STRENGTHS AND WEAKNESSES DETECTED IN THE EVALUATION OF THE FIRST EXPERIENCE OF EDUCAT 1X1 PROJECT IN CENTERS OF SECONDARY EDUCATION IN CATALONIA

The eduCAT 1x1 project began in 2009-2010 in secondary schools of Catalonia with the aim of ensuring the use of a laptop for each student. This project follows the transformation of existing classrooms into “Digital classrooms” by placing internet access and content in the classroom as well as educational resources in digital format.

This project evolved into another project called eduCAT 2.0 which impacted a large number of schools and an exponential sum of students and teachers. As a consequence of this transformation, the technological and publishing sectors invested in new products and materials adapted for the new digital schools. This is the first time that these sectors significantly prioritise their investments in the digital transformation of education. It is therefore very important that educators assess these sectors to improve the quality and innovation of educational resources.

This project of massive integration of technology in the classroom is one of the most groundbreaking methodological changes in the history of education. The relevance of this digitalization process is framed within the importance of the introduction of 21st century tools and resources in education. These tools and resources enable innovative learning processes however, only giving a laptop to each student does not guarantee educational success.

The eduCAT 1x1 project has accelerated the technological provisions of secondary schools in Catalonia. This has revitalized teaching, yet it has shown a low level of digital competence in teachers and the digital divide with their students. Hence, we need a systemic change, which will require numerous efforts at the beginning of the process with close support to teachers. At the same time, it is necessary to carry out research of the developments and results of the project’s process.

Therefore, the overall objective is to diagnosis the initial phase of the eduCAT1x1 project with participation of teachers. As well as guide future implementation of technology in the classroom by considering four main categories: infrastructure (plugs, computers, PDI 's, wifi ...), internal and external educational resources , training and support for educators, and methodology and classroom management.

Thus, this paper identifies the strengths and the weaknesses of the experience in the pilot eduCAT 1x1 project in 70 secondary schools of Catalonia with the participation of the teachers involved in the project. These elements are key for designing future strategies related to the introduction of new technological devices in teaching and learning.