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Technology is a key driver of educational innovation, and a variety of programmes focusing on investment in infrastructure, equipment, in-service training and digital learning resources have been established to promote its usage in primary and secondary schools. So far, little comparative analytical attention has been devoted to understanding how digital resources improve the quality of learning and to assessing the public policies that support their development and use, and the role played by other stakeholders like publishers, broadcasting companies and increasingly user communities. This publication aims to fill that gap by both reviewing and evaluating the process of systemic innovation. Drawing on case studies from five Nordic countries, the report assembles information on the knowledge bases and policy actors which impact each phase of this innovation process and the main factors which influence its success including governance, financing and user involvement.

This article reports on the generational perspectives of two science teachers working in one urban school, a 38-year veteran and a second-year teacher. Despite numerous opportunities to work together, these teachers argued more than they collaborated. This research shows that at least some of the tension can be explained by the generational perspectives each brought with them to the classroom, perspectives that have been brought to the forefront by the recent demographic shift in the urban teacher workforce. Each teacher's generational perspective is presented within a framework of technical culture, service ethic, and professional commitment. Implications for recruitment and retention are discussed.

AbstractIn this study, we explore the perceived affordances of simulation-based learning (SBL) among online student teachers in Norway. We investigated how simulations mediate professional learning when coupled with educator-led debriefings and peer-led focus groups. Using an exploratory qualitative design, we examined 21 pre-service teachers' perspectives on their experiences of this SBL intervention. We analysed peer-led focus group data, as well as written reflection logs. Our findings reveal that despite experienced technical challenges, the overall intervention afforded work-life relevant practice, prompting collaborative reflection. In addition to expert feedback, the peer-led focus group discussions are found to be a key component of the SBL design, as these enabled collaborative reflection over a shared practice teaching experience. The findings imply that SBL can be used to bridge the theory-practice gap, a recurring challenge in the field. Consequently, SBL has transformative potential in teacher education.

Wer gestaltet unsere Demokratie? Wie werden Jugendliche zu Gestaltern ihrer eigenen Gegenwart und Zukunft in einer demokratischen Gesellschaft? Und welche Rolle können Erfahrungen in der Schule dabei spielen? Mit diesen Fragen beschäftigt sich dieser Beitrag. Am Beispiel der Lehr- und Lernform Service-Learning untersuchen die Autorinnen, ob und wie sich Demokratiekompetenz bereits in jungen Jahren erlernen lässt.

It has been shown that teachers are reluctant to use technology despite the South African (SA) government's huge expenditure on technological equipment. This might be the result of teachers being unable to select appropriate technology that will yield positive learning outcomes as well as being ill-equipped to integrate technology into their pedagogy. To this end, pre-service teachers at a University were trained on how to integrate digital storytelling (DST) effectively into their teaching. The aim of this study is to gain insight into the potential benefits of DST for teaching and learning and to determine factors that may prevent pre-service teachers' uptake of DST during in-service practice. This is a qualitative study in which fifty pre-service teachers were divided into five groups for focus group interviews. Data were analysed, and the results show that preservice teachers perceived DST to be beneficial in the classroom as it has the potential to (i) motivate and engage learners, (ii) promote voice/self-expression, and (iii) promote collaborative learning and acquisition of multiple skills. Pre-service teachers are of the opinion that a lack of resources, self-confidence and time owing to restrictive curricula may prevent uptake of DST during in-service teaching. It was recommended that school stakeholders create a balance between intrinsic and extrinsic factors that will promote the adoption and integration of DST into teaching. Also, the education institution concerned strives to balance all three strands of knowledge: technology, pedagogy and content. ; https://doi.org/10.4102/td.v11i1.33

It has been shown that teachers are reluctant to use technology despite the South African (SA) government's huge expenditure on technological equipment. This might be the result of teachers being unable to select appropriate technology that will yield positive learning outcomes as well as being ill-equipped to integrate technology into their pedagogy. To this end, pre-service teachers at a University were trained on how to integrate digital storytelling (DST) effectively into their teaching. The aim of this study is to gain insight into the potential benefits of DST for teaching and learning and to determine factors that may prevent pre-service teachers' uptake of DST during in-service practice. This is a qualitative study in which fifty pre-service teachers were divided into five groups for focus group interviews. Data were analysed, and the results show that preservice teachers perceived DST to be beneficial in the classroom as it has the potential to (i) motivate and engage learners, (ii) promote voice/self-expression, and (iii) promote collaborative learning and acquisition of multiple skills. Pre-service teachers are of the opinion that a lack of resources, self-confidence and time owing to restrictive curricula may prevent uptake of DST during in-service teaching. It was recommended that school stakeholders create a balance between intrinsic and extrinsic factors that will promote the adoption and integration of DST into teaching. Also, the education institution concerned strives to balance all three strands of knowledge: technology, pedagogy and content. ; https://doi.org/10.4102/td.v11i3.68

COVID-19 had made many learning opportunities difficult. Governments had to reconsider existing school infrastructure, educational resources suitable for online learning, building teacher capacity, and student readiness for this move. These barriers impacted the educational continuity of many students in the countries affected, and digital equity required careful planning, development, and goal setting to foster effective learning environments. The sample for this study consisted of 272 Indonesian teachers and 3988 Indonesian students. This study used a mixture of qualitative and quantitative approaches. The results of the study showed that the challenges and the solutions based on the Three Framework (Government, Teacher, and Student) had both advantages and disadvantages to implement the best method to ensure equal access to education and to minimize the digital divide by establishing a collaborative and cooperative structure with the private companies and relevant organizations. Based on the Three Framework perspectives, it was critical to redesign and revise the national online platforms and services, including e-learning content for cross-disciplinary competencies during Century 21st skills.

Looks at age-adjusted rates, rather than raw rates. Rather than looking at these variables in a simple pairwise fashion, examines the multivariate dependencies that inhere among them. Reinforces the findings that Hispanics have lower utilization rates and blacks higher utilization rates for these services. (AFH)

With so many possible choices, why do managers adopt the strategies they do? We identify delays between adopting a strategy and observing the full implications of that choice as a critical factor influencing strategic choices. Using a simulation of a service firm, we conduct two behavioral experiments to investigate how delays interact with outcome uncertainty to shape learning, strategy adaptation, and performance outcomes. Two mechanisms emerge from how different subject groups perceive, react to, and learn in the presence of delayed feedback and uncertainty. First, when multiple viable strategies exist, longer delays lead both general participants and experienced managers toward alternatives that have rapid returns. When those alternatives are suboptimal, delays may strengthen convergence to inefficient strategies. Second, delays and uncertainty may also induce learners to persist with their a priori strategies. Managers show larger confidence in their priors and thus underperform general participants when the underlying task structure diverges from those priors. Both mechanisms can undermine performance. Moreover, delays and uncertainty may reduce heterogeneity in strategies and performance in more dynamic, uncertain environments, leading to convergence as tasks grow more complex and where decision makers possess similar priors. History: This paper has been accepted for the Organization Science Special Issue on Experiments in Organizational Theory. Funding: Funding from the Massachusetts Institute of Technology and UNSW Business School supported this research. Supplemental Material: The online appendices are available at https://doi.org/10.1287/orsc.2020.1405 .

This paper explores the wider significance that the development of telecare services has for social care in addition to supporting people to remain independent at home. It considers the impact of this particular development as a model for change management and as a model for developing a social care workforce 'fit for the future'. The paper takes a whole‐systems, integrated approach to service development and highlights important issues such as infrastructure, management, the capacity to innovate and workforce development. The paper emphasises that the development of new skills and new ways of thinking are even more important than the technology itself and that partnership is an essential ingredient for success. The context and content of this paper are informed and influenced by the experience of developing a new worker role, the assistive technology support worker, in Norfolk; and from the experience of designing and implementing a successful county‐wide technology‐based service.

This article examines interconnections between place‐based education and the Latin American Canadian migratory life course. It presents findings of a grounded theory study that utilized in‐depth interviews of 15 Latin American Canadian immigrant older adults (55 years and older) who participate in a mobile adult day support programme in northwest Toronto. The study explored the experiences of service‐users of place‐based education aimed at developing or strengthening their livelihood strategies. Findings revealed that many ageing immigrants view place‐based education as a vital resource that supports their ability to access culturally specific and mainstream services, expands their social networks, and can boost their life chances at successive life course stages. However, findings also indicated that immigrants also view place‐based education as inadequate and ill‐timed and would have preferred greater access to education when they first settled in Canada. The article contributes to emergent scholarship on ageing, transnational migration, and localized education for settlement and integration. Conceptually, it advances a life course justice approach to racialized immigrants' later‐life learning by underscoring the utility of integrating a critical pedagogy of place into community education.

The purpose of the present study was to examine some of the motivations and longitudinal consequences of military service in L2 Swedish for L1 Finnish conscripts in Finland's only Swedish language garrison. Cross-sectional data (N = 42), analyzed with Bayesian path analysis, indicates that promotional instrumentality enhanced participants' L2 ideal selves, but integrative orientation did not. The L2 ideal self predicts L2 learning intentions in the army, but only among learners with low L2 proficiency at the beginning of military service. Longitudinal data (N = 17), analyzed with a Bayesian model selection procedure, shows that after six months in the army, participants reported higher levels of L2 proficiency, lower levels of L2 use anxiety and more positive attitudes towards L2 speakers than at the beginning of military service. ; Peer reviewed