When we ask which aspects of current practice would be altered, if given educational changes were to be implemented, the complexity of defining and accomplishing actual change begins to surface. The difficulty is that educational change is not a single entity even if we keep the analysis at the simplest level of an innovation in a classroom.
Innovation is multidimensional .
All three aspects of change are necessary because together they represent the means of achieving a particular educational goal or set of goals. Whether or not they do achieve the goal is another question, depending on the quality and appropriateness of the change for the task at hand. My point is the logical one that the change has to occur in practice along the three dimensions in order for it to have a chance of affecting the outcome. . . . It is clear that any individual may implement none, one, two, or all three dimensions. A teacher could use new curriculum materials or technologies without altering the teaching approach.