Innovation is perceived as an essential process in modern society in general, and even more so in educational systems. This perspective is based on the assumption that innovation is the bridge connecting the unpleasant present to the desirable future, while increasing the sense of control over the turbulent environment. Yet despite the many efforts to change and innovate, we constantly encounter evidence of educational innovation that began with fanfare and faded away, leaving no mark behind it. Attempting to understand this phenomenon and to better explain what educational innovation can and cannot contribute to schooling and educational systems, is the goal of this paper. Based on institutional theory and several of my studies, I would claim that on numerous occasions educational innovation is treated as a magic bullet for reaching goals beyond the reach of the educational system, such as developing the potential of every child, or initiating social reform. When such a lofty mission fails, either the educational system or the innovation is found culpable. Educational innovation, however, has a great deal to offer if it is used to achieve appropriate goals. Such goals could boost a vision and put a sparkle into the eyes of burnt-out staff, obtain desirable resources, and develop a good reputation for the school which would attract students and parents alike. With innovation such as this the school meets its environmental expectancies, reduces frustration, and enhances its status in its community and the entire educational system.
|Title of host publication||Educational Change|
|Editors||Aden D. Henshall, Bruce C. Fontanez|
|Publisher||Nova Science Publishers, Inc.|
|Number of pages||14|
|State||Published - 1 Jan 2010|
ASJC Scopus subject areas
- Social Sciences (all)