Abstract:

Technology is one of the main aspects which permits sustainable growth, as specified in Europe 2020´s economic strategy. ICT handling has contributed to further modify the structure of European society, and has also changed our way to learn.

In 2006, European Commission indicated that digital competence is one of the most important factors to be considered for all European citizens. As stated by Eurostat 2015, 45% of the European population with ages between 16 and 74 have insufficient digital skills. This influences in how they can live economy and society. Also considering equity, we need to educate our students so that they can operate in a digital world. This can only be done if teachers contribute to develop the digital competence of students, facilitating the integration of digitalization into the teaching-learning process. By doing it, the learning experience of students will be optimal.

In this research we aim to answer the following questions: Is there a difference on how digital integration is being achieved in Secondary, Baccalaureate and Vocational education in Spain? What are the main factors contributing to the most efficient digital integration in education?

In this phase of the research, we have gathered data about several education centers in different areas of Spain (more than 600 answers), and have used the Technology Integration Matrix (TIM) as a framework for describing and targeting the use of technology to enhance learning. The TIM incorporates five interdependent characteristics of meaningful learning environments: active, collaborative, constructive, authentic, and goal-directed. These characteristics are associated with five levels of technology integration: entry, adoption, adaptation, infusion, and transformation. Together, the five characteristics of meaningful learning environments and five levels of technology integration create a matrix of 25 cells. TIM framework allows to emphasize the pedagogical approach taken, not the devices used.

All of us know that simply adding technology to schools does not always result in improvements. Technology itself does not necessarily improve the learning process, unless it is helping on the pedagogy. A proper technology integration strategy in education should facilitate teachers the effective use of technology in the educational environment. It is widely known that by simple adding digitalization to the education centers the learning does not automatically improves. In order to improve the education process, the digitalization needs to be combined with a good pedagogy. If technology strategy integration strategy is handled correctly, the education process will further improve.

Keywords:

DigCompEdu, digitalization, technology, digital competence, technology integration.