Assessing digital maturity of schools: framework and instrument

Redjep, Nina Begicevic; Balaban, Igor; Žugec, Bojan

doi:10.1080/1475939x.2021.1944291

Cited by 12 publications

(19 citation statements)

References 9 publications

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“…Digital technologies can enable learning for students with different learning types by providing resources such as learning management systems, modeling tools, or gamification making education accessible to less privileged students (Begicevic Redep et al, 2021). On the contrary, digital technologies pose a variety of societal challenges related to the development of new approaches and ways of establishing contemporary infrastructure (Begicevic Redep et al, 2021). Exemplified by the lack of access to online and mobile technologies for all, the issue of inequality (Begičević Ređep, 2021) deriving from factors such as gender, origin, age, disability, and class still challenges society.…”

Section: • Availability At the Educational Organization Level To Offe...mentioning

confidence: 99%

“…Curricula reforms need to be clearly oriented in including both digital competence and digital skills development in a more relevant and meaningful way for the students. Teaching of skills such as coding, safety, and computational thinking needs to also be included in the curriculum content (Begicevic Redep et al, 2021). Additionally, it is suggested for new curricula not to overwhelm students with excessive content rather than be flexible and adaptable to students' needs (Gonçalves Costa et al, 2021).…”

Section: Curriculum and Contentmentioning

confidence: 99%

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Organizational preparedness domains and indicators of educational organizations for students with disabilities in pandemic times: A scoping review

Vlachou

Kalaitzi²,

Toulia³

et al. 2023

Front. Educ.

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BackgroundThe impact of the COVID-19 pandemic on educational systems has caused a profound shift in the organization and delivery of education worldwide. The effects of the pandemic crisis on educational systems proved to be detrimental for students with disabilities, highlighting not only the looming social and educational inequalities but also the huge gap in organizational preparedness for education, including identifying the main areas (domains) of preparedness that guide the process of organizational preparedness and the sub-themes (indicators) per domain that help educational organizations to evaluate their level of preparedness and to identify potential gaps and set priorities for preparedness planning.MethodsScoping review with thematic analysis was performed on literature published from 2010 to 2022. Six scientific databases (PsycInfo, Web of Science, Eric, Scopus, Proquest, JSTOR) and one academic search engine (Google Scholar) were examined in order to identify publications (peer-reviewed and preprint) in English. The search strategy and robust eligibility criteria were defined by the authors, who also performed screening of the papers, eligibility decisions, and key data extractions. A thematic analysis was applied to define the organizational preparedness domains and indicators per domain, informed by a system thinking approach for educational organizations. Conflicts were collaboratively resolved after each step. All members of the research team were involved in the data synthesis.ResultsFrom 1,564 publications identified, 216 were included in the final analysis. Six domains and 14 indicators were identified.ConclusionThe organizational preparedness in educational organizations in pandemic crisis times needs to be prioritized in the educational policy agenda, drawing special attention on students with disabilities. The identified preparedness domains and indicators may guide the policy dialogue and inform accordingly a system thinking change approach in education and disability.

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Section: • Availability At the Educational Organization Level To Offe...mentioning

confidence: 99%

Section: Curriculum and Contentmentioning

confidence: 99%

Organizational preparedness domains and indicators of educational organizations for students with disabilities in pandemic times: A scoping review

Vlachou

Kalaitzi²,

Toulia³

et al. 2023

Front. Educ.

View full text Add to dashboard Cite

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“…For example, digitally mature organisations may take a systematic approach towards digital transformation. Redjep et al (2021) demonstrate that digital transformation goes beyond the issues related to digital technology, suggesting that digital transformation also includes managerial aspects that describe what organisations have done and plan to do to digitally transform their products, processes, and services. While the concept of digital transformation has often been associated with business, and although much of the growing body of research literature on this topic focuses on value creation (Vial, 2019), it can also address questions of institutional change and legitimacy.…”

Section: Digital Transformation and Digital Maturity Frameworkmentioning

confidence: 99%

“…Digital maturity frameworks thus can be used both to identify areas important to an organisation's digital transformation and to measure stages of maturity in these areas (Ifenthaler and Egloffstein, 2020;Redjep et al, 2021). Since digital maturity frameworks adopt a holistic approach, their application to educational institutions can be useful as they demonstrate the multifaceted ways that digital technologies interfere with, impact, and transform practices, products, and services in schools.…”

Section: Digital Transformation and Digital Maturity Frameworkmentioning

confidence: 99%

“…When reviewing the existing research literature on digital maturity frameworks, one observation would be that most studies are anchored in disciplines such as business and administration, information systems, or management studies (Proença and Borbinha, 2018;Corredor and Olarte, 2019;Redjep et al, 2021). Only a limited number address the education sector, but the DigCompOrg framework, initiated and outlined by representatives of the EU Member States stands out to be well known across Europe (Kampylis et al, 2015).…”

Section: Digital Transformation and Digital Maturity Frameworkmentioning

confidence: 99%

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Governance and digital transformation in schools with 1:1 tablet coverage

Tømte,

Smedsrud

2023

Front. Educ.

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There is an increasing trend of 1:1 coverage of tablets in schools in Scandinavia. Several studies have reported on pedagogical possibilities and challenges, but less is reported about how this change is perceived and practised by other stakeholders. We interviewed public school owners and leaders in Norway and found school owners used various models to support their schools, and school leaders held varied views on their roles in promoting the implementing 1:1 coverage in schools. Considering these findings, we discuss whether establishing overall national guidelines might help school owners and school leaders to effect digital transformation in schools and whether such guidelines would support or counteract school leaders’ autonomy and ability to adapt the digital transformation to their local context.

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Assessment of academic achievements in m-learning

2022

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The paper analyzes the teaching experiment regarding the use of mobile apps in the assessment of student learning. The study involved survey and self-description methods offered to students and instructors to assess the effectiveness of using mobile apps in learning. The study was conducted among 320 s-year students of the I.M. Sechenov First Moscow State Medical University and 8 instructors between September 1 and December 28, 2021, during the academic semester. Socrative and Plickers apps have been found to contribute to: better learning (φ* = 8.94, p ≤ 0.01); developing cognitive motivation among students resulting from diverse learning resources used with apps (φ* = 7.6, p ≤ 0.01); convenience of learning activities because students can work with the app both in the classroom and at home (φ* = 13.66, p ≤ 0.01); improved digital competence (φ* = 2.4, p ≤ 0.05). The research findings can be used by instructors in universities and secondary schools. Since didactic opportunities offered by mobile apps are quite significant, and considering other positive results of their use, this technology may be considered as an important tool for training young people and strengthening their cognitive motivation.Keywords Advantages and difficulties of using mobile apps for learning • Assessment of learning achievements • Didactic opportunities offered by mobile apps • Mobile app • Student-teacher interaction * Marina Lebedeva

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Assessing digital maturity of schools: framework and instrument

Cited by 12 publications

References 9 publications

Organizational preparedness domains and indicators of educational organizations for students with disabilities in pandemic times: A scoping review

Organizational preparedness domains and indicators of educational organizations for students with disabilities in pandemic times: A scoping review

Governance and digital transformation in schools with 1:1 tablet coverage

Assessment of academic achievements in m-learning

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