibility to innovate and improve employment skills
• Teachers adapt novel initiatives by understanding the student needs
• Promotes teamwork between teachers to exchange good practices in projects
• Innovation is staying relevant (Stephen Shapiro)