Abstract:

There is no doubt that the integration of digital technologies in schools has been taking place quickly, sometimes through trial and error, without a clear and objective meaning most of the time. Rethinking the paths followed in the use of ICT by schools has been the subject of many studies. The objectives of monitoring and evaluating the use of digital technologies in schools are: review or predict investments in this area, understand the pedagogical use given to technologies in the school, perceive barriers and flaws for their real integration in the complex school environment, understand which are the best digital technologies used in a given school reality, understand the digital skills of teachers and what training courses they need, among others. There are several tools whose purpose is to evaluate the use of digital technologies in schools, such as: Opeka, NAACE SRF, Future Classroom Maturity Model, etc. This work used the results obtained in a group of schools, close to the city of Lisbon, Portugal, using SELFIE (Self-Reflection on Effective Learning by Fostering the Use of Innovative Educational Technologies) and CHECK-IN (self-assessment tool based on the European Digital Competence Framework for Educators - DigCompEdu) to better understand how digital technologies are being used in these schools. In Portugal, some schools are grouped forming what is called “Agrupamento” (group of schools). The group of school analysed has 4 schools, from primary to the end of elementary school. 426 out of 980 students and 20 school leaders answered the questions of SELFIE. 65 out of 92 teachers participated of this study, most part of them are female, between 40 and 49 years old, with over 16 years of work. SELFIE data indicated a high participation of school respondents, reaching the minimum participation rate indicated by the tool. The application of this type of tool is relatively simple, relying heavily on the organization of school leaders. Set up a day, in a class schedule, and apply the questions to students. Teachers are provided with a link through which the access can be made anytime and anywhere. School leaders have access at any time and place as well. After analysing all these data, the conclusion is that some contradictions on the answers, some bad perception of schools reality, showing sometimes no self-criticism indicate that it would be better having a previous discussion with the schools community (school leaders, teachers, students) about the real situation of using the technology and then use the tools to analyse deeper the use of digital technologies in the schools. Using this tool to analyse the process of developing strategies to better integrate the technology is highly recommended but always having time to discuss all the process.

Keywords:

Assessment, assessment tools, digital technologies, digital skills.