digital mirror: measuring the digital innovation maturity in estonian schools
TRANSCRIPT
Measuring the Impact of the School-wide Digital Innovation
Mart Laanpere, senior researcher @ Tallinn University, Estonia :: [email protected]
Measuring the Impact of the School-wide Digital Innovation
Technology generation shifts
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Estonian Strategy for Lifelong Learning: Digital Turn towards 1:1 computing
Digital turn in formal education system: digital culture into curricula, bottom-up innovation, sharing good practice, educational technologists in schools
Digital learning resources: digital textbooks, OER, quality management, recommender systems, Finnish-Estonian EduCloud
Digital infrastructure for learning : 1:1 computing, BYOD, interoperable ecosystem of services, mobile clients, school-wide digital turn (first in 20 pilot schools, then in 100, then 200)
Digital competences of teachers and students: competence models, self-assessment tools, mapping with course offerings and accreditation procedures, updating initial teacher education curricula
Digital infrastructure in Estonian schools
Erasmus+ project Creative Classroom: school survey 2014
Technology and fun are not enough
Successful educational innovation requires combination of three forces on the school level:
SCHOOL
Technology
Pedagogy
Change management
M.Fullan (2013) Stratosphere:Integrating Technology, Pedagogy and Change Knowledge
Whole school digital turn
The training and support is oriented on the level of a teacher
Diffusion of innovations (Rogers, 1992), OECD study (2002)
Whole school intervention models are needed
Old and new pedagogies
Tech use
Pedagogical capacity
Content knowledgeMaster required
content
Outcome: Content mastery
Old
New
Outcome: Deep learning
Teacher Pupil
Discover and master content together
Pedagogicalcapacity
Create and use new knowledge in the world
Ubiquitous technology
(Fullan 2013)
How to measure the progress and impact?
Scientific surveys (SITES, PISA)
School-level self-assessment tools: Hungary: eLEMER http://ikt.ofi.hu/english/
Finland: OPEKA http://opeka.fi/en/
UK: NAACE http://www.naace.co.uk/ictmark/
Ireland: http://www.digitalschools.ie
Norway: http://www.skolementor.no/index.php/en
iTEC: EduVista http://eduvista.eun.org/
Common European framework DigCompOrg due in 2017
Digital Mirror: assessing digital maturity
Digital Mirror: our original online tool for self- and peer-assessment of school’s digital maturity
Three dimensions of digital maturity:
Digital infrastructure (1-1 computing, BYOD, Wifi, support)
Pedagogical innovation (learning environment & resources, roles)
Change management (whole school policies, learning organisation)
5-point assessment scale (from iTEC innovation maturity model):
Exchange: teaching approach is not changed
Enrich: technology supports differentiated learning
Enhance: teaching and learning are re-designed
Extend: ubiquitous technology, learner takes control
Empower: beyond institutional boundaries, learner as co-author
Digital Mirror
Samsung Digital Turn project 2014-2015
Whole-school digital turn: focus on change management and pedagogical innovation (Fullan)
Every school found their own focus (8 + 12 schools)
Learners as creators: Kahoot, Geocaching, Digital storytelling, learner-created textbooks
Systemic and sustainable change: formative assessment with e-portfolios, 3D-modeling
Leadership: digital language immersion, regional lead
Self- and peer-assessment of school’s digital maturity using Digital Mirror, external evaluation by jury
Samsungdigipoore.ee
Samsung Digital Turn pilot schools
www.samsungdigipoore.ee
Empirical study in TVET context
Goal: improving construct validity and ecological validity
Participatory design-based research, involving 7 VET schools
We asked to perform 2 phases of self-assessment, followed by online survey and focus group interview
Results: Surprisingly positive feedback, high level of perceived usefulness, varying process (duration from 1,5 to 6 hours), differences in interpreting key concepts, unfamiliar concepts pushed to learn, surprising differences in levels (e.g. high level of infrastructure, low change management and vice versa), secondary uses of self-assessment results
Lessons learned
Digital Mirror works, although it takes time to adopt it
Teamwork is the key, school principal must be involved
Peer coaching and benchmarking was highly appreciated
Engage parents and local authorities, address also threats
Learn to make use of the publicity
Community building and specialised sub-groups need support
DigCompOrg
EU-level framework for self-assessing school’s digital maturity
Developed by JRC Seville, validated in 2017 in Estonia, Spain, Italy, Denmark
Estonian sample: 6 primary, 6 secondary, 6 vocational schools
User consultation survey (school leaders, teachers, students)
Testing the online Self-Assessment Tool
Our “hidden agenda”: integration with Digital Mirror
Conclusions
Schools are overwhelmed by surveys that only ask for data without giving anything back
Digital Mirror is useful as a data collection tool that supports teachers and school administration in implementing double-loop learning and becoming a learning organisation
Meso/school-level innovation model is often overlooked, yet very powerful in focusing on fundamental rather than spectacular side of innovation
Need to integrate Digital Mirror with EU-level framework DigCompOrg
Acknowledgments
Development of DigitalMirror is supported by MobilitasPlus programme and ERA Chair project
CEITER in Tallinn University: CEITER.tlu.ee
Some Rights Reserved
This work is licensed under the Creative Commons Attribution Share Alike 3.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by-sa/3.0/.
The photo on the title slide comes from Flickr.comuser Michael Surran
The photos on the second slide are taken from the Estonian version of Wikipedia, Koolielu.ee and Flickr