1517-creating-holistic-technology-enhanced-learning-experiences

EDITORIAL
research; and (4) transferring of innovative ICT practices with the teaching
fraternity. The commitment and perseverance of those involved, strong leadership
together with a high level of technical and pedagogical knowledge and skills are
conditions that facilitate the implementation and sustainment of innovative
practices. The authors stress that committed and capable individuals remain the
single most important success factor for sustainable innovations.
INSIGHTS – FROM THE COMMUNITY
In Discussant Chapter 1, in response to the book chapters, Lloyds and Romeo
highlight four key messages, the movement of ICT from periphery to the
mainstream, ICT changing but not replacing school, change supported at all levels
and changes in the role of the teacher. The authors call for a change to grasp the
affordances of new technology in teacher education because the roles of teachers
are changing and so too should the role of the teacher educator.
In Discussant Chapter 2, in their response to the book chapters, Chai and Tsai
propose that the TPACK (Technological Pedagogical Content Knowledge
Framework) could be used to review the chapters presented in this book. They
suggest that the successful integration of ICT for learning requires teachers to have
three basic forms of knowledge – technical, pedagogical and content. In addition,
teachers need to also consider the intersections of these forms of knowledge,
namely technical pedagogical knowledge, technical content knowledge,
pedagogical content knowledge as well as technical pedagogical and content
knowledge.
In Discussant Chapter 3, Rudd applauds the school’s effort in using practitioner
research as a form of professional development. He reflects that professional
development opportunities are very often ‘one off’, ‘one size fits all’ and ‘top
down’ activities that may not have a durable impact. Although this approach is
practical and maybe highly successful in many instances, it does not necessarily
provide teachers and practitioners a sense of ‘ownership’; and with such a
homogenised form of practice, creativity and innovation may not be well
facilitated. He proposes the use of digital collaborative tools for sharing of
practitioner research findings amongst practitioners and the involvement of
students as co-designers of research projects. He highlights the value of
practitioner research and also calls for the spreading of such a practice as a form of
reaching out to a wider audience for the better sustainment of this innovation.
In Discussant Chapter 4, the final chapter, Bernard shares the concept of
accelerating educational transformation through ICT from a global perspective. In
order for the whole-system renewal to be effective, Bernard lists four necessary
features to be in place: (1) student-driven learning must be at the core; (2)
changing teaching practice to embrace technology, rather than fearing it; (3) strong
school leadership; and (4) system change with strong community partnership
support. He describes Microsoft Innovative Teaching and Learning (ITL) Research,
with the aim of innovative teaching practice using ICT for students’ attainment of
21 st century skills. The Innovative Teaching and Learning practice includes: (1)
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