The Potential to Build Collective Capacity for Organisational Learning in the Context of Teachers’ Use of Digital Technology for School Improvement
This article considers how digital spaces focused on whole school improvement combined with supportive leadership may be mobilised towards building collective capacity for evidence-informed practice and organisational learning. This topic originated from a qualitative, multi-method design-based rese...
| Main Author: | |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
MDPI AG
2022-01-01
|
| Series: | Education Sciences |
| Subjects: | |
| Online Access: | https://www.mdpi.com/2227-7102/12/1/33 |
| _version_ | 1827665929618587648 |
|---|---|
| author | Susila Davis-Singaravelu |
| author_facet | Susila Davis-Singaravelu |
| author_sort | Susila Davis-Singaravelu |
| collection | DOAJ |
| description | This article considers how digital spaces focused on whole school improvement combined with supportive leadership may be mobilised towards building collective capacity for evidence-informed practice and organisational learning. This topic originated from a qualitative, multi-method design-based research (DBR) project that studied practitioners’ use of an online resource for primary school practitioners called Pathways for school improvement, designed by Oxford University Press (OUP). Semi-structured interviews, participant observations and a documentary analysis were conducted with teachers and senior leaders in five primary schools across England between 2014 and 2016. Connections were made with the dynamic approach to school improvement (DASI) that encourages practitioners to systematically engage with a variety of evidence in their reflections and efforts to design school and classroom improvement strategies. Pathways’ four-step system and series of systematised tasks under each step seemed to provide opportunities for practitioners to explore elements of theory and practice in conjunction with empirical and pupil performance data, and potentially guide them through how to collaborate with others in developing specific whole school approaches to improvement. Opportunities and challenges in developing collective capacity for improvement are also explored. |
| first_indexed | 2024-03-10T01:36:53Z |
| format | Article |
| id | doaj.art-dc0cbf97f53e4fc78cd18efb07c86baf |
| institution | Directory Open Access Journal |
| issn | 2227-7102 |
| language | English |
| last_indexed | 2024-03-10T01:36:53Z |
| publishDate | 2022-01-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Education Sciences |
| spelling | doaj.art-dc0cbf97f53e4fc78cd18efb07c86baf2023-11-23T13:32:50ZengMDPI AGEducation Sciences2227-71022022-01-011213310.3390/educsci12010033The Potential to Build Collective Capacity for Organisational Learning in the Context of Teachers’ Use of Digital Technology for School ImprovementSusila Davis-Singaravelu0Undergraduate Admissions and Outreach, University of Oxford, Oxford OX1 2JD, UKThis article considers how digital spaces focused on whole school improvement combined with supportive leadership may be mobilised towards building collective capacity for evidence-informed practice and organisational learning. This topic originated from a qualitative, multi-method design-based research (DBR) project that studied practitioners’ use of an online resource for primary school practitioners called Pathways for school improvement, designed by Oxford University Press (OUP). Semi-structured interviews, participant observations and a documentary analysis were conducted with teachers and senior leaders in five primary schools across England between 2014 and 2016. Connections were made with the dynamic approach to school improvement (DASI) that encourages practitioners to systematically engage with a variety of evidence in their reflections and efforts to design school and classroom improvement strategies. Pathways’ four-step system and series of systematised tasks under each step seemed to provide opportunities for practitioners to explore elements of theory and practice in conjunction with empirical and pupil performance data, and potentially guide them through how to collaborate with others in developing specific whole school approaches to improvement. Opportunities and challenges in developing collective capacity for improvement are also explored.https://www.mdpi.com/2227-7102/12/1/33school improvementdigital technologyorganisational learning |
| spellingShingle | Susila Davis-Singaravelu The Potential to Build Collective Capacity for Organisational Learning in the Context of Teachers’ Use of Digital Technology for School Improvement Education Sciences school improvement digital technology organisational learning |
| title | The Potential to Build Collective Capacity for Organisational Learning in the Context of Teachers’ Use of Digital Technology for School Improvement |
| title_full | The Potential to Build Collective Capacity for Organisational Learning in the Context of Teachers’ Use of Digital Technology for School Improvement |
| title_fullStr | The Potential to Build Collective Capacity for Organisational Learning in the Context of Teachers’ Use of Digital Technology for School Improvement |
| title_full_unstemmed | The Potential to Build Collective Capacity for Organisational Learning in the Context of Teachers’ Use of Digital Technology for School Improvement |
| title_short | The Potential to Build Collective Capacity for Organisational Learning in the Context of Teachers’ Use of Digital Technology for School Improvement |
| title_sort | potential to build collective capacity for organisational learning in the context of teachers use of digital technology for school improvement |
| topic | school improvement digital technology organisational learning |
| url | https://www.mdpi.com/2227-7102/12/1/33 |
| work_keys_str_mv | AT susiladavissingaravelu thepotentialtobuildcollectivecapacityfororganisationallearninginthecontextofteachersuseofdigitaltechnologyforschoolimprovement AT susiladavissingaravelu potentialtobuildcollectivecapacityfororganisationallearninginthecontextofteachersuseofdigitaltechnologyforschoolimprovement |