Exploring the Determinants of Teacher Learning Opportunities in Joint School Innovation Networks

Abstract

Implementing technology-enhanced pedagogical innovations has been a major theme in several areas of education research: teacher learning, scalability of educational innovations and educational technology. The literature points to the higher efficacy of innovation implementations connected with joint-school networks as these provide richer architectures for learning compared to single school innovations. This paper examines the professional learning opportunities available to teachers in three innovation school-networks for technology-enhanced learning in Hong Kong. The findings show that both the architecture for learning and the learning outcomes of the teachers were deeply affected by the nature of the innovation goal. The project that sought to achieve equity of curriculum opportunities for all students achieved greatest success in teacher learning and scalability of project outcomes.