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(allowing for student choice and relevance to the individual student) and individualised (allowing students to work at their own pace and according to their particular learning needs). Each of these elements has a strong base of prior research linking it to positive outcomes for students in terms of development of 21st century skills (for example, Bransford, Brown and Cocking, 1999; Darling-Hammond et al., 2008).
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Extension of learning outside the classroom. This construct refers to learning activities that reflect the nature of high performing work groups in the 21st century. Learning activities extend beyond the traditional boundaries of the classroom, for example, by including individuals from beyond the classroom community (for example, parents, experts, community members), by providing opportunities for 24/7 learning (for example, research outside the classroom), fostering cross-disciplinary connections, and promoting global awareness and cultural understanding.
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ICT integration in teaching and learning. This construct relates to uses of technology by teachers and by students. Because the impact of information and communication technologies (ICT) can vary widely depending on its pedagogical application (Myndigheten For Skölutveckling, 2008), this construct includes a focus on how ICT is used and not simply whether it is used. For example, ITL distinguishes in its measures between basic or rote use of technology and higher-level technology use that takes better advantage of the potential technology offers for learning.
Innovative teaching practices are shaped by a host of school and educator-level factors. The model focuses on three overarching constructs: -
School culture and supports that shape teaching practice. For example, research has shown that teacher communities of practice can provide a powerful force for change (Little, 2006) and that school leadership is a critical factor in providing the context for innovative practices to emerge and extend throughout a school (Shear et al., 2010).
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ICT access and support, including such factors as location, availability, and functionality of ICT tools. Educators cite lack of technology access and support as a primary barrier to the integration of ICT in teaching and learning (Law, Pelgrum and Plomp, 2006).
< Educator attitudes shape educational reform in powerful ways. In ITL Research, this construct includes teacher beliefs about
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