Teachers' personal network analysis reveals two types of pioneers in educational digitalization: Formal and informal intermediaries at schools

SELFIE is a tool of the European Commission designed to support schools in developing their digital capacity. Schools across Europe have used SELFIE as a diagnostic tool. However, participating schools expressed a need for external guidance in the implementation of digital education transformation, including the exchange of expertise and inspiring practices with other educational centers. In this research we explore what are the key factors in the creation of collaborative networks between teachers. As a case study, we focus on the first steps of building a network of schools to promote digital education in Cantabria (northern Spain). With the participation of 11 schools, we conducted 22 interviews and 2 focus groups to analyze the learning environments of the teaching staff, the personal collaboration networks in the professional field, and the factors perceived as relevant in the design of the digital action plan of each school. The results showed the existence of teachers in each school who were pioneers in the digitization process and who acted as intermediaries both with the public educational administration and with teachers from other schools. During the interviews with these pioneers, we evaluated their personal networks as well as the factors they deem significant for an effective digital transformation. The results were contrasted in a public forum in which 120 teachers participated. Based on these results, we discuss how the creation of a network of key actors could contribute in developing the digital capacity of schools in the region.Universidad de Sevilla 4392/022

Fostering computational thinking in compulsory education in Europe: a multiple case study /

Many European countries have revised their curricula in recent years, introducing basic computer science concepts. This has paved the way for developing students’ computational thinking (CT) skills. Despite increasing uptake, several issues and challenges are emerging for the effective integration of CT skills in compulsory education. The purpose of this paper is to examine the rationale for integrating CT skills in the European primary and lower secondary education curricula and the enablers and barriers to teaching and assessing these skills. A wide range of evidence was collected through three multiple-case studies involving 40 semi-structured interviews with experts, policymakers, school leaders and teachers, and 10 focus groups with students. Thematic analysis was conducted on 3,424 excerpts through NVivo to identify recurring codes and themes regarding implementation of CT skills within the curriculum in nine European countries and to explore commonalities and patterns across the cases. A common enabler is adopting appropriate measures for creating guidelines, learning materials and a large-scale professional development program. On the barrier side, the lack of qualified teachers, lack of quality materials and the challenges related to large-scale upskilling are shared

Teachers' personal network analysis reveals two types of pioneers in educational digitalization: Formal and informal intermediaries at schools

SELFIE is a tool of the European Commission designed to support schools in developing their digital capacity. Schools across Europe have used SELFIE as a diagnostic tool. However, participating schools expressed a need for external guidance in the implementation of digital education transformation, including the exchange of expertise and inspiring practices with other educational centers. In this research we explore what are the key factors in the creation of collaborative networks between teachers. As a case study, we focus on the first steps of building a network of schools to promote digital education in Cantabria (northern Spain). With the participation of 11 schools, we conducted 22 interviews and 2 focus groups to analyze the learning environments of the teaching staff, the personal collaboration networks in the professional field, and the factors perceived as relevant in the design of the digital action plan of each school. The results showed the existence of teachers in each school who were pioneers in the digitization process and who acted as intermediaries both with the public educational administration and with teachers from other schools. During the interviews with these pioneers, we evaluated their personal networks as well as the factors they deem significant for an effective digital transformation. The results were contrasted in a public forum in which 120 teachers participated. Based on these results, we discuss how the creation of a network of key actors could contribute in developing the digital capacity of schools in the region

Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review

Digital technologies have brought changes to the nature and scope of education and led education systems worldwide to adopt strategies and policies for ICT integration. The latter brought about issues regarding the quality of teaching and learning with ICTs, especially concerning the understanding, adaptation, and design of the education systems in accordance with current technological trends. These issues were emphasized during the recent COVID-19 pandemic that accelerated the use of digital technologies in education, generating questions regarding digitalization in schools. Specifically, many schools demonstrated a lack of experience and low digital capacity, which resulted in widening gaps, inequalities, and learning losses. Such results have engendered the need for schools to learn and build upon the experience to enhance their digital capacity and preparedness, increase their digitalization levels, and achieve a successful digital transformation. Given that the integration of digital technologies is a complex and continuous process that impacts different actors within the school ecosystem, there is a need to show how these impacts are interconnected and identify the factors that can encourage an effective and efficient change in the school environments. For this purpose, we conducted a non-systematic literature review. The results of the literature review were organized thematically based on the evidence presented about the impact of digital technology on education and the factors that affect the schools' digital capacity and digital transformation. The findings suggest that ICT integration in schools impacts more than just students' performance; it affects several other school-related aspects and stakeholders, too. Furthermore, various factors affect the impact of digital technologies on education. These factors are interconnected and play a vital role in the digital transformation process. The study results shed light on how ICTs can positively contribute to the digital transformation of schools and which factors should be considered for schools to achieve effective and efficient change