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Human capital is at the heart of the innovation process, and our educational systems bear the primary responsibility for nurturing and developing the capacities and innovative capabilities of our fellow citizens. Yet, education is costly; for many countries, educational expenditures constitute a large proportion of public spending. In the light of the current recession and consequent budget constraints that every country faces, governments are looking at ways to maximise the returns on their investments in education. This is not a purely economic perspective: human capital and talent are critical for the development of our societies; thus, investing in education and getting returns on it are important for the well being of all.
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While access to new digital technology in schools has increased measurably in the past ten years, it has not been adopted as quickly and intensively as expected despite policy efforts to promote and support technology-based school innovations. This chapter explores possible reasons for this response on the part of schools and teachers from the perspective of systemic innovation. Specifically, it addresses the question of how more effective knowledge management at the system level of technology-based school innovations could contribute to educational change.
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