Project Report: Innovation in Secondary Education and AITSL Outcomes

This report delves into the critical topic of innovation within secondary education, examining the integration of innovative practices to enhance student engagement and learning outcomes. The paper begins with an introduction to innovation and teacherpreuerism, emphasizing their significance in modern educational settings. It then explores various innovative strategies, such as inquiry-based learning, visualization techniques, and technology integration, and connects these practices with the Australian Institute for Teaching and School Leadership (AITSL) outcomes. The report further analyzes the challenges and constraints schools face when developing and implementing innovative practices, including financial, technological, and pedagogical considerations. The author provides a detailed literature review, referencing several academic sources to support the arguments. The report concludes with recommendations for educators and researchers to achieve long-term sustainability in a cost and time-efficient manner. The report covers topics like student engagement, visualization learning, technology integration, and the role of teachers in fostering innovation. The report also examines the constraints of innovation implementation in schools, such as cost and technological challenges.

ASSESSMENT 1: PROJECT

Table of Contents
1.0 Introduction................................................................................................................................3
2.0 Innovative practice in secondary education...............................................................................3
3.0 Connecting ideas with the AITSL outcomes.............................................................................4
4.0 Possible constraints of developing and implementing innovations in schools..........................6
5.0 Conclusion.................................................................................................................................7
References:......................................................................................................................................8
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1.0 Introduction
Innovation in the teaching may be considered to be one of the most significant subjects in
today’s complex education world. The instant report delves into such analysis by referring to the
innovative practice undertaken in the secondary education. The researcher presents, through the
paper, the connecting ideas with the AITSL outcomes and also the possible constraints of
developing and implementing innovations in schools. Finally, the conclusion is being provided at
the end of the paper.
2.0 Innovative practice in secondary education
It has been identified that in the secondary education system, student engagement calls for the
maximum degree of attention. Kin et al.(2019) stated that in the present days students are failing
to retain their engagement in classes following traditional teaching methods, where teacher
actively explain curriculums and students act as the passive listeners and certainly stay distracted
for finding the overall process boring. Hence, to make the teaching session more interesting,
secondary schools are incorporating interesting technologies to uphold students' attention levels.
The innovation strategies like inquiry-based learning, QR codes, technology learning and
visualization. In the consideration of Paniagua and Istance (2018), it can be stated that sometime
it becomes complicated for students to understand the list of disconnected facts. Therefore, it is
notable that the incorporation of visualization into the education system has turned out to be one
of the most innovative strategies. The knowledge that is involved with the concepts of mastery,
definitely demands the concepts of visualization. The specific strategy can lead towards the
ability to transfer knowledge to a deeper level and can help students understanding the essence of
curriculum and forming basic foundations of concepts.
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It has been discussed in the previous statement that teachers are failing to uphold the attention of
the students with the traditional learning session. Therefore, the visualization effect introduced
by the secondary schools where students find the concept interesting and enable to participate in
the learning session by brainstorming their individual thoughts and ideas. Hence, this strategy
enables teachers to conduct an interactive learning session within the curriculum. According to
Pisano (2015), teaching students through visualized effects helps them comprehend the actual
concept, gaining deeper insight, recall and critically rethinking the subjects. It can be stated that
the visualization strategy serves the purpose of student engagement, where they proactively show
interest in attending learning session and understand the concept to enhance their knowledge
rather than just mugging up to score good marks in exams.
3.0 Connecting ideas with the AITSL outcomes
Visualization learning method needs to include technologies like computers, tablets, projector,
digital cameras, GPS device and sometimes video conferencing technologies. However, the
managing of these technologies wisely within the classroom needs to be apt and sincere. For
example, a certain time, classroom technologies also include using video games to foreign
language and math. Moreover, several classrooms discussions also involve Skype to
communicate with classrooms or conducting guest lecturing session from experts across the
world. The involvement of multimedia projects is also another interesting innovative teaching
strategy that allows students to explore the subject matter of curriculum using audio, films and
even the software they tend to develop. In the consideration of Gil et al. (2018), students majorly
tend to get over-excited while attending the interactive visual classes and they often fail to use
the technologies in the right manner. Hence, it is the explicit duty of the teachers to ensure that
every technology shall be used and handled with care and sincerity. Moreover, sometimes
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students fail to identify the usage of the right technology for the right curriculum. It is the
accountabilities of teachers to enlighten all the students about the purposes of each technology
and its usage in specialized genres. Sometimes, the management of secondary schools is forced
to withdraw the new learning method for repetitive rough handling of the technologies. Thus,
during classes, faculties shall move around its classroom and can also use monitoring software to
make sure that students are managing to use individual devices appropriately. This approach
builds a sense of understanding amongst students where they wishfully value the equipment or
tools introduced for their teaching purposes and the benefits they can derive from the special
classes (Ots and Nyilasy, 2015). Hence, they tend to handle or operate the device with care. The
primary outcome of AITSL is to inculcating a sense of proper code of conduct within the student
to generate healthy behaviour and also to sheathing their foundation. Consequently, the strategy
of visual teaching serves both the purposes in which, student are taught through audiovisual
mediums where they are not required to depict an image rather they can relate their notion with
the image shown in presentation and brainstorm their perceptions accordingly. Simultaneously,
they are also kept in charge of handling the devices gently and safekeeping it for further
interesting sessions.
On the contrary, Kowch (2018) suggested that traditional teaching methods cannot be omitted
entirely from the course curriculum of secondary education institutes. Students must be kept with
the habits of learning through books and notes when required. Since several theories and
frameworks are always discussed thoroughly on textbooks; yet, visual sessions are just
presentations that can showcase the essence of the project. However, books and theoretical
knowledge can help them to gain the deeper insight of syllabus, context, concept, etc. therefore,
faculties must modify the traditional programs by including the teams of senior students to
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develop perfect peer-to-peer support. It would create superior student advocacy where students
would be offered with more leadership opportunities. Hence, the sense of accountability would
also develop within them.
4.0 Possible constraints of developing and implementing innovations in schools
Upgrading technological equipment within schools' infrastructure incurs an excessive cost,
which a secondary school might not have enough manpower to handle it appropriately. Majority
of the classrooms consist of at least twenty students, which call for high internet bandwidth and
speed, as they all would require having access either on their laptops or tablets. Similarly, new
manpower recruitment in the technological department might be necessary for teaching the
students the way to use newer digital media, which is yet expenditure to schools. Bage (2019)
pointed out that this specific idea could be as difficult as requiring an IT specialist to conduct the
impending glitches within the system to recruit a new teacher with an understanding for a variety
of software as an alternative of teachers who are rather less trained with technology. For
example, in case a student needs to do conduct homework with the of their laptop or tablet, their
parents or other family members might not have adequate expertise to help them. Therefore,
sometimes visual learning session call for difficult technologies that cannot be handled on the
initial stage without the guidance of an expert. Hence, to cut short on the expense and fulfilling
the purpose, a trainer can be appointed who could train all the classroom faculties with the
appropriate measures to handle and operate the new technological devices the management of
schools is planning to incorporate for teaching purposes. Herein, schools can follow the
philosophy of practice principles, where a collaborative team or an expert would assist teachers
to develop strategies and skills to effectively proceed with new innovative teaching methods
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(Malin, 2018). This would cut down the extra expense of hiring a new technical expert, where
teachers would be skilled to solve the issue.
Several faculties believe that the inclusion of tablets, Smartphone with internet connections and
text messaging service available might act as a source of distractions for the students as opposed
to a learning measure. It would be difficult for a faculty to have a keen eye or observe every
activity of students as to determine whether they are using any educational application or
browsing social media sites like Facebook, YouTube, etc. Hence, the devices must be
customized with only the educational apps to avoid unnecessary distractions.
5.0 Conclusion
On the basis of the discussion, it may be concluded that the innovation has been a key
performance indicators (KPIs) in the secondary education setup all over the world there are
number of challenges to be resolved in achieving the desired goals. Finally, it may be
recommended that a well-designed educational policy will considerably help the educators and
researchers to attain the long-term goal of sustainability in most cost and time efficient manner
(Kuang-Jung et al, 2015).
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References:
Bage, G., (2019). Lessons and lacunae? Practitioners’ suggestions for developing research-rich
teaching and learning: Angles on innovation and change. Innovations in Education and Teaching
International, 56(2), pp.150-161.
Gil, A.J., Rodrigo-Moya, B. and Morcillo-Bellido, J., (2018). The effect of leadership in the
development of innovation capacity: A learning organization perspective. Leadership &
Organization Development Journal, 39(6), pp.694-711.
Kin, H.W., Yap, R.A.S., Guan, T.E., Hoong, L.Y., Lam, T.T., Seng, Q.K., Choon, T.P. and
Dindyal, J., (2019). Understanding the sustainability of a teaching innovation for problem-
solving: A systems approach. In Mathematical Problem Solving (pp. 339-360). Springer, Cham.
Kowch, E.G., (2018). A new paradigm for teaching, leading and learning in participatory
learning environments. In Actions of their own to learn (pp. 225-251). Brill Sense.
Kuang-Jung, C., Mei-Liang, C., Chu-Mei, L. and Chien-Jung, H., (2015). Integrated marketing
communication, collaborative marketing, and global brand building in Taiwan. International
Journal of Organizational Innovation, 7(4).
Malin, H., (2018). Teaching for Purpose: Preparing Students for Lives of Meaning. Harvard
Education Press. Cambridge, MA 02138.
Ots, M. and Nyilasy, G., (2015). Integrated marketing communications (IMC): Why does it fail?:
An analysis of practitioner mental models exposes barriers of IMC implementation. Journal of
Advertising Research, 55(2), pp.132-145.
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Paniagua, A. and Istance, D., (2018). Teachers as Designers of Learning Environments: The
Importance of Innovative Pedagogies. Educational Research and Innovation. OECD Publishing.
Pisano, G.P., (2015). You need an innovation strategy. Harvard Business Review, 93(6), pp.44-
54.
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