Abstract
This chapter articulates a research approach that incorporates critical elements of design-based research (DBR) and design-based implementation research (DBIR) to implement and scale up technology-supported educational innovations. Following this research approach, Group Scribbles (GS)-supported collaborative learning has been implemented and sustained to improve classroom-based teaching and learning of various subjects (including Science, Mathematics, First Language/English, and Second Language/Chinese) in more than ten local schools in Singapore. The GS project has been recognized as making good contributions to mainstreaming computer-supported collaborative learning (CSCL) in formal learning contexts. In this chapter, a chronological account of the iterative cycles of design and implementation of GS in a primary school with average technology provision, and in a technology-rich endowed secondary school, is provided to help illustrate and elaborate the proposed scale-up research approach. The strategies and structures placed in schools of different profiles that prove effective in addressing common implementation and scale-up challenges are distilled and discussed to help inform future work on sustaining and spreading educational technology research-based practices.
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Looi, CK., Xie, W., Chen, W. (2015). Design and Implementation of an Educational Innovation in Different Contexts: A Case Study of Group Scribbles. In: Looi, CK., Teh, L. (eds) Scaling Educational Innovations. Education Innovation Series. Springer, Singapore. https://doi.org/10.1007/978-981-287-537-2_7
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