Innovative Learning Environments and Teacher Change: Final Research Findings

Abstract

At the beginning of ILETC a clear mandate existed in government and academic conversations for these ‘innovative learning environments (ILEs) to have a primary aim of fostering students creative and critical thinking, and communicative and collaborative practices; this often was embedded in ‘21st Century Learning’ ambitions. There existed, however, a worrying paucity of quality research to act as a baseline for understanding this phenomenon. For this reason, ILETC adopted an exploratory design in seeking to document correlation between ‘good’ teacher use of ILEs and high levels of student deep learning.