The traditional methodology for studying innovation in education may have been adequate at a time when only small changes were possible, when in fact one did change an aspect of the mathematics curriculum and keep everything else the same. But we need a different methodology altogether when we envision radical changes in education. Papert, S. (1990). A Critique of Technocentrism in Thinking About the School of the Future. M.I.T. Media Lab Epistemology and Learning Memo. Cambridge, M.I.T. Media Lab.
So I think the number one task has to be to really create spearheads, nuclei of change where we can really demonstrate that something really different can be done – something not improvement, but radically different. Papert, S. (2000) Keynote Address at CUE Conference. Palm Springs, CA.