International Journal of Innovative Social Science & Humanities Research ISSN: 2349-1876

INNOVATION IN EDUCATION
Dr.Richa Mishra

Assistant Professor, Department of Commerce, LPCPS

INTRODUCTION There are several sources of innovation. It can occur

as a result of a focus effort by a range of different
agents, by chance, or as a result of a major system
“Being innovative is about looking beyond what we
failure.
currently do well, identifying the great ideas of
tomorrow and putting them into practice” According to Peter F. Drucker the general sources of
Innovation is a new idea, device or innovations are different changes in industry
[1]
process. Innovation can be viewed as the structure, in market structure, in local and global
application of better solutions that meet new demographics, in human perception, mood and
requirements, inarticulated needs, or existing meaning, in the amount of already available
[2]
market needs. This is accomplished through more scientific knowledge, etc.
effective products, processes, services, technologies, In the simplest linear model of innovation the
or ideas that are readily available traditionally recognized source is manufacturer
to markets, governments andsociety. The term innovation. This is where an agent (person or
innovation can be defined as something original and business) innovates in order to sell the innovation.
more effective and, as a consequence, new, that Another source of innovation, only now becoming
"breaks into" the market or society widely recognized, is end-user innovation. This is
In business and economics, innovation is the catalyst where an agent (person or company) develops an
to growth. With rapid advancements innovation for their own (personal or in-house) use
in transportation and communications over the past because existing products do not meet their
few decades, the old world concepts of factor needs. MIT economist Eric von Hippel has identified
endowments and comparative advantage which end-user innovation as, by far, the most important
focused on an area’s unique inputs are outmoded and critical in his classic book on the subject, Sources
for today’s global economy. Economist Joseph of Innovation.
[5]

Schumpeter, who contributed greatly to the study

of innovation, argued that industries must The robotics engineer Joseph F. Engelberger asserts
incessantly revolutionize the economic structure that innovations require only three things:
from within, that is innovate with better or more
effective processes and products, such as the 1. A recognized need,
connection from the craft shop to factory. He 2. Competent people with relevant
famously asserted that “creative destruction is the technology, and
[4] 3. [6]
essential fact aboutcapitalism”. Financial support.

SOURCES OF INNOVATION

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International Journal of Innovative Social Science & Humanities Research ISSN: 2349-1876

INNOVATION IN EDUCATION…WHY?
Original model of three phases of the process of
Technological Change Creativity and innovation in education are not just
Innovation involves deliberate application an opportunity, but a necessity. First, several
of information, imagination and initiative in deriving emerging trends entail an alteration in the way
greater or different values from resources, and young people learn and understand (Redecker,
includes all processes by which new ideas are 2008). Teachers have to attract students' interest
generated and converted into useful products and attention in a new way, and as a result the
development of creative approaches is called for
Innovations are divided into two broad categories: (Simplicio, 2000). Secondly, the current and
 Evolutionary innovations(continuous forthcoming cohorts of learners are growing up
ordynamicevolutionary innovation) that are surrounded by video-games, mobile phones, and
brought about by many other digital media. This overwhelming spread of
incrementaladvancesin technology or technologies brings a new understanding of
processes and communication, information retrieval and meaning-
 Revolutionary innovations (also making. The gap between the school and home
calleddiscontinuous innovations) which are digital environment is thus affecting learners'
often disruptive and new. expectations (Pedró, 2006), building up a perception
of the current educational framework and format's
inadequacy (Selinger, Stewart-Weeks, Wynn, &
INNOVATION IN EDUCATION: THE
Cevenini, 2008). Third, creativity has been seen as a
CONCEPT form of knowledge creation (Craft, 2005). For all
these reasons, it seems clear that creativity and
Creativity and innovation are becoming increasingly innovation are unavoidable conditions for the
st
important for the development of the 21 century present and future of education
knowledge society. They contribute to economic
prosperity as well as to social and individual MEASURES TO FACILITATE
wellbeing and are essential factors for a more
competitive and dynamic Europe. Education is seen
INNOVATION IN EDUCATION
as central in fostering creative and innovative skills.
If individuals are to be equipped with the
capacity both to innovate and to adapt to
Deregulation of the education sector as an engine
innovation, it is important to better understand how
for innovation. Another aspect will lie in the political
education systems can become more innovative
management of risk, as innovation involves failure
themselves in order to quickly and better respond to
that is less easily handled in education than in some
new knowledge and social demands. What kinds of
other sectors. The governance mechanisms are also
skills, education and training systems are needed to
very different in the private than in the public sector.
maximise innovation in the education sector itself?
Other aspects will relate to the investment in
educational R&D, to the quality of this R&D and its
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International Journal of Innovative Social Science & Humanities Research ISSN: 2349-1876

evidence-based character, to knowledge to ensure full training and support for

management, to the incentives or motivation of teachers and learners to effectively
teachers to adopt innovative practices in certain integrate these into the teaching, learning
institutional settings, to teacher training, to the and school management processes?
school climate, organisation, and management, to
6. What are the innovations in education that
the existence of a demand for innovative private
can help meet the three-billion people
developers of educational innovations, etc
challenge?

DIFFICULTIES & HURDLES

INNOVATIVE TEACHING =
One well-known difficulty of innovation in education INNOVATION + TEACHING
lies in mainstreaming and sustaining successful
innovations. Another difficulty sometimes lies in the The creative experience is seen as opposite to the
lack of incentives for public and private innovators. reproductive experience. Innovation is the
Finally, the implications of innovation in terms of application of such a process or product in order to
equity and social cohesion will also be addressed, as benefit a domain or field - in this case, teaching.
innovations do not always reach the less advantage Therefore, innovative teaching is the process leading
groups or nations as easily and can help widen the to creative learning, the implementation of new
inequity gap methods, tools and contents which could benefit
learners and their creative potential.
THE QUESTIONS UNANSWERED Thus, something cannot be considered
innovative unless it is transformational. Second,
Here are some questions to ponder in applying innovation does not occur by accident. It is driven by
innovation to enable access to education: a system of principles and practices which support
and encourage the coupling of systems and
1. What processes are needed to provide creativity to solve problems.
electricity and broadband access for all
educational institutions (e.g. schools, HOW TO EMBED INNOVATION IN
colleges, universities); EDUCATION AND TEACHING
2. What processes are needed to provide
broadband access to all lifelong learners Innovative teaching is both the practice of teaching
(adults who can pay reasonable rates for for creativity and of applying innovation to teaching.
access); Both aspects call for an educational culture which
3. What alternatives do institutions have if values creativity and sees it as an asset in the
they are unlikely to be connected to a classroom. Teachers are key figures in constructing a
reliable electricity service in the foreseeable creative climate, but they need support from both
future; policymakers and institutions. In particular, curricula
and assessment are key areas to be addressed in
4. What alternatives are there for introducing order to allow creativity in the classroom. Curricula
computers or increasing their numbers in should undergo a skilful and thorough development,
schools and institutions of higher learning; giving the same importance to every subject, taking
and creativity into consideration and defining it
5. If computers are to be installed in coherently throughout the curriculum, allowing
institutions, what processes are under way freedom and time for discovery, and taking learners'

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International Journal of Innovative Social Science & Humanities Research ISSN: 2349-1876

interests into account. Assessment should also allow

creativity to flourish by valuing it, both at micro, FIVE ELEMENTS TO BRING THE
everyday level and at macro, exam level. The three
functions of assessment (diagnostic, formative and CHANGE
summative) must contribute to the development of
both knowledge acquisition and skills development The five elements which can bring the change
for learning and creating. includes: Vision, Skills, Incentive, Resources, and an
Action Plan.

ROLE OF TECHNOLOGY IN
INNOVATION IN EDUCATION: A
INNOVATIVE TEACHING
PARADIGM SHIFT.. a few thoughts
Innovative teaching is both the practice of teaching
for creativity and of applying innovation to teaching. There is a growing desire for a holistic
Both aspects call for an educational culture which transformation of educational systems (Selinger et
values creativity and sees it as an asset in the al.,2008). Creativity allows for the possibility of
classroom. Teachers are key figures in constructing a making connections across different areas of
creative climate, but they need support from both knowledge; there is thus a need for innovative
policymakers and institutions. In particular, curricula spaces that allow for this cross-cultural and multi-
and assessment are key areas to be addressed in disciplinary approach, which can also include
order to allow creativity in the classroom. Curricula informal knowledge. This approach will thus
should undergo a skilful and thorough development, challenge the actual, traditional configuration of
giving the same importance to every subject, taking school space, time and structure (Burke, 2007)
creativity into consideration and defining it Institutions are generally considered to be resistant
coherently throughout the curriculum, allowing to change. As Williamson and Payton (2009) point
freedom and time for discovery, and taking learners' out, any kind of educational change is challenging,
interests into account. Assessment should also allow messy and slow. Schools, in particular, face an
creativity to flourish by valuing it, both at micro, enormous challenge, as there is a pressure to
everyday level and at macro, exam level. The three achieve in different areas and as new requirements
functions of assessment (diagnostic, formative and do not shade or substitute old ones (Christensen et
summative) must contribute to the development of al., 2008; Punie,Cabrera, Bogdanowicz, Zinnbauer, &
14
both knowledge acquisition and skills development Navajas, 2005) . Moreover, it is quite unlikely that
for learning and creating. an institution can provide disruptive change. By
disruptive innovation, Christensen et al. mean a kind
of innovation that is not only preoccupied with the
FACTORS RELEVANT IN INNOVATIVE improvement of an existing product (which is called
TEACHING incremental innovation); but which radically changes
the paradigms and principles of the product. A good
example of the concept is the case of the personal
Factors relevant in innovative teaching includes: computer. Up until the time of its creation,
assessment; culture; curriculum; individual skills; computers were big, expensive machines that only
teaching and learning format; teachers; technology, experts could use. Sustainable innovation made
tools. The co-existence of several of these factors newer, faster, bigger computers. The advent of the
would give rise to an enabling environment where personal computer changed the market, as the
innovative teaching could blossom product was not as "good" or as sophisticated as big
computers were, but it targeted another type of

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International Journal of Innovative Social Science & Humanities Research ISSN: 2349-1876

client (a previous "non-consumer"). So the about adding a few pictures to a handout or a

introduction of personal computers is a disruptive presentation, or making studentslisten to music.16
innovation because it changes the "idea", market Educators run the risk of falling into the originality
and target of computers, even though its base level pitfall, believing that creativity is a synonym of
18
was not as powerful as the big traditional computers originality (Beghetto, 2007a) . Innovating education
(Christensen et al., 2008). Hargreaves (2003) involves a complete change in the content and
maintains that the idea that lies behind disruptive method of teaching, and also in assessment
9
innovation is the opposite to that of sustainable (Simplicio, 2000 ). There are already pockets of
innovation. Schools do not seem to possess the creativity and innovation in several schools around
characteristics of innovative organisations, which are Europe, these "best practices" must become
generally flexible, welcome ideas, are empowering, standards for education. Technology can help to
14
tolerate risk, celebrate success, foster synergy and bring about change (Christensen et al., 2008) . The
encourage fun (Craft, 2005). Even the development and implementation of student-centric
implementation of technology in education has not technology will bring a need to shift to student-
made the foreseen change: ICT has not had the centred pedagogy and the ownership of learning by
transformative impact it could have had and which learners, a quality that is indispensable for fostering
19
was expected (Ala-Mutka, Punie, & Redecker, creativity (Woods, 2002) . Students could learn with
15
2008b) . According to Christensen et al.(2008), this software that is developed for their kind of
is because teachers have used computers to sustain intelligence and learning style (Christensen et al.,
14
their existing practices, as displacing them would 2008) . In this way, teachers will not be instructors
require a kind of disruptive innovation that is not yet anymore but rather facilitators (Burke, 2007).
feasible. If there is a desire to change education, all Another path to innovation in education would be
educational actors should be involved and must the establishment of a network of teachers to
20
work towards the same goals. Moreover, it is disseminate good practice (Hargreaves, 2003) .
necessary to promote creativity at all levels, as Schools are a good repository of expertise and
creativity can contribute to both sustainable and variety; teachers have therefore to be encouraged to
disruptive innovation. Innovation cannot happen share their expertise through the observation of
without creativity. True innovation in education will other teachers within and outside their school
9
require, first of all, a paradigm shift in format and (Simplicio, 2000) . Another option could be the
9
methodology (Simplicio, 2000) . This will entail a establishment of an institutional virtual network of
constant and total renovation, regardless of previous expertise, where teachers could exchange resources
20
effectiveness. The main actors of change are and tips (Hargreaves, 2003) . Again, technologies
8
teachers (Redecker, 2008) , but without institutional are fundamental for this kind of transformation, as
support they could not only kindle but also kill ICT can be an effective and affordable means of
creativity and innovation. They are the first and most peer-to-peer exchange and networking. The Higher
effective source of creativity for learners (Esquivel, Education sector in particular is seen as the fuel for
16,
1995) therefore they need both the support and that journey, driving research and new knowledge
the resources to innovate. Teachers tend to settle in and producing the graduates equipped with the skills
and become comfortable in their profession and working from the mindset to lead this new
9
(Simplicio, 2000) . However, teaching careers can phase of Ireland’s economic and social development.
last for forty years, and it seems unthinkable to
expect that several generations of students would ROLE OF TEACHERS IN INNOVATION
17
benefit from the same approach (Pedró, 2006) .
Teachers who wish to be creative have to be willing
Teachers need to modify their teaching methods to
to change their approach and method (Simplicio,
9 accommodate the changed interaction patterns. The
2000) . Teaching creatively and for creativity is not
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International Journal of Innovative Social Science & Humanities Research ISSN: 2349-1876

21
effective use of new technologies requires ways of fashioning (Loveless, 2008) . Teachers, who
innovative teaching skills. When students are not are not conversant with the technologies they use in
provided with adequate understanding of the their teaching, may not feel comfortable with
affordances of technologies, there is a high showing their lack of expertise in front of their
probability that they will replicate familiar forms and students. Innovation comes more from evolution,
ideas using the new tools, as opposed to using the revolution, radical and disruptive forces being
new tools to explore new connections and different applied.

Fig 01

Fig 01 shows the framework for Innovation in Education which comprises a few relevant features like building for
sustainability, constant improvisation, collaborations, understanding the ecosystem, effectiveness, traction, scaling
etc.

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 International Journal of Innovative Social Science & Humanities Research ISSN: 2349-1876

Fig 02

The figure 02 above shows the growing importance of Universities to the Nations in scientific research, Innovations and
Economic growth as all are deeply and positively correlated to each other.

22
CONCLUSION Whilst Fullan (1993, 46) notes that
societal problems beyond the control of schools
frequently prevent educational reform, these cannot
Talking honestly, ironically, the very same factors
be wholly held responsible for the failure of
that produce the need for change present barriers
educational reform. There are even other factors
for the achievement of that change. If to enlist them,
like, lack of supporting structures, a deficit in the
school culture, stake holders perceptions, societal
consultative process, an inadequacy in holistic
effects, organisational structure and the nature of
approach, and the absence of ongoing evaluation
change itself are together creating both the need
and amendment contribute greatly to the
for, and method of, continuous improvement to
impairment of implementing innovative practices.
education and its outcomes.

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International Journal of Innovative Social Science & Humanities Research ISSN: 2349-1876

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Copyright © 2014. Dr. Richa Misha. This is an open access refereed article distributed under the Creative Common
Attribution License which permits unrestricted use, distribution and reproduction in any medium, provided the
original work is properly cited.

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