—This article examines models of educational change
looking at integration of innovations during change, and how
innovations are used and implemented in classrooms. The
theoretical discourse that surrounds change has been addressed
in different ways but has not been deeply analyzed in terms of
dealing with patterns of change and implementation. Therefore
the analysis presented in this article identifies a number of
models, focuses on their different contributions to educational
change, and will identify a powerful model for supporting
—Change, implementation, theory, models,
Morag S. Gundy is with the Faculty of Education, University of Ottawa,
Canada (e-mail: firstname.lastname@example.org).
Marie Josée Berger was with the Ontario Institute for Studies in
Education, University of Toronto and the Faculty of Education, University
of Ottawa. She is now with the School of Education, Bishop‟s University,
Canada (e-mail: email@example.com).
Cite: Morag S. Gundy and Marie Josée Berger, "Towards a Model Supporting Educational Change," International Journal of Information and Education Technology vol. 6, no. 3, pp. 232-236, 2016.