Education is not just complicated but complex. It is an interlocking system of learners, educators, technologies, and broader social contexts, with all kinds of invisible linkages and unexpected consequences. Trying to accelerate learning by ramping up technology is like putting rockets on butterfly wings. More force does not lead linearly to more progress
What we do
This work aims at gathering research evidence that can contribute into empowering schools to drive their digital transformation and to make them active interlocutors in the discussion about what technologies does education need and why.
It goes beyond identifying what kind of equipment a school needs or which aspects of the school activity would be supported by the digital technologies. Instead, it is about bringing the European values in technology integration to schools through a human centric approach, participation and collective responsibility.
We conduct quantitative and qualitative research on the role of self-reflection in digital capacity development of organizations. This involves fieldwork with schools and other education stakeholders but also analysis of SELFIE data.
How we do it
A framework that captures the complex dimensions of Digital Capacity development of organizations
A self-reflection tool designed to support the school community, using DigCompOrg as basis
Why we do it
Technological developments are overwhelming and tend to play a predominant role when it comes to their integration in education.
Schools are important stakeholders that can actively contribute to the discussion of pedagogical priorities and the nuances of the school reality.
Policy Context
This work falls under the first strategic priority of the Digital Education Action Plan (2021-2027) “Fostering the development of a high performing digital education ecosystem”.
Specifically, this priority addresses that "effective digital capacity planning and development is vital for education and training systems" (p.10).
Digital capacity planning is not an issue involving education and training systems at the level of ministries only. Instead, the needs of the schools and their role in the implementation and shaping the digital strategies is critical.
Furthermore, a culture of bottom-up innovation in digitalisation led by education and training staff is considered as an enabling factor for successful digital education and training, as stated in the Council Recommendations on The Key Enabling Factors for successful Education and Training.
Journal papers
- Teachers’ personal network analysis reveals two types of pioneers in educational digitalization: Formal and informal intermediaries at schools
- Improving the digital capacity of schools by using the SELFIE tool for collective reflection
- Impacts of digital technologies on education and factors influencing schools’ digital capacity and transformation: A literature review
- For to all those who have, will more be given? Evidence from the adoption of the SELFIE tool for the digital capacity of schools in Spain
- Capturing schools` digital capacity: psychometrics analyses of the SELFIE self-reflection tool
- Teacher collaboration and students’ digital competence - evidence from the SELFIE tool
Science for Policy Reports
- Digital Transformation in Education through collective reflection and a whole school approach. Insights from the qualitative impact assessment of SELFIE (forthcoming)
- Scaling-up and integrating SELFIE tool for schools’ digital capacity in Education and Training systems
- Digital competence of a representative sample of Spanish schools
Technical Reports
- Digital capacity-building in compulsory education - Reflecting on and conceptualising key terms through a systematic literature review (forthcoming)