- Different models of school teams (i.e. whole school approach lead by a school head vs. teacher-led innovation) and the proportion of teachers in the school who are part of the school team
- What kind of roles exist in teams within school and outside of school (involvement of internal and external actors in the school team)
- School organisational climate (e.g. vision on ICT integration, international collaboration, cross-curricular work, the whole school approach, history of innovation),
- Organisation of learning (layout of the learning units; allocation of students into learning groups) both in school and out of school.
- Infrastructure and resources (not only technical, but also physical, like libraries, etc) used within eTwinning teams both in school and out of school.
- Other conditions: Teachers PD, peer-learning opportunities within the school, national and local policies enabling/ encouraging the teamwork
Forkosh-Baruch, A., Nachmias, R., & Mioduser, D. (2008). Innovative pedagogical practices using technology: Cross-case analysis of the SITESm2 data. Presented at the 3rd IEA International Research Conference, Taipei, Chinese Taipei. Retrieved from http://www.iea.nl/irc-2008.html#c2050
Forkosh-Baruch, A., Nachmias, R., Mioduser, D., & Tubin, D. (2005). “Islands of Innovation”and “School-Wide Implementations”: Two Patterns of ICT-based Pedagogical Innovations in Schools. An Interdisciplinary Journal on Humans in ICT Environments, 1(2), 202–215.
Nachmias, R., Mioduser, D., Cohen, A., Tubin, D., & Forkosh-Baruch, A. (2004). Factors Involved in the Implementation of Pedagogical Innovations Using Technology. Education and Information Technologies, 9(3), 291–308. doi:10.1023/B:EAIT.0000042045.12692.49
I also have been following up the Innovative Teaching and Learning (ITL) Research project for inspiration.