1. The document discusses measuring the impact of whole-school digital innovation in Estonian schools. It describes Estonia's strategy of implementing a digital turn in education through 1:1 computing initiatives.
2. A tool called "Digital Mirror" is presented for assessing schools' digital maturity across dimensions of infrastructure, pedagogical innovation, and change management. The tool was used to evaluate schools in Estonia's Samsung DigitalTurn project.
3. Lessons from empirical studies with vocational schools show that Digital Mirror is useful for schools to self-assess and benchmark their digital progress, though it may take time to fully adopt and interpret key concepts. The tool could be integrated with the European Dig
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Digital Mirror: Measuring the digital innovation maturity in Estonian schools
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
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
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. 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. 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. 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. 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
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
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. 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. 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. 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. Acknowledgments
Development of DigitalMirror is supported by
MobilitasPlus programme and ERA Chair project
CEITER in Tallinn University: CEITER.tlu.ee
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