NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1100198
Record Type: Journal
Publication Date: 2016-May
Pages: 27
Abstractor: As Provided
Reference Count: 68
ISSN: EISSN-1573-1812
A New Model of Educational Innovation: Exploring the Nexus of Organizational Learning, Distributed Leadership, and Digital Technologies
Rikkerink, Marleen; Verbeeten, Henk; Simons, Robert-Jan; Ritzen, Henk
Journal of Educational Change, v17 n2 p223-249 May 2016
This study presents the development process of a new model of educational innovation, that involves the use of digital technologies. The model is based on a broad theoretical framework together with research involving this long-term case study. The backbone of the model consists of a fundamental revision of a multi-level Organizational Learning Framework incorporating the influence of the external school context (outside of the school context) and various aspects of leadership. The conceptual model not only clarifies the learning capacity of the teachers and administration, in accordance with the organizational learning approach, but can also be used as a tool for the investigation of planned interventions in line with the "learning school" conception. The incorporation of the concept of leadership practice strengthens the original Organizational Learning Framework on all levels in the school organization. The conceptual model integrates and improves theoretical frameworks for context-conscious leadership, organizational learning and distributed leadership. An important outcome of this study is an increased understanding of the relation between distributed leadership and collective sense-making as an important prerequisite for the incorporation of digital learning materials in teaching practice.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A