Abstract
Schools strive to integrate emerging technologies via innovative TEL practices to ensure educational change. We examined social practices of knowledge appropriation (Social Practices) as indicators of TEL innovation process status, drawing data from interviews with 22 teachers who had adopted an innovative teaching method, the use of educational robots in Math, in their regular teaching practices. Results imply that teachers rely on different Social Practices in different innovation process stages. TEL innovation has become a part of teachers’ practices after they have intensively adapted the innovation to their needs and they have started to actively create awareness about the method and formalize their knowledge.
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Acknowledgments
This project has received funding from the European Union’s Horizon 2020 research and innovation programme under grant agreement No. 669074.
Project “TU TEE – Tallinn University as a promoter of intelligent lifestyle” (No. 2014-2020.4.01.16-0033) under activity A5 in the Tallinn University Centre of Excellence in Educational Innovation.
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Leoste, J., Ley, T., Heidmets, M., Stepanova, J. (2021). The Role of Social Practices of Knowledge Appropriation for Sustaining TEL Innovations in the Classroom. In: De Laet, T., Klemke, R., Alario-Hoyos, C., Hilliger, I., Ortega-Arranz, A. (eds) Technology-Enhanced Learning for a Free, Safe, and Sustainable World. EC-TEL 2021. Lecture Notes in Computer Science(), vol 12884. Springer, Cham. https://doi.org/10.1007/978-3-030-86436-1_3
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