An institutional policy that has generated collective work in the field of teacher's practice innovation and the training processes at the Universidad Veracruzana, Mexico, is the one called Aula Project (where Aula means Classroom). This project is a proposal based on three main axis: complex thinking; research and ICT. Inthe current document, I present an synthesis meta-reflexive originated from my experience in the implementation of the aforementioned project. / Una de las políticas institucionales que ha generado un trabajo colectivo para innovar la práctica docente y los procesos de formación en la Universidad Veracruzana México, es el llamado Proyecto Aula. Este proyecto es una propuesta basada en tres ejes fundamentales: el pensamiento complejo, la investigación y las TIC. En el presente trabajo procuro integrar una síntesis metarreflexiva originada desde mi experiencia en la implementación del Proyecto Aula. / Uma das políticas institucionais que tem genreado um trabalho coletivo pela inovação da pratica do ensino e os processos de formação na «Universidad Veracruzana de México» fica conhecido como o Projeto Aula. Este projeto é uma proposta que tem como base três eixos fundamentais: o pensamento complexo, a investigação e as tecnologias de informação e comunicação. O trabalha que lhe está sendo apresentado procura integrar uma sínteses metareflexiva originadadesde a minha experiência na implementação do Projeto Aula.

The purpose of this study was to analyze the leadership decision making process associated with pursuing innovative educational programs. The study investigated the experiences of leaders involved in pursuing Tech Prep Demonstration Project grants at two early-innovator California community colleges. A qualitative investigation was conducted utilizing descriptive case study methodologies. The researcher conducted focused interviews with individuals in leadership positions at the time the decision to pursue a Tech Prep Demonstration Project grant was made at these two community colleges. The study was guided by a data-analysis spiral. The data analysis spiral enabled the researcher to organize and examine large amounts of data in a systematic fashion. The study found that the decision-making process was facilitated by eight factors: (a) Environmental scanning by a designated person or by middle management; (b) preexisting intersegmental long term relationships with key individuals outside their institution; (c) prior knowledge of a related innovation; (d) personal and professional experience and frustration with a lack of educational options for K-12 students; (e) educational values that aligned with the innovation being pursued; (f) preexisting structures that allowed leaders to expand existing programming rather than to initiate new programming; (g) early reservations and challenges; and (h) post decision-making issues. These factors each played a large part in defining whether an environment in which innovations are considered exists in certain community colleges, as well as in K-12 schools. The community college leaders who took part in this decision making process had a great deal of professional experience to build upon. They used that experience to form relationships with K-12 leaders, who became their partners in educational reform. These partnerships were made possible because the colleges possessed sufficient organizational slack, and utilized that slack to pursue innovative programming. An earlier federal policy, the Tech Prep component of the 1990 Carl Perkins Vocational and Technical Education Act, may have had limited success in meeting its own goals, but produced the strong intersegmental relationships that the TPDP was built upon. In addition, the study confirmed the decision-making stages described by Rogers (2003) and defined a sixth stage, the "resolution stage," in which decision makers step back and take time to reflect on the innovation itself and the process used to make the decision to implement or not implement the innovation, as well as correcting early assumptions that proved to be false. The resolution stage provided leaders with time to step back and reflect on their original goals and on the progress of the innovation in order to make course corrections as necessary.

La tesi que es presenta és un estudi de cas del procés d'incorporació pedagògica de les tecnologies de la informació i comunicació, específicament de la pissarra digital interactiva a l'aula. La mostra està constituïda per docents de 14 centres d'infantil i primària de Catalunya, que van rebre formació i assessorament pel Centre de Tecnologies Ituarte.Els tres objectius principals del nostre treball són: analitzar i avaluar aquest procés de formació a través del Model Eduticom; explorar i descriure l'ús que els docents donen a les pissarres digitals interactives en la dinàmica educativa en les seves aules; i finalment, dissenyar un model de formació i assessorament continuat del professorat que tingui en compte un procés de seguiment, suport i sostenibilitat de la innovació educativa amb suport de les tecnologies.Des d'un disseny multiparadigmàtic s'aborda aquesta investigació amb un mètode qualitatiu i quantitatiu. Els resultats subratllen la satisfacció dels mestres pel model de formació rebuda, l'adaptació del model a les seves necessitats com a professors d'aula, els canvis en els aspectes metodològics i didàctics que l'ús dels PDI en l'aula els ha imposat; i finalment, la importància d'una adequada infraestructura, gestió dels recursos i destinació d'un horari no lectiu, per a la pràctica i implementació de la innovació educativa amb ús de tecnologia. / La tesis que se presenta es un estudio del caso del proceso de incorporación pedagógica de las tecnologías de la información y comunicación, específicamente de la pizarra digital interactiva en el aula. La muestra se constituye por docentes de 14 centros de infantil y primaria de Cataluña, quienes recibieron formación y asesoramiento por el Centro de Tecnologías Ituarte.Los tres objetivos principales de nuestro trabajo son: analizar y evaluar este proceso de formación a través del Modelo Eduticom; explorar y describir el uso que los docentes dan a las PDI en la dinámica educativa en sus salas de clases; y finalmente, diseñar un modelo de formación y asesoramiento continuado del profesorado que contemple un proceso de seguimiento, apoyo y sostenibilidad de la innovación educativa con soporte de las tecnologías.Desde un diseño multiparadigmático se aborda esta investigación con un método cualitativo y cuantitativo. Los resultados subrayan la satisfacción de los maestros por el modelo de formación recibido, la adaptación del modelo a sus necesidades como profesores de aula, los cambios en los aspectos metodológicos y didácticos que el uso de la PDI en el aula les ha impuesto; y finalmente, la importancia de una adecuada infraestructura, gestión de los recursos y destinación de un horario no lectivo, para la práctica e implementación de la innovación educativa con uso de tecnología. / This thesis presents a case study focused on the educational process about the information and communication technologies integration, specifically the interactive whiteboard incorporation. The research has a sample of 14 kindergarden and primary schools in Catalonia, who received training and advice from Ituarte Technology Center.The study raises three main objectives: first is to analyze and evaluate the training process through the "Eduticom Model"; second is to explore and describe the teachers' use of interactive whiteboards in the classrooms dynamics; and finally, to design a model of teacher training and continued advice that includes a process monitoring, empowerment and sustainability of educational innovation with ICT support.The research has a qualitative and quantitative method in a multiparadigmatic design. The results underline the teachers satisfaction around the training model received; the model adaptation to the classroom teachers needs; methodological changes have occur in teaching with the interactive whiteboard use in the classroom; finally results have shown the importance of an adequate infrastructure, resources management and the destination of non-lecture hours for the practice of educational innovation in technology.

近年來，創造力教育受到越來越多守門人的關注，包括企業界領袖、學者專家、政策制定者和教育工作者。另外在學術界和教育界，也有 越來越多的人接受「創造力是可以教」的觀念。因此，追求文化和社會適當的教育創新模式來實施創造力教育是非常重要的。 接觸藝術、學習藝術是培養創造力的重要途徑， 但在正式教育體制很難提供機會平等的平台時，相關的教育守門人就必須創造機會解決此一問題。Christensen、Horn與Johnson （2008、2011）也認為傳統的教育創新只是進行永續性的創新，所以他們進而提出破壞性創新的教育模式，以彌補傳統創新教育模式之不足。 本研究的目的是在探討兩個台灣表演藝術教育破壞性創新的個案：紙風車319鄉村兒童藝術工程和台北景文高中之優人神鼓表演藝術班。本研究的研究方法包括文獻分析，深度訪談和觀察。研究結果發現紙風車319鄉村兒童藝術工程的破壞性教育模式提供更多的機會讓偏遠的兒童可以接觸藝術，對他們產生正面的影響。優人神鼓表演藝術班的教育創新模式讓具有藝術興趣和才能的學生開啟創新的學習管道，一方面發展他們的藝術才情，另一方面也可以在正式教育中表現良好。 / In recent years, creativity in education has received increased attention from gatekeepers - the business leaders, scholars, policy-makers, and educators – around the world. There is also growing acceptance in the academic and educational worlds that “creativity can be taught.” Thus it is now crucial to pursue culturally and socially appropriate models for implementing creativity education. Encountering and studying the arts is an important approach to developing creativity. However, when traditional formal education systems are unable to provide an equal platform for encountering the arts, relevant gatekeepers must come up with new solutions. Christensen, Johnson, & Horn (2008; 2011) write that traditionally, educational innovation has relied on sustaining innovation, which they hold is insufficient for new educational demands today. They propose instead a model of disruptive innovation for education, which has greater potential impact on the education system, to help close the gap between educational ideals and practice. Leadbeater and Wong (2010) further categorize innovations in either formal or informal educational settings. This study examines two cases of disruptive innovation in performing arts education from Taiwan: Paper Windmill Theatre’s First Mile, Kid’s Smile 319 Townships Art Project program and the U-Theatre Performing Arts Class at Taipei Jingwen High School. The research methods employed include document analysis, in-depth interviews, and observations. The research findings conclude that the 319 Project's disruptive innovation model for informal education provided children in remote locations with opportunities to encounter the arts, making a positive impact on their lives. The disruptive innovation model for formal education used by the U-Theatre Performing Arts Class gave students with interests and potential in performing arts a channel for their abilities, both helping them develop their artistic interests and talents and enter university.

Submitted in fulfilment of the requirements for the degree of master of Philosophy Macquarie University, Australian Centre for Educational Studies, Institute of Early Childhood. 2007. / Thesis (MPhil)--Macquarie University (Australian Centre for Educational Studies, Institute of Early Childhood), 2007. / Bibliography: p. 199-227. / Introduction -- The context of the study -- Literature review -- Methodology -- Teachers' interpretations: the impact of Reggio Emilian pedagogy -- Themes of influence: Reggio Emilian pedagogy and teachers' philosophies and practice -- Relevance to the local context -- Conclusion. / Reggio Emilian pedagogy is an acknowledged and burgeoning world-wide influence in early childhood education, yet it claims not to be a model for emulation. Where practising teachers engage with Reggio Emilian pedagogy in their classrooms, such 'influence without emulation' creates a paradox in the process. This qualitative study aims to investigate the process and theorize the paradox. Following the tradition of interpretive research into teacher reflection, research, inquiry and professional development, eight Australian teachers, working across a range of early childhood contexts, were interviewed for their interpretations of the impact, influence and local relevance of this foreign pedagogy. Analysis revealed strong responses, common themes of influence and a shared perspective on the issue of translocation - engagement in an alternative process to mere replication. / Mode of access: World wide Web. / iii, 283 p