Шоковая инновация: концептуализация процесса цифровой трансформации образования в период пандемии

Образование и саморазвитие. 2023. Т. 18. № 2. С. 100–117.

Диана О. Королева, Анастасия А. Андреева, Татьяна Е. Хавенсон

The article considers the transition to distance learning in the context of COVID-19 pandemic as innovation. In particular, it shows that the spread of innovation in an extremely fast and compressed way does not fit the classical model of innovation diffusion by E. Rogers. Based on the results of the analysis, the authors supply the innovation theory with a model of shock innovation which aims to describe the phenomenon of momentary transformations. For that reason a comprehensive and extensive description of innovation diffusion was narrowed down to three key characteristics and linked to three levels (micro-, meso- and macro-). Narratives of principals which have been extracted from the interviews (N=10) were compared with the characteristics of this three-levels model. The analysis revealed that shock innovation a shock innovation is characterized by the fact that (1) the initial impulse has a source, external to the system, (2) requiring an obligatory response (forced change); (3) manifested by an innovative “breakthrough” due to the extreme mobilization of the resources; and (4) “densification” of traditional innovative processes for the diffusion of innovation at three levels - individual (micro), group (meso-) and systemic (macro-). The discussion highlights the aspects of the identified characteristics that should be taken into account in designing the strategies of schools’ development as well as filling the deficiencies of the educational system generated by the pandemic.

Keywords: innovation, дистанционное обучение, инновация, distance learning, diffusion of innovations, цифровизация образования, digitalization in education, conceptual framework of COVID-19 in education, теория диффузии инноваций, концептуализация процессов пандемии