About this paper

Appears in:
Pages: 816-825
Publication year: 2016
ISBN: 978-84-617-5895-1
ISSN: 2340-1095
doi: 10.21125/iceri.2016.1185

Conference name: 9th annual International Conference of Education, Research and Innovation
Dates: 14-16 November, 2016
Location: Seville, Spain

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

P. Kampylis1, J. Devine2, Y. Punie1, T. Newman3

1European Commission, Joint Research Centre, Directorate B - Growth & Innovation (SPAIN)
2Devine: Policy, Projects, Innovation (IRELAND)
3Timmus Limited (UNITED KINGDOM)
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.
@InProceedings{KAMPYLIS2016SUP,
author = {Kampylis, P. and Devine, J. and Punie, Y. and Newman, T.},
title = {SUPPORTING SCHOOLS TO GO DIGITAL: FROM A CONCEPTUAL MODEL TOWARDS THE DESIGN OF A SELF-ASSESSMENT TOOL FOR DIGITAL-AGE LEARNING},
series = {9th annual International Conference of Education, Research and Innovation},
booktitle = {ICERI2016 Proceedings},
isbn = {978-84-617-5895-1},
issn = {2340-1095},
doi = {10.21125/iceri.2016.1185},
url = {http://dx.doi.org/10.21125/iceri.2016.1185},
publisher = {IATED},
location = {Seville, Spain},
month = {14-16 November, 2016},
year = {2016},
pages = {816-825}}
TY - CONF
AU - P. Kampylis AU - J. Devine AU - Y. Punie AU - T. Newman
TI - SUPPORTING SCHOOLS TO GO DIGITAL: FROM A CONCEPTUAL MODEL TOWARDS THE DESIGN OF A SELF-ASSESSMENT TOOL FOR DIGITAL-AGE LEARNING
SN - 978-84-617-5895-1/2340-1095
DO - 10.21125/iceri.2016.1185
PY - 2016
Y1 - 14-16 November, 2016
CI - Seville, Spain
JO - 9th annual International Conference of Education, Research and Innovation
JA - ICERI2016 Proceedings
SP - 816
EP - 825
ER -
P. Kampylis, J. Devine, Y. Punie, T. Newman (2016) SUPPORTING SCHOOLS TO GO DIGITAL: FROM A CONCEPTUAL MODEL TOWARDS THE DESIGN OF A SELF-ASSESSMENT TOOL FOR DIGITAL-AGE LEARNING, ICERI2016 Proceedings, pp. 816-825.
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