ISSN 2010-3093 RESEARCH BRIEF SERIES No. 17-024 Multi-level ICT Integration for Diffusing Complex Technology-mediated Pedagogical Innovations Toh Yancy, Chai Ching Sing, David Huang, Wong Lung Hsiang and Cheah Yin Hong BACKGROUND Teaching with technology has long been a “wicked problem”. Davis (2010) contends that teachers’ concerns often start with technology but become increasingly intertwine with content and pedagogic knowledge”. This blend of different types of knowledge is known as TPACK, as articulated by Mishra and Koehler (2006). Building up teachers’ TPACK is an imperative as teachers are at the heart of pedagogical innovation. However, the complexities are exacerbated when the use of technology is situated within the broader socio-cultural context of varied and diverse school/classroom ecologies. These challenges, as posited by literature, can be mitigated through the coupling of schools with high and nascent innovation capacity. This project examines such a context. FOCUS OF STUDY This research seeks to understand how teachers’ TPACK can be holistically developed so that the core ingredients of success at the seeding school can be sustained when the innovation is diffused to different contextual situations. In this study, we foreground teachers’ teaching practices and track its interplay with other sub-systems of learning ecology. KEY FINDINGS 1. School leaders feel that the expectations regarding the use of information and communication technology (ICT) cannot be left to the prerogative of individual department, but orchestrated at a school level to ensure coherence across all departments instead. External stimulus can be introduced to perturb the prevailing sluggish teaching and learning landscape, while providing capacity building strategies— some of which can be transferred from the champion school with high KEY IMPLICATIONS • Inculcation of perceptive and synergistic design thinking at the teacher and organizational level must be considered in totality to support a novice teacher’s Technological-Pedagogical-Content Knowledge (TPACK) development. • Traversing the boundary of different learning communities requires teachers to earnestly interact and work collaboratively with different stakeholders who had different, and at times, competing priorities. • Surfacing disjuncture between decoupled communities is the prerequisite for agreed rules/norms to be formed, so as to facilitate teacher learning across contexts. An Institute of