I reiterate that it is clear that we must innovate because, as Mark Stevenson, creator of the law of the pragmatic optimist, says: if we do not imagine a better world, we condemn it to be worse. But it has to be done with an idea of improvement, a dream of prosperity, a utopian vision of what we want education to be, in this case. However, in today’s society of immediacy and marketing, innovation does not advance steadily and surely, and there is still a long way to go.
Some examples of innovations that are not quite there yet
- The full use of tablets or laptops when there are studies that show the opposite. 
- The total use of interactive networks, when some studies show that this is counterproductive. 
- Stopping handwriting when not doing so hinders the secure consolidation of learning. 
- Poor ITC teaching, programming students for specific tools and not making them competent. 
- A misunderstood way of exercising freedom in education that disorients students. 
- Or being centres that sign up for many conferences, competitions, events, etc., knowing that their students will not receive the appropriate transfer acceptably.
The question, then, is: why do some schools continue to promote specific innovations when studies show that they are not appropriate? One of the answers to this question has to do with what I stated at the beginning; allow me to use a neologism: posturing, wanting to appear to be something you are not, claiming to be a pioneering centre in something, making use of new technologies that other centres cannot yet use, etc.
It must be made clear that this unjustified implementation of innovations is not done in the knowledge of doing it badly, of course, but in good faith, and with a point of egocentrism that is inherent to human beings: thinking that one’s own pedagogical opinion is the best and can only bring benefits. No teacher, no management team, no educational leader wants to do anything harmful for their students. Still, it is essential to justify the innovations or new pedagogical methods one wants to put into practice.