SUPPORTING SCHOOLS TO GO DIGITAL: FROM A CONCEPTUAL MODEL TOWARDS THE DESIGN OF A SELF-ASSESSMENT TOOL FOR DIGITAL-AGE LEARNING

This paper summarises the first phase of the development of an evidence-based self-assessment tool (SAT) for the integration and effective use of digital technologies in schools across Europe, based on the European Framework for Digitally-Competent Educational Organisations (DigCompOrg, http://europa.eu/!dV98uF). In particular, the paper presents an analysis of existing school self-assessment tools and how they correspond to the DigCompOrg conceptual model. A literature review identified nine tools for further analysis, representing different approaches to the self-assessment of the use of digital technologies in schools. The findings confirm that there has been no attempt until now to develop a pan-European tool that is evidence-based and can add value by promoting transparency, comparability and peer-learning across Europe both for schools and educational policymakers. The findings reveal a number of general considerations that include a focus on leadership and governance practices; emphasis on digital infrastructure and resources; acknowledgment of teachers’ role and the need for capacity building; the need for integration of digital technologies across the curriculum; and the need for cross-fertilisation and peer-learning for the development and implementation of self-assessment tool. These considerations will guide the next phases of the study, i.e. the design of a prototype SAT for digitally-competent schools. Such a tool can empower policymaking within each country, and enable school communities (i.e., school leaders, teachers and students) to periodically self-reflect on their school’s current state of development and on future steps in realising effective digital-age learning.