Framing ICT-enabled Innovation for Learning: the case of one-to-one learning initiatives in Europe

• Published in: European journal of education Vol. 48; no. 1; pp. 113 - 130
• Main Authors: Bocconi, Stefania, Kampylis, Panagiotis, Punie, Yves
• Format: Journal Article
• Language: English
• Published: Paris Blackwell Publishing Ltd 01-03-2013; Blackwell Publishing; Wiley-Blackwell
• Subjects: Classification; classifications of innovation; Disruptive innovation; Education policy; Educational Assessment; Educational Indicators; Educational Innovation; Educational Methods; Educational Planning; Educational technology; Europe; Foreign Countries; Framing; Geographic Distribution; ICT-enabled innovation for learning; Influence of Technology; Information technology; Innovation; innovation in Education and Training; Institutional Characteristics; Instructional Innovation; Laptop computers; Learning; Learning Activities; Learning Strategies; mapping framework; Pedagogy; Program Descriptions; Program Effectiveness; Secondary schools; Social innovation; Strategic planning; systemic innovation; Teacher education; Teachers; Technological innovation; Technology Planning; Technology Uses in Education; Europe
• ISSN: 0141-8211; 1465-3435
• DOI: 10.1111/ejed.12021

This article discusses 1:1 learning initiatives in Europe in the context of a mapping framework of ICT‐enabled innovation for learning. The aim of the framework, visualised as a spider's web, is two‐fold: (i) to provide a further understanding of the nature of ICT‐enabled innovation for learning; and (ii) to depict the impact of existing and emerging innovative initiatives using ICT in the Education and Training context. We present 1:1 learning initiatives in Europe as a case of ICT‐enabled innovation for learning with significant scale, scope, and impact at system level and being implemented in real settings. We identified and analysed 29 1:1 learning initiatives from 19 European countries reaching a total of approximately 620,000 schools and 16,800,000 students. The application of the framework to the case of 1:1 learning in Europe (implemented in multi‐faceted educational settings) showed the current state of development and the emerging trends regarding the nature, the reach, the target groups and the impact of 1:1 innovation in learning. Regarding the nature of innovation, 1:1 learning strategies in Europe can be considered as mostly incremental. There is a need to progressively move the focus away from the devices and infrastructure to the learners and to 1:1 pedagogies. The framework can contribute (i) to policy interventions ‐at micro, meso and macro level‐ aimed at diversity and systemic implementation and (ii) to strategic planning by a multiplicity of actors such as policy makers, researchers and practitioners, increasing the impact of ICT‐enabled innovation in Education and Training.