IMPLEMENTATION OF EDUCATIONAL INNOVATIONS: A SYSTEMATIC LITERATURE REVIEW
Main Article Content
Abstract
This research aims to identify the main features of educational innovations in the context of K-12 schools and significant factors that impact the implementation process. Following PRISMA guidelines, we conducted a systematic literature review of 76 English peer-reviewed articles that examined educational innovations between 2010 and 2019. Using the concept of institutional isomorphism, resource dependence theory and the sensemaking perspective, the review found that innovation was not being successfully implemented in schools largely due to “actor-related challenges” including issues related to teachers’ worldviews. The review also identified external environmental pressures outside the schools’ purview that restricted or curtailed the integration of educational innovations. This research contributes to the theoretical understanding of innovation implementation in education from the perspective of implementation science. Illuminating some features of educational innovation implementation and the associated obstacles, this study offers recommendations for research and practice to improve the prospects of sustainable and scalable innovations in educational contexts.
Keywords
educational innovations, challenges, implementation
Article Details
References
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Ensminger, D. C., & Surry, D. W. (2008). Relative ranking of conditions that facilitate innovation implementation in the USA. Australasian Journal of Educational Technology, 24(5), Article 5. https://doi.org/10.14742/ajet.1194
Ertmer, P. A. (2005). Teacher pedagogical beliefs: The final frontier in our quest for technology integration? Educational Technology Research and Development, 53(4), 25–39. http://dx.doi.org/10.1007/BF02504683
Fernández‐Batanero, J. M., Cabero, L., & López, E. (2019). Knowledge and degree of training of primary education teachers in relation to ICT taught to students with disabilities. British Journal of Educational Technology, 50(4), 1961-1978. https://doi.org/10.1111/bjet.12675
Fullan, M. (1993). Why teachers must become change agents. Educational Leadership, 50(6), 12–17. https://michaelfullan.ca/wp-content/uploads/2016/06/13396031680.pdf
Fullan, M. (2003). Change forces with a vengeance. Routledge Falmer. https://doi.org/10.4324/9780203165805
Ganon-Shilon, S., & Schechter, C. (2017). Making sense of school leaders’ sense-making. Educational Management Administration & Leadership, 45(4), 682–698. https://doi.org/10.1177/1741143216628536
Guldberg, K., Parsons, S., Porayska-Pomsta, K., & Keay-Bright, W. (2017). Challenging the knowledge-transfer orthodoxy: Knowledge co-construction in technology-enhanced learning for children with autism. British Educational Research Journal, 43(2), 394-413. https://doi.org/10.1002/berj.3275
Halle, T., Metz, A., & Martinez-Beck, I. (2013). Applying implementation science in early childhood programs and systems. Paul H. Brookes Publishing Company.
Halverson, R., & Smith, A. (2010). How new technologies have (and have not) changed teaching and learning in schools. Journal of Computing in Teacher Education, 26(2), 49-54. https://files.eric.ed.gov/fulltext/EJ907118.pdf
Hanley, L. (2011). Mashing up the institution: Teacher as Bricoleur. Radical Teacher, 90, 9–14. https://doi.org/10.5406/radicalteacher.90.0009
Harlow, D. B., & Leak, A. E. (2014). Mapping students’ ideas to understand learning in a collaborative programming environment. Routledge, 24(2–3), 229–247. http://dx.doi.org/10.1080/08993408.2014.963360
Heck, R. H., Brandon, P. R., & Wang, J. (2001). Implementing site-managed educational changes: examining levels of implementation and effect. Educational Policy, 15(2), 302–322. https://doi.org/10.1177/0895904801015002004
Helsa, Y., & Hartono, Y. (2011). Designing reflection and symmetry learning by using math traditional dance in primary school. Indonesian Mathematical Society Journal on Mathematics Education, 2(1), 79–94. https://files.eric.ed.gov/fulltext/EJ1078519.pdf
Jacob, B., Berger, D., Hart, C., & Loeb, S. (2016). Can technology help promote equality of educational opportunities? RSF: The Russell Sage Foundation Journal of the Social Sciences, 2(5), 242–271. https://doi.org/10.7758/RSF.2016.2.5.12
Jong, M. S. Y. (2016). Teachers’ concerns about adopting constructivist online game-based learning in formal curriculum teaching: The VISOLE experience. British Journal of Educational Technology, 47(4), 601–617. https://doi.org/10.1111/bjet.12247
Karasavvidis, I., & Kollias, V. (2017). Understanding technology integration failures in education: The need for zero-order barriers. In A. M. Sidorkin & M. K. Warford (Eds), Reforms and Innovation in Education: Implications for the Quality of Human Capital, (pp. 99–126). Springer International Publishing. https://doi.org/10.1007/978-3-319-60246-2_7
Kirby-Harris, R. (2003). Universities responding to policy: Organizational change at the University of Namibia. Higher Education, 45(3), 353–374. https://www.jstor.org/stable/3447485
Klein, K. J., & Knight, A. P. (2005). Innovation implementation: Overcoming the challenge. Current Directions in Psychological Science, 14(5), 243–246. https://doi.org/10.1111/j.0963-7214.2005.00373.x
Le Cordeur, M. (2014). Constantly weighing the pig will not make it grow: do teachers teach assessment tests or the curriculum? Perspectives in education, 32(1), 138-153. http://www.perspectives-in-education.com/ViewPublication.aspx?PublicationID=22
Le, H. M. (2018). Another textbook project? The implementation of “Escuela Nueva” in Viet Nam. Educational Research for Policy and Practice, 17(3), 223–239. https://doi.org/10.1007/s10671-018-9230-x
Lee, O., & Krajcik, J. (2012). Large-scale interventions in science education for diverse student groups in varied educational settings. Journal of Research in Science Teaching, 49(3), 271–280. https://doi.org/10.1002/tea.21009
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