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ERIC Number: EJ1100194
Record Type: Journal
Publication Date: 2016-May
Pages: 25
Abstractor: As Provided
ISSN: EISSN-1573-1812
Leading Sustainable Pedagogical Reform with Technology for Student-Centred Learning: A Complexity Perspective
Toh, Yancy
Journal of Educational Change, v17 n2 p145-169 May 2016
The literature on school improvement is littered with sombre reports of how ICT-mediated innovations have failed to create impact on teaching and learning. Even when evidence-based successes are palpable, they are sporadic and rarely sustainable. Against the backdrop of the litany of such studies, this paper reports the case of a primary school in Singapore that has a decade-long experience in integrating, growing and sustaining ICT-mediated innovations. By distilling the influences underpinning its integration, the article aims to make a contribution to the theorisation of educational leadership situated in the context of technology-mediated reform for student-centred learning. Using a complexity lens, this paper looks at how school leaders, together with other autonomous actors in its ecological system, foster the favourable conditions for sustainable technology-mediated pedagogical reform. Data of the study are drawn from interviews, observations of lessons, fieldtrips and professional development meetings as well as document analysis. Based on the findings, a complexity-informed model for technology-mediated reform is devised and its implications discussed. They include the need to cultivate the following within and across the subsystems of the school: (a) ecological awareness; (b) collective reflexivity on practices and implementations; (c) creating alignment; and (d) capacity to forge ecological coherence.
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Singapore
Grant or Contract Numbers: N/A