An International Knowledge Building Network for Sustainable Curriculum and Pedagogical Innovation

Autor/inn/en	Laferrière, Thérèse; Law, Nancy; Montané, Mireia
Titel	An International Knowledge Building Network for Sustainable Curriculum and Pedagogical Innovation
Quelle	In: International Education Studies, 5 (2012) 3, S.148-160 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1913-9020
Schlagwörter	Foreign Countries; Comparative Education; International Cooperation; Technology Integration; Elementary Secondary Education; Sustainability; Curriculum Development; Educational Innovation; Governance; Educational Change; Cooperative Learning; Ecology; Instructional Design; Canada; Hong Kong; Spain + Suchen Sie Ihr Suchwort? Ausland; Vergleichende Erziehungswissenschaft; Internationale Kooperation; Internationale Zusammenarbeit; Nachhaltigkeit; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Instructional innovation; Bildungsinnovation; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Bildungsreform; Kooperatives Lernen; Ökologie; Lesson concept; Lessonplan; Unterrichtsentwurf; Kanada; Hongkong; Spanien
Abstract	This paper presents the results of the first phase (2007-2009) of a design experiment, the Knowledge Building International Project (KBIP), in which K-12 teachers from several countries collaborate as a loosely coupled network of networks with a common goal--to implement technology-supported knowledge building jointly across their classrooms. There was a visible increase in agency at all levels of the network: students, teachers and school senior management, resulting in deepening levels of pedagogical innovation over time, as well as changes in governance in response to the innovation as a result of self-organization. These are emergent features characteristic of complex systems that cannot be explained by a traditional model of change as diffusion. This study adopts Banathy's dimensions for systemic educational design to identify the key features of the sociotechnical design that nurture and sustain the innovations upon which these teachers embarked within and beyond their own schools. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, ON M3J 3H7, Canada. Tel: 416-642-2606 Ext 206; Fax: 416-642-2608; e-mail: ies@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/es
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01