Sustainability, scalability and transferability of ICT-based pedagogical innovations in Israeli schools

For more than two decades the Israeli Ministry of Education
and various educational agents have systematically attempted to facilitate
the nationwide implementation of information and communication technology (ICT) in schools. Two significant phases of this effort can be identified:
the first, in 1993–1998, focused mainly on building the technological
infrastructure within schools. The second stage (1998–2003) deals primarily with curricular and staff training aspects. This paper presents data
collected between the years 1999–2000 for the Organization for Economic
Cooperation and Development/Centre for Educational Research and Innovation international research of ICT and organizational innovation in five
Israeli schools that have widely implemented ICT in a way that has
provoked substantial organizational change. We analyze the data collected
from two perspectives: (a) using an innovation analysis framework for
characterizing ICT-based educational innovations, examining the levels of
the innovations (in a sequence progression from initial assimilation of the
innovation to a substantial organizational transformation), in four different
domains of the schools’ functioning (time and space configurations, students’ roles, teachers’ roles, curricular issues); (b) addressing key issues
related to the prospects for sustainability, transferability and scalability of
the innovations.