M.T. Balabekov and G.A.
Sadyhanova, PhD
Al-Farabi Kazakh National University, Kazakhstan
TEACHING TYPES IN INNOVATION
PROCESSES OF EDUCATION
In common parlance, the term
innovation refers to the introduction of a new idea, method, or device. From a
management perspective, Peter Drucker suggested that innovation is a “change
that creates a new dimension of performance” (Hesselbein, Goldsmith, and
Somerville, 2002, p. xi), and from an institutional perspective, as put forth
by the U.K. Department of Trade and Industry, innovation is the successful
exploitation of new ideas. The same range of meanings applies in higher
education, where innovation can refer simply to some new way of doing things,
or a change that improves administrative or scholarly performance, or a
transformational experience based on a new way of thinking. Today’s higher
education administrators, who must balance the fiscal pressures of running a
large organization influenced by external forces such as rankings and increased
competition for students and faculty and internal stresses produced by boards
and accrediting agencies who are demanding more transparency, accountability,
and tangible evidence of success, are best served by seeking continued
innovation in curricular programs, delivery mechanisms, support services, and
operations. In this volume, we have presented ideas for new ways of conducting
business within the context of higher education. These, and more, are crucial
to the continued success of institutions of higher learning.[6]
Innovation can offer flexibility to
enable institutions to adapt more readily in a constantly changing environment,
a means by which colleges and universities can address concerns typically associated
with mature enterprises, tools to ease increasing cost pressures, and
efficiency gains through better operations and better matching of resources and
requirements.
Innovation
is defined as “the process of making changes to something established by
introducing something new.” It applies to “…radical or incremental changes to
products, processes or services.”[1] Over the
years there have been many changes in the way education is designed and
delivered in parts of the world.
The modern concept of "education" is associated with the
interpretation of such terms as "learning", "education",
"education", "development". However, before the word
"education" became associated with education, it had a wider meaning.
Considering the dictionary meaning, the term "education" as a noun
from the verb "form" in the sense of "create",
"shape" or "develop" something new. Create a new innovation
is a is [2].
The main criterion of innovation novelty acts having equal treatment as
to the assessment of scientific educational research and advanced pedagogical
experience.
Innovation processes in education must be seen in its complex social
conditioning. This implies: correspondence education system complex vital
social needs; internal consistency of its parts, and evaluation of the Company,
each of the structural elements; education focus on the progressive development
of society; that young people need in education, its social orientation [2].
In terms of socio-economic crisis changed the place of higher education
in the system of values in life Russian students focus on
specialty and forms of education, installing the future professional
activities. Education is becoming a pragmatic uzkoutilitarnoy value. Priority
among universities now young people is given to economic, legal, humanitarian.
At that dominates the desire to get an education as possible, good timing to
take the most favorable place in the material sense.
The challenges facing contemporary education, provoked by the attitude
to it for a number of decades. The situation today requires consideration of
the young person, the account in the process of training and education, and
individual personality characteristics and abilities, the optimal ratio of the
spiritual and technocratic started. In search of a new paradigm of education
innovation processes are the only sources of the education system. An important
indicator of the quality of education is to appeal to spirituality, universal
values, the wealth of the world culture. Humanization of education (including
higher education and vocational) became socially necessary in the present
conditions [3].
Innovation processes should be carried out today in all educational
institutions. New types of educational institutions, management systems, new
technologies and techniques - a manifestation of the huge potential of
innovation processes. Competent and thoughtful their implementation contributes
to the deepening in it for positive change.
Innovation for ‘Learner-Centered’
Education .How can innovation and technology offset the barriers of access and
mobility that has been a deterrent to education in many parts of the developing
world?
With the emergence of smart phones,
eBook readers, ‘Podcasts’ and ‘Vodcasts,’[4] Internet and low-cost computers,
as well as solar electricity, cell phone access, and other technologies, comes
the opportunity to provide education to assist individuals and communities in
places under-served by traditional educational institutes. Technology and other
innovations enable educational design and delivery to be adapted to the needs
and environment of students enrolled in Open and Distance learning (ODL) and
traditional educational programs. Thus, technology can also help programs shift
to a ‘learner-centered’ approach to education.
In an environment in which the
postal system is slow or unreliable, traditional ODL can face challenges in
program delivery. Today Internet and email has enabled changes in the design
and delivery of ODL in many parts of the world. What technologies are
accessible for learners in developing countries? In many places, cell phones
are in very widespread use, and text messaging is popular for work and personal
communications, yet few institutions have adopted this tool. How can
instructors and institutes more closely match their educational design and
delivery with the technologies to which learners have regular access?
Keeping Abreast of Technological
Change. "Although technology should not drive our teaching, technology
does drive change". [5]
Today, educators have the challenge
of monitoring changes in technologies, determining if they apply to learners
living in ‘the real world,’ and seeking ways to use technologies to complement
and support instructional methodologies and practices.
The opportunities are immense, but
there are also technological limitations in many parts of developing countries.
Barriers to technological innovations for supporting education include
inadequate telecommunications bandwidth, lack of trained support staff, and the
cost and the availability of simple telephones, cell phones, computers, and
electricity.
Innovation for Education for
Development. The challenge of closing the ever-widening gap between the haves
and have-nots may rest with the willingness of the education community to view
education from a new perspective —and to innovate. This may include making use
of affordable and accessible technologies to expand access to education. It may
also require other innovative process or service strategies that do not rely on
technology. It may require a shift in focus, to target educational and training
programs to align more closely with what people identify as their most urgent
needs.[7]
Providing education in new and
unconventional ways is only one of a number of solutions, but it is through
innovation that we can meet the challenges of improved efficiencies, lower
costs, increasing accessibility, and greater success in achieving development
goals through education.
Literature
[1] http://en.wikipedia.org/wiki/Innovation
[2] http://aeli.altai.ru/nauka/sbornik/1999/enshina.html - Åíüøèíà Í. À. //
Èííîâàöèîííûå ïðîöåññû â îáðàçîâàíèè
[3] http://eusi.ru/lib/pidkasistyj_pedagogika/index.shtml - Ïèäêàñèñòûé Ï. È. // Ïåäàãîãèêà
[4] http://mobiled.uiah.fi/?page_id=3
[5] http://www.tonybates.ca/workshops/workshops.html
[6] http://www.interscience.wiley.com NEWDIRECTIONS FOR HIGHER EDUCATION, no. 137,
Spring 2007 © Wiley Periodicals, Inc.
Published online in Wiley InterScience • DOI: 10.1002/he.248
[7] http://pcf4.dec.uwi.edu/innovation.php