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Digital Mirror: Measuring the digital innovation maturity in Estonian schools

Presentation at the DTI research seminar 16 Nov

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Digital Mirror: Measuring the digital innovation maturity in Estonian schools

  1. 1. Measuring the Impact of the School- wide Digital Innovation Mart Laanpere, senior researcher @ Tallinn University, Estonia :: martl@tlu.ee Measuring the Impact of the School-wide Digital Innovation
  2. 2. Technology generation shifts InshopInschool ?
  3. 3. Estonian Strategy for Lifelong Learning: DigitalTurn 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
  4. 4. Digital infrastructure in Estonian schools Erasmus+ project Creative Classroom: school survey 2014
  5. 5. 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
  6. 6. 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
  7. 7. Old and new pedagogies Tech use Pedagogical capacity Content knowledge Master required content Outcome: Content mastery OldNew Outcome: Deep learning Teacher Pupil Discover and master content together Pedagogical capacity Create and use new knowledge in the world Ubiquitous technology (Fullan 2013)
  8. 8. 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
  9. 9. 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
  10. 10. Digital Mirror
  11. 11. Samsung DigitalTurn 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
  12. 12. Samsung DigitalTurn pilot schools www.samsungdigipoore.ee
  13. 13. Empirical study inTVET 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
  14. 14. 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
  15. 15. 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
  16. 16. 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
  17. 17. Acknowledgments  Development of DigitalMirror is supported by MobilitasPlus programme and ERA Chair project CEITER in Tallinn University: CEITER.tlu.ee
  18. 18. 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.com user Michael Surran  The photos on the second slide are taken from the Estonian version of Wikipedia, Koolielu.ee and Flickr