Abstract:

This study aims to understand how digitally enhanced schools develop in changing education paradigm. We suggest using ecological approach and looking at schools as service-based learning ecosystem. Based on ITIL (Information Technology Infrastructure Library), TMForum (TeleManagement Forum and the Network Management Forum) and Sipina (2011) we define the service as a flow of optimally and logically combined product (units, inventories, activities) between the service provider and the user through the operating level management in accordance to the outlined processes/rules/definitions. We developed the instrument to differentiate ecosystem levels by internal, external and trade-off services in 3 big domains: digital infrastructure, learning facilitation, and change management.

The study uses mixed methods research design for a development purpose (Green at al., 1989). Qualitative analysis of case studies was used to identify school-based services. The data was then quantitatively analyzed to collapse into the models of the schools based on the existing linkages between the services. 15 schools were selected on the basis of geographical location, school size and its ICT-oriented activities in Georgia. Interviews were held with school principals, teachers and information managers, as well as ICT-integrated lessons observed. Each school was mapped on the services using binary scale. K-means cluster analysis was run and 2 models of schools were identified using developed instrument. Discriminant analysis was run to identify predictor variables for further analysis of the schools’ belonging to certain model.

Analysis of clusters on schools’ internal services level showed that 2 models differ by teacher-student partnership, authentic and flexible learning environment, but the biggest difference comes to change management domain: ICT strategic planning, monitoring organizational change, and incentive schemes and support system at school. Representation of external and trade-off services in our model is rooted from Georgia’s centralized approach of school provision with technology and its integration into the learning process. Accordingly external services existing on a school level are similar for all schools. Due to it schools show little effort to bargain for additional trade-off services. However there’s difference in the behavior within 2 models of schools on trade-off services level, that is expressed in offering services to the external community by means of students project work, and engaging external stakeholders into the ICT policy development. Discriminant analysis detected following variables as predictors for school’s belonging to the model: school’s ICT vision and agenda, motivation and support system promoting innovative practices, teachers' professional learning relevance to the curriculum requirements and school strategy.

Our findings suggest that taking ecological approach and looking at schools as service-based learning ecosystem might help us understand how digitally enhanced schools differ and what ICT-boosted services in the whole service ecosystem distinguish innovative and less innovative schools.

Keywords:

Learning ecosystem, education, innovation, service, digitally enhanced schools.