教育創新生態系統的生成與演化

The Formation and Evolution of the Educational Innovation Ecosystem

本文透過案例，釐清教育政策與創新者的互動關係，提出「教育創新生態系統」理論模型，作為學術討論與實證的基礎。教育創新政策與創新實踐係共生演化關係，正向的教育創新政策提供了豐厚的空氣、土壤與水源，使創新萌芽，但具體的教育創新仍有待第一線教師自主發心實踐。本文歸納實務案例提出五項有關教育創新的建議，包括將長期問題轉成教育創新的機會，資源限制不應是無法進行教育創新的藉口，有形與無形的正當性同樣重要，無中生有的創新才是真正的創新，與建置一個微觀宏觀互動教育創新生態系統，才能成功達成教育體系的轉型創新目的。

Globally, educational innovation (EI) has become an important trend under the impact of recent technology and social development, and Taiwan is no exception. Attempting to unveil the interactions between educational policies and educational innovators, we investigated 12 cases through in-depth interviews and archive analyses. As a result, an interaction model of Ecosystem of Educational Innovation (ECOEI) and Society-level Ecosystem of Educational Innovation (SOECOEI) was proposed, as the basis for academic discussion and empirical testing. We found that educational policies and EI practices are co-evolving. Facilitating educational policies provide enriched soil, water, and air for the EI to sprout and grow. Yet, actual educational innovation still relies on the initiation of the first-line teachers. This study also reveals that our case owners initiated EI from their hearts, persistently pursuing their goals under the constraints of resources and opportunities. Their noble deeds evoked the devotion of like-minded partners. With constant conversations within the community, the EI legitimacy was obtained. This paper also provides the following five suggestions for educational innovation. First, chronical problems need to be turned into opportunities for educational innovation; second, “insufficient resources” is not an excuse for not engaging in educational innovation, as resources will never be sufficient; third, intangible legitimacy, such as parents’ endorsement, is as important as ruled legitimacy; fourth, creating something from nothing represents true innovation; and fifth, it is imperative to build a sustainable educational innovation ecosystem.