Laboratory for Educational Innovation Research developed a simulation game. Students from China and Russia got a chance to “step into school principals’ shoes” and suggested managerial solutions for digital transformation.
During the workshop, Anastasia Andreeva, Mikhail Shevlyagin and Nikita Kotik introduced the participants to the most recent developments of Laboratory for Educational Innovation Research regarding digital transformations in education. The students had to put this knowledge into practice almost immediately when they were presented with cases to solve. The participants were provided with profiles of organisations with various digital readiness. They had to suggest a strategy for implementation of a digital platform within the educational organisation. See brief discussion notes below.
Digital transformation strategy: taking COVID-19 pandemic impact into account
During the COVID pandemic, educational systems around the globe were faced with a serious challenge — to quickly and fundamentally reestablish the educational process.
LEIR research findings have shown that the aforementioned transition to distance learning drastically differs from conventional processes of innovation spread explained by E. Roger’s diffusion of innovation theory. Firstly, such a change can be linked to a lack of a staged manner in actions during the implementation of innovation into their practice. Choice of digital instruments in the pandemic context was particular because it usually involved resorting to something easily accessible, that entailed offsetting innovation interest (#2 according to Rogers) and individual decision making (#3 according to Rogers) stages. Secondly, the innovation diffusion process during the 2020 pandemic made all the members of the educational process equal, blurring the division between “the innovators” and “the laggards” in terms of speed of adaptation to a new format. The school teachers were on a tight deadline to move online, both those who had been expected to shift to remote teaching before the pandemic and those who had not previously engaged in innovative activity. A new innovation collective profile was formed on educational organisation level – everyone from the school staff became “innovators”. Thirdly, on a system level, the school could not remain slow and sluggish and participated in the transformation race of total digitalisation along with other social and economic institutes.
To conclude analysis results on individual, group and system levels, during the shift to distance learning, a process of innovation spread was observed. In other words, this adaptation process wasn't gradual, slow, or incremental (diffusional innovation), but rather swift, momentous and explosive (shock innovation).
The following research is owing to RFBR Grant No. 20-513-23002
Further reading: Korolyova D.O, Andreeva A. A, Khavenson T.Y. “Shock innovation: conceptualising digital transformation processes in education during the pandemic.
Targeted digital transformation strategies: individuals matter
Three levels of digital transformation were identified:
- Digital transformation policy – normative frameworks
- Organisational infrastructure (climate) – accessibility and quality of the infrastructure
- Sociocultural characteristics – motifs, values, beliefs, practices
All of these levels correspond to various digital transformation processes in education. For example, top-down reform policy making is followed by information technologies adoption and implementation by the individuals or teachers. On this level, there often occurs a problem of teacher engagement for reform programme support. Without teacher support for the reform policy, little significant changes could be seen in the daily classroom. In other words, infrastructural developments are necessary, but they are not sufficient on their own.
Digital transformation calls for creation of qualitatively new student opportunities
“Today, digital transformation in education is a movement towards personalised learning in a constantly progressing educational organisation.” (Uvarov, 2020)
To start with, digital transformation is not only about utilization of all possible digital resources in education, it is about integration of such digital solutions that could modify the educational processes. Consequently, not every digital instrument stimulates digital transformation.Moreover, it is important to remember who these technologies are mainly aimed for – the students are at the heart of the educational processes. Therefore, various systems can be outlined depending on the extent of how student-centred they are in their teaching.
- Traditional system (Teaching-learning process is universal for all students in the class. The learning content and procedure are driven by the teacher)
- Differentiated learning (Teaching-learning process is organised for particular groups in the class. The learning content and procedure are driven by a teacher)
- Individualised learning (Teaching-learning process is organised for each student in the class. The learning content and procedure are driven by a teacher.)
- Personalised learning (teaching-learning process is organised for each student in the class. The learning content and procedure are driven by a student.)
Every system has its peculiarities of transformational processes, and incorporation of digital technologies does not always lead to digital transformation of education.
Another key digital transformation metric is the Technology Readiness Index. The TRI is a personal metric that reflects individuals’ tendency to incorporate new technologies. This tendency is composed of both positive and negative beliefs regarding technologies. Not only would this survey assess the technology readiness level, but it would also assist the segmentation of potential users depending on their core beliefs.
Segmentation:
‘Skeptics’ — tend to have a detached view of technology, with less extreme positive and negative beliefs. Typically, the largest share in national samples. Requires both increase in motivation and resolving fears and discomfort
‘Explorers’ — tend to have a high degree of motivation and low degree of resistance. They are the driving force of digitalisation
‘Avoiders’ — tend to have a high degree of resistance and low degree of motivation. The mirror reflection of the previous segment , requires the biggest attention and support
‘Pioneers’ — tend to hold both strong positive and negative views about technology. They are ready to adopt it but, first, require additional warranty
‘Hesitators’ — stand out due to their low degree of innovativeness
All in all, changes in the educational process are happening on different levels, but the real transformation involves creating qualitatively new opportunities for students. Personalisation with the help of digital technologies can be the tool to achieve this goal. Attitudes towards digital technologies can explain its real usage in the classroom.
Which digital technology implementation strategy should an education organisation select?
During the workshop the participants had to step into the shoes of the educational organisation managers. They had to devise a plan for digital transformation implementation taking segmentation into account. Workshop participants engaged in discussions and suggested their case solutions. For example, having taken into account the segmentation ratios and their beliefs of each of the groups, it was recommended to hold discussions and present logical reasons for digital platform implementation to make sceptical colleagues feel less discomfort, and to encourage collaboration and exchange of experience between the proactive and the hesitant groups. In cases where the technological pessimists were the majority, it was suggested to network with external actors. To conclude, the participants noted the importance of targeted solutions of complex problems in the realms of digitalisation of the educational process.