"Islands of Innovation" or "Comprehensive Innovation." Assimilating Educational Technology in Teaching, Learning, and Management: A Case Study of School Networks in Israel

Abstract

Introducing educational technology platforms for teaching, learning, and school management is one kind of technological innovation. There are two patterns of adopting innovation: “comprehensive innovation” – encompassing most of the organization – and “islands of innovation” - limited to certain groups within it. The aim of this research is to examine the features of organizational culture in a school network regarding the implementation of educational technology and whether this pattern of change reflects “islands of innovation” or “comprehensive innovation.” Seven schools were studied through qualitative research: semi-structured in-depth interviews with key figures and content analysis of the network’s vision. The findings reveal a gap between the values of the management and those of the teachers and forces encouraging the adoption of new teaching methods reinforcing the belief that educational technologies can help improve existing teaching and develop alternative pedagogies. However, these forces only manage to create islands of innovation that do not expand into comprehensive innovation. The gap in values creates ineffectiveness that prevents expansion. The “islands” turn out to be disrupters of innovation that do not allow the first degree change to turn into a second degree change or for this latter to turn into comprehensive innovation throughout the organization.