Principals' and teachers' perceptions of Innovative Learning Environments

  • Dianne Smardon University of New England
  • Jennifer Charteris University of New England
  • Emily Nelson Eastern Institute of Technology
Keywords: Innovative Learning Environments, teaching, educators, schooling


Innovative Learning Environments (ILE) with their origins in OECD literature, propose to revolutionise Education as we know it. ILEs draw on a large body of literature: constructivist learning theory; distributed leadership; personalised 21st century learning; blended learning (digital); and, future focused Education. Despite an increasing body of research in the area, there appears to be confusion around the concept of ILEs in Aotearoa/New Zealand Schools. This article reports on survey research with 126 questionnaire respondents. These principals and teachers, drawn from a random sample of New Zealand schools, commented on the implications of ILEs for teaching and learning in their contexts. This article explores the theoretical framework that educators apply to this concept. Four themes emerged from the responses: lack of clarity; the significance of material spaces; pedagogical implications; and, the politics around ILEs. The authors pose the question: are ILEs just another neoliberal ambush on Education or opportunity to innovate the fundamentals of schooling?


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How to Cite
Smardon, D., Charteris, J., & Nelson, E. (2016). Principals’ and teachers’ perceptions of Innovative Learning Environments. Teachers’ Work, 12(2), 149-171.