Oppositional Innovation: A Values-Sensitive Framework for Evaluating Technology and Change in Education

• In Event: Contributions of Technology to Improved and More Equitable Teaching

Abstract

A framework that explicitly surfaces values in the processes and products of educational innovation could help organize discourses about the role of technology in schooling, teaching and learning. This interpretive qualitative study of the way that teachers and technology entrepreneur position themselves as innovators with technology provides an empirical grounding for the framing of innovation as opposition to an ontological, epistemological and axiological status quo. The study traces implications of such a value-sensitive understanding of innovation in terms of several popular educational design and innovation frameworks, including RAT, SAMR, TPACK and HCD, and proposes that an Oppositional Innovation Framework could be helpful to researchers, educators and professional designers productively reconsider what counts as innovative and who counts as an innovator.

Authors

• Adam Papendieck, The University of Texas at Austin

• Joan E. Hughes, The University of Texas at Austin