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Through Processes of Sociotechnical Alignment Jb3-GCC$                 N:The essence of all processes of sociotechnical alignment is captured in the diamond of alignment - a conceptual instrument to understand, assess and guide  process evolution The diamond can be used recurrently in the course of an innovation process to assess the strengths and weaknesses (i.e., quality) of its alignments and, thus, the effectiveness of the strategies pursued until then. The instrument can also be used to research and map the history of the alignment processes since their birth. ,FD   K8%*#G4T<U=V>W?X@bD O;`C\BP9ZAnNwQ|SkKeFmLpOoMqP/<@JQ R S [ ] aflrstuvx} !"#$%&'()*+,-./01234  ` ̙33` ` ff3333f` 333MMM` f` f` 3>?" dd@,|?" dd@   " @ ` n?" dd@   @@``PR    @ ` ` p>> D<(    6" P " X Click to edit Master title style!!    0@"  " RClick to edit Master text styles Second level Third level Fourth level Fifth level!    S    0#" `` " `*      0)" `  " b*      0," `  " b*    H  0޽h ? ̙33 $Blank Presentation 0 d(  d d 04FB  @  <R  , # @P<R  , # @h P<b , # P<b , # P2 , C x!  3 Collaborative Learning Environments and Practices 842BFB  4   , 0~! 8The Educational Context of the Instrument for Innovation9(29 9  H , 0޽h ? ̙33   H @ @*-(  "  0!P Y OUTSIDE WORLD3   t2  LABouquetpp  0L!0pP z&Simple Representation of School World $'(2& '    0!8` kSchool building,(233     0$p!Pp `Teachers( (2     0j! P  P  b Pens/chalk( (2      0$! (8 `Subjects( (2      0X` x  lDidactic Methods,(233      0O  \Salaries$ (2      0DS`  b Headmaster( (2       0Qx mComputers/Laptops,(2      0d-` h  f Motivation, (2      08  @ ^Budget((2     0(= #TV/Video/Recorders/video-conference,$(2# $    0A @@  `Networks( (2     05 P  ^ Reputation$ (2      00Y x  oTechnical personnel,(2     0]8  oTraining Facilities,(2     0L[  uCameras/scanners/Printers,(233     0P X   vDigital whiteboard/benches,(233     08h h  lManagement Personnel((2     0p 0  ^ Innovators$ (2      0Pp  b Classrooms( (2      0#H 8 lBooks/Other material((2     0h(@ 8  jTeaching Games,(2     0` h  qEvaluation Techniques,(2     0  (  nTeaching Schedules,(2     00 (  lTeaching rewards,(2     0P H  a Expertise( (2      0P&  mBudget Allocation,(2      0ܡ0 8v  mSchool Attainment,(2    $ 0h ;Technical, Market, Pedagogic, Educational and Policy Trends<(2<3 <   % <dH "  e SCHOOL WORLD( ff    & 0Phg c OUTSIDE WORLD& 2 3    ' <r8p W Other Schools3   jB (@ BDԔx( jB ) BDԔpxjB * BDԔP xpjB + BDԔ X , <TP Q Blackboards     - <p \ RStudents    H  0޽h ? ̙33  PHPT(  T2 T RABouquet  >   T 0pp0  UGetting to Know the ICT Environment of Your Innovation Process The Case of a SchoolVVU    " T HD)X?P  #QUESTIONNAIRE GETTING TO KNOW THE ICT ENVIRONMENT OF YOUR SCHOOL General Data about the School General Availability of ICT at the School Computers Software Other multimedia equipment Networking Service and Maintenance Training Training for Administrative Personnel Training for Teaching Personnel Use of ICTs for Pedagogical Purposes Pedagogical Usage of ICT in the School Understanding on Innovation Processes Experience or Good Understanding of Innovation in Schools or Educational Systems  3 3 3   + Q  G   & * & R  2:          T 0  \ Click Here"  =     T < "   T < J  b SCHOOL WORLD ff     H T 0޽h ? ̙33  ` $(  2  RzABouquet  >    00 x ;Your ICT-based Innovation Process inside the School Is<<;    2  0f `@ !Sociotechnical Constituency (STC) "!      0RP  mSchool ICT Capability((23     0TW  b  3A Process of Building a Sociotechnical Constituency4 24&      X2  0` X2  00   0 \   \ Click Here"  =   H  0޽h ? ̙33  0(p(    0j0pOP B 2   04n0 zP B 2   0q F 23    0wp ,$ 0 lWhat are sociotechnical constituencies?  dynamic ensembles of technical constituents (for example machines, instruments) and social constituents (for example organisations, interest groups) which interact and shape each other in the course of the creation, production and diffusion of specific technologies. <7(2( =&        H  0޽h ? ̙33q"  !""--!(   "  0( Y OUTSIDE WORLD3   t2  LABouquet  0 @Birth of a ICT-based Sociotechnical Constituency Inside a School$A(2@&        080  kSchool building,(233     00p `Teachers( (2     0  `Students( (2     0  `Subjects( (2     0@ p lDidactic Methods,(233     0(P`  \Salaries$ (2     0  p b Headmaster( (2      0 `V mComputers/Laptops,(2     0 `0  f Motivation, (2      0    ^Budget((2     0 P #TV/Video/Recorders/video-conference,$(2# $    0` p  `Networks( (2     0  0  ^ Reputation$ (2      0x!   oTechnical personnel,(2     0&   0f oTraining Facilities,(2     0*  @\  uCameras/scanners/Printers,(233     0/  P  vDigital whiteboard/benches,(233     03    lManagement Personnel((2     048  @  ^ Innovators$ (2      0<    b Classrooms( (2      0LA 0  lBooks/Other material((2     0E     jTeaching Games,(2     0dJ  P 6 qEvaluation Techniques,(2     0N  F  nTeaching Schedules,(2     0|S @ p  lTeaching rewards,(2     0X  p  a Expertise( (2      0\ ` V  mBudget Allocation,(2     0 a   mSchool Attainment,(2   dB ! <DP@ @  dB " <D0 l , 0 2 # 0e f  `ICT-based STC"    $ 0li 0PP ;Technical, Market, Pedagogic, Educational and Policy Trends< 2<3 <   % <l ` d SCHOOL WORLD( ff    & 0s P0 _ OUTSIDE WORLD" 2 3    ' <{ # C e Other Schools( 33   jB (@ BDԔ0`jB ) BDԔ`PjB * BDԔ `jB + BDԔP @0 , <$u P p Q Blackboards     - <Hzx  T Pens/chalk    H  0޽h ? ̙33,     7l (  R2 # s *   R2  s *0R2  s *@ 2  0fpP P @  ,ICT-based Sociotechnical Constituency (STC) -, &         <ȹ@y <STC s People - Human Resources =    .  0h p0@ hSTC s Material, Financial, Space and Time Resources(54 =   0  , $ 00= tIntra-school s Environment - Organization and Governance (;9 =  ;  4 1 02=J |There are at least three layers of elements to recognize in an ICT-based Innovation Constituency inside a school environment(}(2|= }   2 04=`d hWorld Outside School$(2   dB 4 <D @pdB 5 <Dp`dB 6@ <DdB 7@ <D`H  0޽h ? ̙33; ! +{(  R2  s *PR2  s *0R2  s *  2  0I=fp @  ,ICT-based Sociotechnical Constituency (STC) -, &         0O=    nICT Equipment0(2 82      <U=  Software (e.g., Office, etc)4(2 82       <]=  fEducational Packages"       <Ha=p ] IFunds      <d= @  Q School Space      <^=`   fNetwork Infrastructure        <l= M  XTraining        <q=p p   UOther        <u=0  <STC s People - Human Resources =    .  0y=` hSTC s Material, Financial, Space and Time Resources(54 =   0    <~= ]  O School Time       <=0 P  aSubjects/ Courses      (  0=0 ;  rIntra-school s Environment - Organization and Governance&:9 =  :   & 0=`T nFirst layer: the type of material, financial, space and time resources the Constituency must create and/enrolloo= o  dB ' <D0dB ( <D 0dB )@ <DdB *@ <D  + <= _World Outside School   H  0޽h ? ̙33 " F>-(  R2  s *@R2  s *@R2  s * 2  0Ĝ=fpP P @  ,ICT-based Sociotechnical Constituency (STC) -, &         <= 0 @ >STC s People - Human Resources (  =     ,  0@= p0@ hSTC s Material, Financial, Space and Time Resources&54 =   0    <=P Q  cTeachers of Various Subjects      <=p   _Administrative Personnel      <=   ZTechnical Personnel      <= ? dStudents of Various Subjects      <t=@ `  UTop Management      <(= 4  ]ICT Tutorial Personnel      <=   KOther      < =``o YLeaders/ Innovators    *  0=p  tIntra-school s Environment - Organization and Governance &;9 =  ;   & 04=``  ]Second layer: the type of people or human resources the Constituency must create and/enroll.^(2]== ^   ) <=`Lt _World Outside School   dB * <D0pdB + <D dB ,@ <D00dB -@ <D `0H  0޽h ? ̙33 # +(  R2  s *@@ R2  s * R2  s *p0 2  0=fP P  ,ICT-based Sociotechnical Constituency (STC) -, &         <=`  <STC s People - Human Resources( = =    ,  0\= hSTC s Material, Financial, Space and Time Resources&54 =   0    <=`P ,  dTeaching Departments        0=@0 ;` 7Intra-school Environment - Organization and Governance(87 =  8    <=P p fStudent s organizations (e.g., clubs, associations)44  4    <TV!`L bAdministrative Organization      <!p   ~8Classroom Didactics (e.g., participative and inclusive99  9    <Ԧ!`c  :Teaching Schedules and Arrangements (e.g., team teaching);;  ;    <!` d  j$Assessment Approach and Instruments%%  %   ! <l!@ ` u#Presential/Virtual Learning Balance$$       " <!  cRelations with Other Schools     # <! a  g!Inter-subject Learning Relations""  "   $ <! S p*Decision-making and Management Structure++  +   % <!` \Financial Organization    3 & 0@!`0 uThird layer: the type of intra-school organizational and governance elements the Constituency must create and/enroll.v(2u== v   ' <!`(d _World Outside School   dB ( <DP dB ) <D``dB *@ <D`pdB +@ <D `H  0޽h ? ̙33J" $ !!++!(  R2  s *PR2  s *@pR2  s *` 2  0!fPP P  ,ICT-based Sociotechnical Constituency (STC) -, &         0! pp  nICT Equipment0(2 82      <! Q Software (e.g., Office, etc)4(2 82       <8!  fEducational Packages"       <!@ = IFunds      <!p  Q School Space      <!@  fNetwork Infrastructure        <! -  XTraining        <L!P @  UOther        <0  <STC s People - Human Resources =    .  0@`` hSTC s Material, Financial, Space and Time Resources(54 =   0    < Q=  O School Time       <, !  cTeachers of Various Subjects      <ؿP p  _Administrative Personnel      << \ dTeaching Departments        <8 0  aSubjects/ Courses        <l   ZTechnical Personnel      <? dStudents of Various Subjects      <  @ UTop Management      <X 4  ]ICT Tutorial Personnel      <<   KOther      < @`o` YLeaders/ Innovators      00 ;# 8Intra-school Environment - Organization and Governance (97 =  9    <p fStudent s organizations (e.g., clubs, associations)44  4    <P@0` bAdministrative Organization      <@   ~8Classroom Didactics (e.g., participative and inclusive99  9    <f3  :Teaching Schedules and Arrangements (e.g., team teaching);;  ;    < P4  j$Assessment Approach and Instruments%%  %   ! <   u#Presential/Virtual Learning Balance$$       " < @@` cRelations with Other Schools     # < @`  g!Inter-subject Learning Relations""  "   $ <D pQ  p*Decision-making and Management Structure++  +   % < p` \Financial Organization     & 0  NFull overview of intra-school elements the Constituency must create and/enrollO(2O= O   ' <, ^ mWorld Outside School(   dB ( <D0@dB ) <D@ dB *@ <D dB +@ <D`H  0޽h ? ̙33    `(      0D 0pOP B 2    0 0 zP B 2    0  F 23  &   0 p ,$ 0 An ICT-based sociotechnical constituency is in constant evolution and its successful growth inside a school ultimately implies the transformation of the school from a  context or  environment for constituency-building into the  content of the constituency itself 0 (2  =&      H   0޽h ? ̙33  %  \(  2  0 f  .ICT-based Sociotechnical Constituency Time 16/'&       2  0 fP 0  .ICT-Based Sociotechnical Constituency Time 2 /.&       jB  BD3)P `P  2  0 f@0p  .ICT-based Sociotechnical Constituency Time 34/&&         0 307 -Evolution of a Growing Constituency Over Time(.(2-3 .    0  P JT1 2     0  k KT2  2     <0   JT3 2     0    XTime$ 23   X  0` X  0@ H  0޽h ? ̙33q" & !""--!(  "  0  Y OUTSIDE WORLD3   t2  LABouquet  0$  @Birth of a ICT-based Sociotechnical Constituency Inside a School$A(2@&        0 0  kSchool building,(233     0 Pp `Teachers( (2     0D  `Students( (2     0  `Subjects( (2      0 @ p lDidactic Methods,(233      0DP`  \Salaries$ (2      0 p b Headmaster( (2       00`V mComputers/Laptops,(2      0t `0  f Motivation, (2      0L   ^Budget((2     0#P #TV/Video/Recorders/video-conference,$(2# $    00( `  `Networks( (2     0,  0  ^ Reputation$ (2      0L*  oTechnical personnel,(2     084  0f oTraining Facilities,(2     009 P  uCameras/scanners/Printers,(233     0> P  vDigital whiteboard/benches,(233     0B P Pc  lManagement Personnel((2     0pG @  ^ Innovators$ (2      0K @P  b Classrooms( (2      0O0  lBooks/Other material((2     0\T    jTeaching Games,(2     0X P 6 qEvaluation Techniques,(2     0\ F  nTeaching Schedules,(2     0` @V  lTeaching rewards,(2     0,e p  a Expertise( (2      0`i` V  mBudget Allocation,(2      0m  mSchool Attainment,(2   dB ! <DP@ @  dB " <D0 l , 0 2 # 0rf  `ICT-based STC"    $ 08x0PP ;Technical, Market, Pedagogic, Educational and Policy Trends< 2<3 <   % <{` d SCHOOL WORLD( ff    & 0lP0 _ OUTSIDE WORLD" 2 3    ' < # C e Other Schools( 33   jB (@ BDԔ0`jB ) BDԔ`PjB * BDԔ `jB + BDԔP @0 , <pp0  T Pens/chalk     - <܏ P  Q Blackboards    H  0޽h ? ̙33;# ' ""..{"(  "  0@ Y OUTSIDE WORLD3   t2  LABouquet   0<` =ICT-based Sociotechnical Constituency Growing Inside a School$>(2=&     &    00  kSchool building,(233     0\`@ `Teachers( (2     0  `Subjects( (2     0@@ p lDidactic Methods,(233     0̸ p b Headmaster( (2      0X0 mComputers/Laptops,(2     0` f Motivation, (2      0p   ^Budget((2     06 #TV/Video/Recorders/video-conference,$(2# $    04   `Networks( (2     0@P  uCameras/scanners/Printers,(233     0L @P  b Classrooms( (2      0    jTeaching Games,(2     0d P 6 qEvaluation Techniques,(2     0@ p  lTeaching rewards,(2     0| p  a Expertise( (2      0  mSchool Attainment,(2   dB  <D@ @ dB  <D  2  0fp  iICT-based STC (Time 2)"     00PP ;Technical, Market, Pedagogic, Educational and Policy Trends< 2<3 <    <D` d SCHOOL WORLD( ff     0P0 _ OUTSIDE WORLD" 2 3     < # C e Other Schools( 33   jB @ BDԔ0`jB  BDԔ`PjB  BDԔ `jB ! BDԔP @0 " 0P P3  lManagement Personnel((2    # 0` V  mBudget Allocation,(2    $ 0 P  vDigital whiteboard/benches,(233    % 0L  0f oTraining Facilities,(2    & 0   oTechnical personnel,(2    ' 0% @  ^ Innovators$ (2     ( 0* F  nTeaching Schedules,(2    ) 0/0  lBooks/Other material((2    * 04 0  ^ Reputation$ (2     + 0x8  `Students( (2    , << :  P Reputation      0AP`  \Salaries$ (2    - <4Ep0  T Pens/chalk     . <06 P@  Q Blackboards    H  0޽h ? ̙33R" ( "! --!(  "  0  R  6V $  @   2  0Mf  +ICT-based Sociotechnical Constituency (STC) ,+ &       &   0c , rConstituents perceptions, goals, actions & resources (I)$:9   :     0hP p  z&(II) Nature and maturity of technology$'&   '     0m6  .Interacting technologies (constituencies) (4)$/.   /     0xk@ d(2) Target constituents perceptions and pursuits$32   3     0lv@F  eNature of target problem (3)      <z6T  c(1) Governance$       08 0 (In the diamond of alignment the innovation process is represented by the constant interactions among all six dimensions. Each of the diamond s dimensions influence each other and, put simply, act as an overall setting and guide to alignments between people-people, people-technology, technology-people and technology-technology.\IBBEBH    5  <7 /The Diamond of Sociotechnical Alignment (Basic)*0=!=L         "  Hp)X?@0  .bDIMENSIONS OF THE DIAMOND OF ALIGNMENT (I) Constituents Perceptions, Goals, Actions and Resources (II) Nature and Maturity of the Technology (1) Governance (2) Target Constituents Perceptions and Pursuits (3) Nature of the Target Problem (4) Interacting Technologies62' 3 B r                A      0|0  \ Click Here"  =   d  <HFI*- @@H  0޽h ? ̙33X * `(  `  c $A  ??  H  0޽h ? ̙33 + p->(  L  0 P0` zUsing the Diamond of Alignment to Assess the Strengths and Weaknesses of an ICT-based Innovation Process inside a School B{xF=F=F = {  t2  LABouquetdB " <D@ @ dB # <D l , 2 $ 0$fp   `ICT-based STC"    & <d f SCHOOL WORLD* ff    - 0\8 H  \ Click Here"  =   H  0޽h ? ̙33<  ,    | (    0 ` <Getting to Know the Emerging ICT-based Constituency - Step 1&=(2<= =  R  6`  @   2  0f   ,ICT-based Sociotechnical Constituency (STC),-+  -    0($c jConstituents perceptions, goals, actions & resources66  6  \  0 Constituents Perceptions, Goals, Actions and Resources (I) - Help reveal the present state of the constituency s people and resources: the type of organisation, people, material and financial resources, knowledge, experience and reputation. It also includes other elements such as current perceptions, goals, visions and strategies.2N>BB@ N  "  Ht)X? p [ People's visions, goals, strategies and organization People's expertise, reputation, commitment Financial resources Time resources Space resources Digital resources p  B 6B  s B         08@0 \ Click Here"  =   d  <HFI*- `#  < 0 R OQUESTIONNAIRE GETTING TO KNOW THE STRENGTHS AND WEAKNESSES OF THE CONSTITUENCY8P  3 B 3 P  H  0޽h ? ̙33E -  4( wY 4 4 0T ` <Getting to Know the Emerging ICT-based Constituency - Step 2&=(2<= =   4 0  KNature of the Target Problem (3) - Helps reveal the strength of the alignment between the capabilities of the emergent constituency and the requirements of successfully delivering the results implied in the nature of the target problem0#BB@   " 4 H)X?   H  B        4 0hP@ \ Click Here"  =   d  4 <HFI*- P p#  4 <(p y OQUESTIONNAIRE GETTING TO KNOW THENATURE OF THE PROBLEM FACING THE CONSTITUENCY8P  3 B 3 P  RR  4 s *` 8 R  4 6"$ p G      4 0& ) tConstituents perceptions, goals, actions & resources (I);;  ;   4 0*   eNature of target problem (3)    2 4 0 )fPDt  {+ICT-based Sociotechnical Constituency (STC) ,+  ,  Z 4 0x3P p What educational problem/s or opportunity is the constituency-building process for the ICT-based innovation trying to tackle? Are the objectives of the ICT-based innovation process well defined? What are these objectives? What specific benefits are envisaged or promised from an educational point of view? What specific benefits are envisaged or promised from a school point of view? What specific benefits are envisaged or promised from an external point of view (i.e., parents, other schools, educational system)? Does the ICT-based innovation require substantial re-engineering of existing activities? Does it require significant change in skills and re-training of users (teachers, students, etc.)? OTHERS& . 2NB B    H 4 0޽h ? ̙33 . f^8( wY 8 8 0F ` <Getting to Know the Emerging ICT-based Constituency - Step 3&=(2<= =   8 0g"& -Nature and Maturity of the Technology (2) - Helps reveal that different technologies imply different strategic opportunities and constraints and innovators must take account of this in their strategies. 2,BB@   " 8 H@K)X?P @  H  B        8 0hU \ Click Here"  =   j 8 BG.HFI#@  8 <`" : QUESTIONNAIRE GETTING TO KNOW THENATURE OF THE CONSTITUENCY s TECHNOLOGY8K  3 = 3&1       RR 8 s *p R  8 6_@ @ @     8 0cL  tConstituents perceptions, goals, actions & resources (I);;  ;    8 0h00  eNature of target problem (3)    2  8 0`mf t P  {+ICT-based Sociotechnical Constituency (STC) ,+  ,  R  8 00s p  >   8 0r 0  o'(II) Nature and maturity of technology((  (   8 0y`   \Is the constituency trying to create, test and pilot new educational technology? If so, what are the characteristics and performance specifications of this new technology? Does the constituency seek to use standard mature technology? What is the technology mix in terms of hardware, software and networking? What are the characteristics and performance specifications of the technology required by the constituency for its ICT-based innovation? Do they imply major cost/performance improvements in relation to previous systems? Or do they enable the provision of a completely new service? OTHERS.."]\B @ ]  H 8 0޽h ? ̙33/ / <o( wY <  < 0` ` \Getting to Know the People/organizations Who are Targets for Constituency-building - Step 4](2]= ]   < 0ďp< VTarget Constituents Perceptions and Pursuits. Helps reveal the people and organisations (and their resources) the constituency is (or should be) targeting for active allegiance or support, identifying key factors that would facilitate . the alignment0/BB@   " < H|)X?P `  H  B        < 0L}p` \ Click Here"  =    < <x`{  $QUESTIONNAIRE GETTING TO KNOW THE CONSTITUENCY s TARGETS (PEOPLE / ORGANIZATIONS)8R  3 D 3&"    "  RR  < s *P pRR < s *D R < 0تP L p >  R < 60@ P  @   2 < 0f l 0  {+ICT-based Sociotechnical Constituency (STC) ,+  ,   < 0h8  tConstituents perceptions, goals, actions & resources (I);;  ;   < 0` 0 f o'(II) Nature and maturity of technology((  (   < 0L@p  f(2) Target constituents perceptions and pursuits 44  4   < 0 TT  eNature of target problem (3)    d < <G:<H:Mp < 0d   @@  & < 0 : ~Has the number of people/departments in the school adopting ICT-based innovation grown rapidly and substantially? If yes, what are the main factors for this success? If not, what are the main factors for this lack of acceptance? Has the STC process got the necessary support from the school's top authorities? How have the constituency's promoters ( champion/s ) gone about building support for the ICT-based constituency? Have they tried to involve target constituents in a selective fashion? What have been the priorities? What have been the main difficulties? OTHERS...@@B  @  H < 0޽h ? ̙330 0 @p(  @ @ 0T z LGetting to Know the Governance ( Rules of the Game ) of the Organizational Environment of the IVCT-based Constituency - Step 5(2=    @ 0 JGovernance. Helps reveal the governance (i.e., established practices, power relations, routines, cultures, etc.) influencing the behaviour of organizational, market and geographical environments within which the constituency is trying to grow. & BB   " @ H)X?@0  H  B        @ 0@@0 \ Click Here"  =   " @ <0c NQUESTIONNAIRE GETTING TO KNOW THEGOVERNANCE OF THE ORGANIZATIONAL ENVIRONMENT8O  3 A 3 O  RR  @ s * RR @ s *0 RR @ s *t ` R @ 0< <  >  R @ 6@0H  @   2 @ 0f  {+ICT-based Sociotechnical Constituency (STC) ,+  ,   @ 00P tConstituents perceptions, goals, actions & resources (I);;  ;   @ 0T  p o'(II) Nature and maturity of technology((  (   @ 0` `   W(1) Governance      @ 0@  d(2) Target constituents perceptions and pursuits33  3   @ 0\   eNature of target problem (3)    ^ @ 6G2p  @ 0`P 6Has the school a highly centralized management? Or a culture of participation in decision-making? How is the motivation of teaching personnel at school? Are they proud of their school? Are students happy to come to school? Are they proud of their school? Do teachers consider themselves well remunerated? Has the school a culture of innovativeness? Is the school an early-adopter of new didactics methods? Is the school an early-adopter of ICT-based educational methods? OTHERS...$B @   H @ 0޽h ? ̙33 1 `X&D( wY D D 0,+ `z nGetting to Know about Other Technologies (Constituencies) Interacting with the ICT-based Constituency - Step 6o(2o= o   D 07 XInteracting Technologies (Constituencies). Helps reveal about other existing (legacy) or emerging technologies whose competing and/or collaborative interaction is of strategic importance for the process of constituency-building.D*BBBB   " D H9)X? `   H  B        D 0?P`p \ Click Here"  =   d D <HFI*- `) D < Ep  UQUESTIONNAIRE GETTING TO KNOW ABOUT TECHNOLOGIES THAT INTERACT WITH THE CONSTITUENCY8V  3 H 3 V  RR D s * D RR D s *0 $P RR D s *p00 RR D s *p$ 0 R D 0M0 lP  >  R D 6Pp`0  @   2 D 0Sf  +ICT-based Sociotechnical Constituency (STC),,*  ,   D 0XpX tConstituents perceptions, goals, actions & resources (I);;  ;    D 0D]@ F  o'(II) Nature and maturity of technology((  (   !D 0\P   v.Interacting technologies (constituencies) (4)//  /    "D 0 e0  d(2) Target constituents perceptions and pursuits33  3   #D 0|f tt  eNature of target problem (3)     $D <0hE   W(1) Governance     %D 0@nd B    &D 0u@`  1What is the relation or interaction between the technological system of the ICT-based innovation and existing technological systems? How does the ICT-based system relate to educational legacy systems previously in place? Is it simply displacing them? If yes, is this happening fast or in a gradual evolutionary way? Is the new system blending with the legacy system? Does this imply sacrificing performance? In both cases, what are the implications for skills and training? OTHERS...B    H D 0޽h ? ̙33 2 4,h( wY h h 0$pp0% ,Set of Instruments for Graphical Depiction of Results of Applying Diamond of Alignment The application of the diamond of alignment should have helped reveal the different types and degrees of alignment, mis-alignment and non-alignment in the present constituency-building process. These can be graphically depicted in ever finer detail by the use of at least three instruments: (1) Diamond of alignment and arrows coded in different colour and thickness (2) Diamond of alignment graduated with multi-coloured scale, enabling generation of spider web-type of assessment (3) Graduated spider-web assessment tool for each one of the dimension of the diamond of alignment@X;J;&      H h 0޽h ? ̙33  3 l d  (( wY (| ( TGHI p | ( TGHI; |  ( TGHI>p0 p|  ( TGHI; p p|  ( TGHI1p |  ( TGHI;1 P @  ( 0,; `  ZInstrument 1: Combination of diamond of alignment and arrows coded in different colour and thickness This instrument helps depict the different types and degrees of alignment, mis-alignment and non-alignment in the present constituency-building process through the use of arrows of different colour and thickness, with the following the code: Green represents Alignment Red represents Mis-alignment Yellow represents Non-alignment Thickness represents degree of strength, with the thickest arrow representing the greatest strength Non-alignment has no strong or weak non-alignment, it simply exists."e(2 2 2 ;W;;       [ 9@          | ( TGHI ppH ( 0޽h ?(( ( ( ( (( ̙33! 4 Q!I!2H\y( wY \RR \ s * @ @ RR \ s * @ @ RR \ s *`@ RR \ s *`@  R \ 0h  @  >  R \ 6`|  @   2 \ 0tf  {+ICT-based Sociotechnical Constituency (STC) ,+  ,    \ 0,` t  tConstituents perceptions, goals, actions & resources (I);;  ;    \ 0n"0 H 8 6  o'(II) Nature and maturity of technology((  (    \ 0v   v.Interacting technologies (constituencies) (4)//  /     \ 0   d(2) Target constituents perceptions and pursuits33  3    \ 0  eNature of target problem (3)     \ <@  W(1) Governance    | \ TGHI| \ TGHI;`| \ TGHI> | \ TGHI; `| \ TGHI ` ` | \ TGHI1 | \ TGHI;1`|" %\ TZGHIv  |" *\@ TGGHI1 0@|" +\ TG H5I;1 `@`|" ,\@ TZGH`TI1 |" -\ TZGHIv;1@`@ |" .\ TZGHIv;>0 |" /\ TZGHIv;  |" 0\ TZGHIv1 `|" 1\ TZGHIv>|" 2\ TZGHIvPpP|" 3\@ TZGH`TI 0 |" 4\@ TZGH`TIp` |" 8\@ TZGH`TI;1|" 9\@ TZGH`TI; P |" :\@ TZGH`TI;P@|" ;\@ TGGHI  `|" <\@ TGGHIP  |" =\@ TGGHI;1 p|" >\@ TGGHI; 0 P`|" ?\@ TGGHI; |" @\ TG H5I;  |" A\ TG H5I; P|" B\ TG H5I1@ |" C\ TG H5I  @ p|" D\ TG H5I` 0|" E\@ TGGHI  8 H |" F\ TG H5I P @ |" G\@ TZGH`TI   H\ 0\ SVariety of Arrows for Graphic Depiction of Results of Applying Diamond of Alignment.T(2S; T  H \ 0޽h ??`\\\\\\\%\*\+\,\-\.\/\0\1\2\3\ 4\$8\%9\&:\';\(<\)=\*>\+?\,@\-A\.B\/C\0D\1E\2F\3G\ ̙33  *=,G(  ,R &, s *"`R %, s *)@R $, s *.`R #, s *B R ", s *PuP@R  , s *@ R , s *eU@ R , s *T  R , s *< P R , s *`  , 00P B 2  , 00P B 2  , 0  F 23  V , 0``@ |Instrument 2: Diamond of alignment graduated with multi-coloured scale, enabling generation of spider web-type of assessmentJ}(2 ;;n }  R , s *&p  XB ,@ 0DXB , 0DXB , 0D @  ', 0t@0 O0 2   RR (, s * XR ), 0@  *, 0\`j f tConstituents perceptions, goals, actions & resources (I);;  ;   +, 0   o'(II) Nature and maturity of technology((  (   ,, 0xs @  S0" 2     -, 0s 0  H1      ., <<s 4  G2     /, <"s P  G3     0, <\#s 0  H-3     1, <P's  H-2     2, <$3s p  G5     3, <6s D  H-1     4, <5s   G4     6, <>s d  H-4     8, <HAP  W(1) Governance      9, 0 @`f d(2) Target constituents perceptions and pursuits33  3   :, 04I 0   eNature of target problem (3)     ;, 0G 0   v.Interacting technologies (constituencies) (4)//  /  XB <, 0D `  =, 0P 3Green - Increasing Strength of Alignment (0 to 5) Red - Increasing Strength of Mis-alignment (0 to -5) Yellow - Non-alignment (0)h 2 -  2   &O    0  2 , 0DYfX X  ] ICT-based STC       5, <L^s  H-5    H , 0޽h ? ̙336   12`( wY `R ` s *"pPR ` s *)p0`R ` s *.R ` s *Bp@R ` s *Pu @ R ` s * R ` s *eUp0 R  ` s *T p R  ` s *<@ p R  ` s *P   ` 0i B 2   ` 0x F 23  ! ` 0z`` SExample 1: Constituency showing strong and harmonious alignment with all dimensions>T(2 ;I;; T  R ` s *&` XB `@ 0DXB ` 0DXB ` 0D @  ` 0p0  O0 2   RR ` s * XR ` 00  ` 0ąpZ  tConstituents perceptions, goals, actions & resources (I);;  ;   ` 0  & o'(II) Nature and maturity of technology((  (   ` 00  S0" 2     ` 0   H1      ` <$  G2     ` <@  G3     ` <$  H-3     ` < t  H-2     ` <`  G5     ` <|p4  H-1      ` <t  G4     !` <D T  H-4     "` <p` V(1) Governance      #` 0PS b(2) Target constituents perceptions and pursuits22  2   $` 0 `P dNature of target problem (3)     %` 0  u-Interacting technologies (constituencies) (4)..  .  XB &` 0D pP N '` 0@@G <Green - Alignment Red - Mis-alignment Yellow - Non-alignmenth= 2       &    "  2 (` 0f H 8  ] ICT-based STC       )` <l  H-5    R2 *` s *pR2 +` s *ppR2 ,` s *`  R2 -` s *`  R .` s *bbR /` s *` R 0` s *n  R 2`@ s *b` H ` 0޽h ?O+`*`.`*`-`/`-`,`0`+`,`2` ̙33n  012P&( wY PR P s *"pPR P s *)p0`R P s *.R P s *Bp@R P s *Pu @ R P s * R P s *eUp0 R  P s *T p R  P s *<@ p R  P s *P   P 0 B 2  P 0 F 23  Y P 0p`` qExample 2: Constituency showing weak mis-alignment with D1, weak alignment with D2 & 3 and good alignment with D4>r(2 ;h;;&%    J  R P s *&` XB P@ 0DXB P 0DXB P 0D @  P 0p0  O0 2   RR P s * XR P 00  P 0pZ  tConstituents perceptions, goals, actions & resources (I);;  ;   P 0  & o'(II) Nature and maturity of technology((  (   P 00  S0" 2     P 04   H1      P <D $  G2     P < @  G3     P <  H-3     P < t  H-2     P <`  G5      P <p4  H-1     !P <l t  G4     "P <H$ T  H-4     #P <'p` V(1) Governance      $P 0,,S b(2) Target constituents perceptions and pursuits22  2   %P 0* `P dNature of target problem (3)     &P 03  u-Interacting technologies (constituencies) (4)..  .  XB 'P 0D pP N (P 088` <Green - Alignment Red - Mis-alignment Yellow - Non-alignmenth= 2       &    "  2 )P 0?f H 8  ] ICT-based STC       *P <D  H-5    R2 +P s *P R2 ,P s *0`R2 -P s * `@ R2 .P s *  R /P s *R R 0P s * P R 1P s * R. R 2P s * H P 0޽h ?O,P+P/P+P.P0P.P-P1P-P,P2P ̙33   @ I( wY   0X0pOP B 2   0Q0 zP B 2 7  0_ 8H mInstrument 3: Graduated spider-web assessment tool for each one of the dimension of the diamond of alignment:n(2 a n  ~   0e (X  The alignment of every dimension reflects the alignment of a number of  component sub-dimensions,ba b  H  0޽h ? ̙33|=  ,=$=PZH<( wY HR H s *"R H s *)`R H s *.0 `R H s *B@R H s *PuP R H s *`P R H s *eUp  R  H s *T  R  H s *<@p R  H s *0 R H s *& XB H@ 0D XB H 0DXB H 0D @  H 0}P  S6" 2     H 0  H7      H <D  G8     H <q0  G9     H <  G3     H <t  G4     !H <,4  G5     "H <  H10     #H <0  G1     $H <̚ $  G2    XB 0H 0D   1H 0`  S0" 2     2H 0ħ0  H1      3H <hD  G2     4H <D  G3     5H <   G7     6H <t  G6     7H <غ4  G5     8H <m  H10     9H < P  G4     :H <|d  G9     ;H <P  G8     H 0   m G2     ?H 00 P  G3     @H <h@m G7     AH <D - G6     BH <  $ G5     CH <0 H10     DH < M G4     EH <MM G9     FH < 0D G8     ]H 0| P  S0" 2     ^H 0P  H1      _H <D d  G2     `H <\p `    G3     aH < ] G7     bH <  p  G6     cH < D =  G5     dH <,`  H10     eH <  G4     fH <P} G9     gH < @ G8     hH 0# `  S0" 2     iH 0hP 0  H1      jH <* `   G2     kH <p d   G3     lH <0 @] G7     mH <5   G6     nH <h9 $=  G5     oH <<0 H10     pH <|?  G4     qH <DtM G9     rH <hC@p G8     sH 0F ] S0" 2     tH 0xOP j  H1      uH <L 4  G2     vH <V00  G3     wH <4UT G7     xH <]- G6     yH <ap  G5     zH <\@d H10     {H <it M G4     |H <xl } G9     }H <k`P  G8    2 H 0sP 8  ] ICT-based STC       H 08x ] G0     H 0|0 pFlat decision-making structure"     H 0̀` fEncouragement to new didactics     H 0Ą0 p Rewards for ICT-based innovators !    !   H 0P`3 FStudents participation in learning"$#   $   H 0Pp BTeachers collaboration and teams""  "   H 0|P m%Assessment appropriate to new methods&&  &  F H 0 Assessment of Constituency s Alignment with Organizational Governance (1)$J 2I J  H H 0޽h ? ̙33b=  = =`Z[<( wY R  s *"R  s *)`R  s *.0 `R  s *B@R  s *PuP R  s *`P R  s *eUp  R   s *T  R   s *<@p R   s *0 R   s *& XB  @ 0D XB  0DXB  0D @   0   S6" 2      0Z  H7       <p  G8      <   G9      <   G3      <D  G4      <t`  G5      <d  H10      <x d  G1      <P  G2    XB  0D    00  S0" 2      0  z  H1       <p  G2      <T  G3      <  G7       <TD  G6     ! <`  G5     " <t  H10     # <   G4     $ <4  G9     % <,   G8     & 0  S0" 2     ' 0 0  H1      ( 0   m G2     ) 00 P  G3     * <@m G7     + < - G6     , < $ G5     - <p0 H10     . <L M G4     / <M G9     0 <!0D G8     1 0 P  S0" 2     2 0$P  H1      3 <@. d  G2     4 <,1p `    G3     5 <46 ] G7     6 <@8 p  G6     7 <h> D =  G5     8 <TA`  H10     9 <\F  G4     : <hHP} G9     ; <N@ G8     < 0|Q `  S0" 2     = 0PVP 0  H1      > <Z `   G2     ? <d^p d   G3     @ <b @] G7     A <f   G6     B <i $=  G5     C <n0 H10     D <q  G4     E <vtM G9     F <x@p G8     G 0| ] S0" 2     H 0P}P j  H1      I < 4  G2     J <00  G3     K <T G7     L <؎- G6     M <p  G5     N < @d H10     O <|t M G4     P < } G9     Q <`P  G8    2 R 0H l P  ] ICT-based STC       S 0 ] G0    H U <`W_Z Assessment of Constituency s Alignment with Organizational Governance (1)JJ J   V 0x@`` h Rewards for ICT-based innovators!!  !   W 0@` fFlat decision-making structure     X 0` BTeachers collaboration and teams""  "   Y 0`  fEncouragement to new didactics     Z 0@  FStudents participation in learning$$  $   [ 0p m%Assessment appropriate to new methods&&  &  H  0޽h ? ̙33B  dB\Bpfg,A( -5-Lc R  s *"R  s *)`R  s *.0 `R  s *B@R  s *PuP R  s *`P R  s *eUp  R   s *T  R   s *<@p R   s *0 R   s *& XB  @ 0D XB  0DXB  0D @   0tP  S6" 2      0  H7       <D  G8      <0  G9      <  G3      <t  G4      <4  G5      <\  H10      <8  G1      < $  G2    XB  0D    0 `  S0" 2      00  H1       < D  G2      <P  G3      <  G7       <<t  G6     ! <4  G5     " <   H10     # <H"P  G4     $ <%d  G9     % <H)P  G8     & 0T$ P  S0" 2     ' 0T+ 0  H1      ( 0L3  m G2     ) 0.0 P  G3     * <9@m G7     + <= - G6     , < <~ `   G2     ? <p d   G3     @ <x @] G7     A <8   G6     B < $=  G5     C <0 H10     D <  G4     E <PtM G9     F <@p G8     G 0\ ] S0" 2     H 0xP j  H1      I < 4  G2     J <00  G3     K <4T G7     L <- G6     M <p  G5     N <о@d H10     O <8t M G4     P < } G9     Q <`P  G8    2 R 0P 8  ] ICT-based STC       S 0$ ] G0     T 00 pFlat decision-making structure"     U 0` fEncouragement to new didactics     V 00 p Rewards for ICT-based innovators !    !   W 0<`3 FStudents participation in learning"$#   $   X 0Pp BTeachers collaboration and teams""  "   Y 0hP m%Assessment appropriate to new methods&&  &  Z Z 0J Example: Assessment of Constituency s Alignment with Organizational Governance (1)&S(2R S  R2 [ s * R2 \ s *` `R2 ] s *p0 R2 ^ s * 0 @ R2 _ s *0 R2 ` s *` ` X b 0Ԕ 0X c 0Ԕ~X d@ 0Ԕ0  X e@ 0Ԕ@ R ` n X f 0Ԕ 0 ` X g 0Ԕ0` H  0޽h ?o\[b[]c]^d ^`e _`f_\g ̙33B  LBDBfgA( wY R  s *"R  s *)`R  s *.0 `R  s *B@R  s *PuP R  s *`P R  s *eUp  R   s *T  R   s *<@p R   s *0 R   s *& XB  @ 0D XB  0DXB  0D @   0   S6" 2      0TZ  H7       <p  G8      <   G9      <   G3      <LD  G4      <"`  G5      < d  H10      <) d  G1      <.P  G2    XB  0D    010  S0" 2      06 z  H1       <:p  G2      <>T  G3      <B  G7       <(@D  G6     ! <E`  G5     " <Nt  H10     # <Q   G4     $ <V4  G9     % <X   G8     & 0T\  S0" 2     ' 0_ 0  H1      ( 0Xd  m G2     ) 0a0 P  G3     * <k@m G7     + <n - G6     , <s $ G5     - <w0 H10     . <{ M G4     / <yM G9     0 <L0D G8     1 0 P  S0" 2     2 0P  H1      3 <` d  G2     4 <p `    G3     5 < ] G7     6 < p  G6     7 <( D =  G5     8 <p`  H10     9 <  G4     : <\P} G9     ; <@ G8     < 0, `  S0" 2     = 0P 0  H1      > <| `   G2     ? <pp d   G3     @ <H @] G7     A <   G6     B < $=  G5     C <$0 H10     D <  G4     E <0tM G9     F <@p G8     G 08 ] S0" 2     H 0pP j  H1      I < 4  G2     J <00  G3     K <T G7     L <- G6     M <p  G5     N <`@d H10     O <<t M G4     P < } G9     Q <`P  G8    2 R 0 l P  ] ICT-based STC       S 0 ] G0    ^ T <$ mJ Example: Assessment of Constituency s Alignment with Organizational Governance (1)TT T   U 0$@`` h Rewards for ICT-based innovators!!  !   V 0@` fFlat decision-making structure     W 0` BTeachers collaboration and teams""  "   X 0`  fEncouragement to new didactics     Y 04@  FStudents participation in learning$$  $   Z 0,p m%Assessment appropriate to new methods&&  &  R2 [ s * R2 \ s *p0 R2 ] s * 0 @ R2 ^ s *` ` R2 _ s *0 R2 ` s *` `X b 0Ԕ~X c@ 0Ԕ0  X d@ 0Ԕ@ R ` n X e 0Ԕ 0 ` X f 0Ԕ 0X g 0Ԕ0` H  0޽h ?obcdefg ̙33<  <z<Z]<( wY R  s *"R  s *)`R  s *.0 `R  s *B@R  s *PuP R  s *`P R  s *eUp  R   s *T  R   s *<@p R   s *0 R   s *& XB  @ 0D XB  0DXB  0D @   0|<P  S6" 2      0@  H7       <DED  G8      < I0  G9      <L  G3      <Pt  G4      <T4  G5      <X  H10      <l\  G1      <H` $  G2    XB  0D    0$d`  S0" 2      0\h0  H1       <lD  G2      <o  G3      <s  G7       <wt  G6     ! <p{4  G5     " <L  H10     # <(P  G4     $ <d  G9     % <P  G8     & 0, P  S0" 2     ' 0 0  H1      ( 0  m G2     ) 00 P  G3     * <@m G7     + <t - G6     , <P $ G5     - <,0 H10     . < M G4     / <M G9     0 <0D G8     1 0 P  S0" 2     2 0ԻP  H1      3 <@ d  G2     4 <p `    G3     5 < ] G7     6 < p  G6     7 < D =  G5     8 <x`  H10     9 <  G4     : <P} G9     ; <@ G8     < 0 `  S0" 2     = 0P 0  H1      > <X `   G2     ? <xp d   G3     @ < @] G7     A <   G6     B < $=  G5     C <,0 H10     D <  G4     E <tM G9     F < @p G8     G 0 ] S0" 2     H 0dP j  H1      I < 4  G2     J <$00  G3     K <T G7     L <X- G6     M <p  G5     N <d@d H10     O <$t M G4     P <l( } G9     Q <'`P  G8    2 R 0/P 8  ] ICT-based STC       S 0,4 ] G0     T 0 80 aTarget Students"     U 0<  [Technical Personnel     V 0@  aTarget Teachers"      W 0DE`` jAdministrative Personnel"      X 0I`- VHead of School     Y 0HMP  ZSenior Management    : Z 0`G8H Assessment of Constituency s Alignment with Target Constituents (2)$D 2C D  H  0޽h ? ̙33=  <<ZZtQ<( wY tR t s *"R t s *)`R t s *.0 `R t s *B@R t s *PuP R t s *`P R t s *eUp  R  t s *T  R  t s *<@p R  t s *0 R  t s *& XB  t@ 0D XB t 0DXB t 0D @  t 0i   S6" 2     t 0nZ  H7      t <\p  G8     t <T\  G9     t <s   G3     t <`|D  G4     t <{`  G5     t <d  H10     t < d  G1     t <P  G2    XB t 0D   t 0`0  S0" 2     t 0 z  H1      t <<p  G2     t <T  G3     t <  G7      t <СD  G6     !t <`  G5     "t <t  H10     #t <d   G4     $t <@4  G9     %t <   G8     &t 0  S0" 2     't 00 0  H1      (t 0  m G2     )t 00 P  G3     *t <0@m G7     +t <  - G6     ,t < $ G5     -t <0 H10     .t < M G4     /t <|M G9     0t <X0D G8     1t 04 P  S0" 2     2t 0lP  H1      3t < d  G2     4t <p `    G3     5t <l ] G7     6t <, p  G6     7t < D =  G5     8t <`  H10     9t <  G4     :t <@P} G9     ;t <@ G8     t <  `   G2     ?t <0p d   G3     @t < @] G7     At <   G6     Bt <h" $=  G5     Ct <(0 H10     Dt <)  G4     Et < -tM G9     Ft <+@p G8     Gt 0@4 ] S0" 2     Ht 0 8P j  H1      It <; 4  G2     Jt <900  G3     Kt < CT G7     Lt <F- G6     Mt <Ap  G5     Nt <N@d H10     Ot <Qt M G4     Pt <(P } G9     Qt <X`P  G8    2 Rt 0X\ l P  ] ICT-based STC       St 0(a ] G0     Tt 0e0@ jAdministrative Personnel" 2    < Ut <i`Z Assessment of Constituency s Alignment with Target Constituents (2)DD D   Vt <n  0 aTarget Teachers"     Wt <r 0 _Target Students      Xt <wo THead of School     Yt <| YTechnical Personnel     Zt <h~<F aSenior Management     H t 0޽h ? ̙33=  O=G=Z`<( wY R  s *"R  s *)`R  s *.0 `R  s *B@R  s *PuP R  s *`P R  s *eUp  R   s *T  R   s *<@p R   s *0 R   s *& XB  @ 0D XB  0DXB  0D @   0P  S6" 2      0  H7       <D  G8      <$0  G9      <  G3      <Сt  G4      < 4  G5      <  H10      <ȴ  G1      < $  G2    XB  0D    0Զ`  S0" 2      0̿0  H1       <\D  G2      <  G3      <  G7       <Lt  G6     ! <(4  G5     " <  H10     # <\P  G4     $ <d  G9     % <hP  G8     & 0 P  S0" 2     ' 0 0  H1      ( 0p  m G2     ) 0p0 P  G3     * <@m G7     + < - G6     , < $ G5     - <D0 H10     . <\ M G4     / <M G9     0 < 0D G8     1 0 P  S0" 2     2 0P  H1      3 < d  G2     4 <lp `    G3     5 <P ] G7     6 < p  G6     7 <$ D =  G5     8 <\'`  H10     9 <&  G4     : <P} G9     ; <@*@ G8     < 0\5 `  S0" 2     = 00P 0  H1      > << `   G2     ? <@p d   G3     @ <`D @] G7     A < <` `   G2     ? <Up d   G3     @ <g @] G7     A <dk   G6     B <j $=  G5     C <r0 H10     D <v  G4     E <ttM G9     F <<}@p G8     G 0 ] S0" 2     H 0P j  H1      I < 4  G2     J <d00  G3     K <@T G7     L <- G6     M <p  G5     N <ԛ@d H10     O <t M G4     P < } G9     Q <h`P  G8    2 R 0D l P  ] ICT-based STC       S 0t ] G0    F U <`&Z Assessment of Constituency s Alignment with Nature of Target Problem (3)II I   V 0p  {3Well inside expertise/ capabilities of constituency44  4   W <@  ^Very important to school     X 0$ o'Highly motivating to leaders/innovators((  (   Y 0@  `Very important to schools teachers and students11  1   Z 0 v.Well inside space and time resources available//  /   [ 0` z2Well inside financial/material resources available33  3  H  0޽h ? ̙33=  N=F=Z`<(  R  s *"R  s *)`R  s *.0 `R  s *B@R  s *PuP R  s *`P R  s *eUp  R   s *T  R   s *<@p R   s *0 R   s *& XB  @ 0D XB  0DXB  0D @   0\P  S6" 2      0  H7       <D  G8      <l0  G9      <  G3      <Tt  G4      <\4  G5      <h  H10      <  G1      <  $  G2    XB  0D    0`  S0" 2      0 0  H1       <8D  G2      <  G3      <(  G7       <t  G6     ! <4  G5     " <  H10     # <%P  G4     $ <l)d  G9     % <(P  G8     & 00 P  S0" 2     ' 0l4 0  H1      ( 08/  m G2     ) 0:0 P  G3     * <l>@m G7     + <HB - G6     , <$F $ G5     - <J0 H10     . <M M G4     / <QM G9     0 <U0D G8     1 0pY P  S0" 2     2 0]P  H1      3 <[ d  G2     4 <dp `    G3     5 <h ] G7     6 <hc p  G6     7 <o D =  G5     8 <Ls`  H10     9 <q  G4     : <zP} G9     ; <}@ G8     < 0| `  S0" 2     = 0P 0  H1      > <, `   G2     ? <Lp d   G3     @ <d @] G7     A <̓   G6     B < $=  G5     C <0 H10     D <h  G4     E <ȡtM G9     F < @p G8     G 0ԣ ] S0" 2     H 0PP j  H1      I <L 4  G2     J <00  G3     K <T G7     L <- G6     M <p  G5     N <$@d H10     O <t M G4     P <0 } G9     Q <`P  G8    2 R 0`P 8  ] ICT-based STC       S 00 ] G0    D Z 0T8 Assessment of Constituency s Alignment with Interacting Technologies (4)$I 2H I   [ 0X   <Effective mechanisms for socializing new mix of technologies$=(2<  =   \ 0(s AEasy technical integration between new and existing legacy systemBB  B   ] 0P0 t,Easy with displacement of obsolete practices--  -   ^ 08P p |4High presence of required complementary technologies55  5   _ 0 z2High presence of useful complementary technologies33  3   ` 0 0 P v.Low opposition from competing ICT-based system//  /  H  0޽h ? ̙33=  D=<=Z[<( wY R  s *"R  s *)`R  s *.0 `R  s *B@R  s *PuP R  s *`P R  s *eUp  R   s *T  R   s *<@p R   s *0 R   s *& XB  @ 0D XB  0DXB  0D @   08   S6" 2      0TZ  H7       <p  G8      <   G9      <   G3      <LD  G4      <"`  G5      < d  H10      <) d  G1      <.P  G2    XB  0D    000  S0" 2      04 z  H1       <2p  G2      <<T  G3      <@  G7       <DD  G6     ! <,B`  G5     " <Kt  H10     # <0O   G4     $ <M4  G9     % <dV   G8     & 0Y  S0" 2     ' 0 ^ 0  H1      ( 0a  m G2     ) 0Te0 P  G3     * <h@m G7     + <l - G6     , <p $ G5     - <t0 H10     . <hx M G4     / <D|M G9     0 < 0D G8     1 0 P  S0" 2     2 04P  H1      3 < d  G2     4 <Xp `    G3     5 <4 ] G7     6 < p  G6     7 <h D =  G5     8 <؝`  H10     9 <t  G4     : < P} G9     ; <|@ G8     < 0 `  S0" 2     = 04P 0  H1      > < `   G2     ? <رp d   G3     @ < @] G7     A <X   G6     B <t $=  G5     C <0 H10     D <  G4     E <TtM G9     F <@p G8     G 0` ] S0" 2     H 0P j  H1      I < 4  G2     J <00  G3     K < T G7     L <|- G6     M <p  G5     N <@d H10     O < t M G4     P < } G9     Q <T`P  G8    2 R 0 l P  ] ICT-based STC       S 0 ] G0    F U <`Z Assessment of Constituency s Alignment with Interacting Technologies (4)II I   V 0$  s AEasy technical integration between new and existing legacy systemBB  B   W 0@0 t,Easy with displacement of obsolete practices--  -   X 0 z2High presence of useful complementary technologies33  3   Y 0 |4High presence of required complementary technologies55  5   Z 0  v.Low opposition from competing ICT-based system//  /   [ 00 P <Effective mechanisms for socializing new mix of technologies==  =  H  0޽h ? ̙33P, 0  (  ^ S !    c $d$ @   lOne further theoretical question followed the realisation that building technological capabilities implies the build up of sociotechnical constituencies. This came about with the question AND WHAT DO YOU DO WHEN YOU ENGAGE IN PROCESSES OF CONSTITUENCY-BUILDING? The answer is you engage in processes of  SOCIOTECHNICAL ALIGNMENT And here is the formal definition & . that led to the identification of a series of DIAMONDS OF ALIGNMENT  H  0޽h ? ̙33\/ 0 (  ^ S !   " c $ @  " xAnd here is the original definition from back in 1989 & . = H  0޽h ? ̙33\6 0 (  ^ S !    c $̶  @   xAnd here is the original definition from back in 1989 & . = H  0޽h ? ̙33P9 0 p ( BH  ^   S d!      c $\nd @   lOne further theoretical question followed the realisation that building technological capabilities implies the build up of sociotechnical constituencies. This came about with the question AND WHAT DO YOU DO WHEN YOU ENGAGE IN PROCESSES OF CONSTITUENCY-BUILDING? The answer is you engage in processes of  SOCIOTECHNICAL ALIGNMENT And here is the formal definition & . that led to the identification of a series of DIAMONDS OF ALIGNMENT  H   0޽h ? ̙33P: 0 0(( -R (^ ( S d!    ( c $Kd @   lOne further theoretical question followed the realisation that building technological capabilities implies the build up of sociotechnical constituencies. This came about with the question AND WHAT DO YOU DO WHEN YOU ENGAGE IN PROCESSES OF CONSTITUENCY-BUILDING? The answer is you engage in processes of  SOCIOTECHNICAL ALIGNMENT And here is the formal definition & . that led to the identification of a series of DIAMONDS OF ALIGNMENT  H ( 0޽h ? ̙33P; 0 @0( e]]ȦY 0^ 0 S d!    0 c $ed @   lOne further theoretical question followed the realisation that building technological capabilities implies the build up of sociotechnical constituencies. This came about with the question AND WHAT DO YOU DO WHEN YOU ENGAGE IN PROCESSES OF CONSTITUENCY-BUILDING? The answer is you engage in processes of  SOCIOTECHNICAL ALIGNMENT And here is the formal definition & . that led to the identification of a series of DIAMONDS OF ALIGNMENT  H 0 0޽h ? ̙33PA 0 L(  L^ L S d!    L c $d @   lOne further theoretical question followed the realisation that building technological capabilities implies the build up of sociotechnical constituencies. This came about with the question AND WHAT DO YOU DO WHEN YOU ENGAGE IN PROCESSES OF CONSTITUENCY-BUILDING? The answer is you engage in processes of  SOCIOTECHNICAL ALIGNMENT And here is the formal definition & . that led to the identification of a series of DIAMONDS OF ALIGNMENT  H L 0޽h ? ̙33PB 0 `T(   T^ T S d!    T c $PNd @   lOne further theoretical question followed the realisation that building technological capabilities implies the build up of sociotechnical constituencies. This came about with the question AND WHAT DO YOU DO WHEN YOU ENGAGE IN PROCESSES OF CONSTITUENCY-BUILDING? 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Through Processes of Sociotechnical Alignment The essence of all processes of sociotechnical alignment is captured in the diamond of alignment - a conceptual instrument to understand, assess and guide process evolution The diamond can be used recurrently in the course of an innovation process to assess the strengths and weaknesses (i.e., quality) of its alignments and, thus, the effectiveness of the strategies pursued until then. The instrument can also be used to research and map the history of the alignment processes since their birth. 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