Sampson@univ aegean 22052015

University of Piraeus
Department of Digital Systems
Centre for Research and Technology – Hellas (CE.R.T.H.)
Information Technologies Institute (I.T.I.)
D. G. Sampson 22-23 May 2015
Advanced Digital Systems and Services for Education and Learning (ASK)
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Systemic Technology-Supported Educational
Development: School Digital Competence Profiling
Demetrios G. Sampson
Senior and Golden Core Member IEEE
Professor, Department of Digital Systems, University of Piraeus, GREECE (until September 2015)
Professor, School of Education, Curtin University, AUSTRALIA (from October 2015)
Adjunct Research Fellow, Information Technologies Institute, Centre for Research and Technology, GREECE
Founder and Director, Advanced Digital Systems and Services for Education and Learning, EU
Co-editor-in-Chief, Educational Technology and Society Journal
Past Chair, IEEE Computer Society Technical Committee on Learning Technology
This work is licensed under the Creative Commons Attribution-NoDerivs-NonCommercial License. To view a copy of this
license, visit http://creativecommons.org/licenses/by-nd-nc/1.0 or send a letter to Creative Commons, 559 Nathan Abbott
Way, Stanford, California 94305, USA.

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… about the speaker…
 Professor, Department of Digital Systems, University of Piraeus, GREECE (until September 2015)
 Professor of Learning Technologies, School of Education, Curtin University, AUSTRALIA (from October 2015)
 Founder and Director, Advanced Digital Systems and Services for Education and Learning, EU (since 1999)
 Adjunct Research Fellow, Information Technologies Institute, Centre for Research and Technology, GREECE (since 1999)
 Co-Editor-in-Chief, Educational Technology and Society Journal (Ranked #3 in Educational Technology – Scholar Google)
 Past Chair, IEEE Computer Society Technical Committee on Learning Technology (2008-2012)
 Senior and Golden Core Member, IEEE Computer Society
 Co-author of 350 publications with at least 1630+ citations (h-index:21)
 Received 8 times Best Paper Awards in International Conferences on Learning Technologies
 Guest Editor of 28 Special Issues in International Journals
 Member of Editorial Board, 23 International Journals in Learning Technologies
 Keynote/Invited Speaker on 65 International and/or National Conferences in Learning Technologies
 General and/or Program Committee Chair in 40 International Conferences in Learning Technologies
 Program Committee Member in 400+ International and/or National Conferences in Learning Technologies
 Project Director, Principle Investigator and/or Consultant in 65 research projects with external funding 14M Euro (1991-
2016)

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Overview
 Why Transformative Innovations in School
Education need Digital Technologies ?
 Transformative Systemic Technology-Supported
Educational Development: the need for School
Digital Competence Profiling
 Current State-of-the-Art in Digital Competences for
Teachers, School Leaders and Schools
 Suggestions for a Research Agenda in School
Analytics

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Why Transformative Innovations in School
Education need Digital Technologies ?

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Digital Technologies:
 technology as an enabler for transformations
 use to provide learning experiences that would not
possible without the digital technologies

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Digital Technologies as an enabler for
incremental or disruptive transformations
to the way that individuals, groups and organizations
“learn” and the way to “assess” learning in 21st Century
Objectives: From acquiring new “knowledge” to develop new and
relevant “competences”
Methods: From “classroom” based teaching to “context-aware”
personalized learning
Assessment: From “life-long” degrees and certifications to “on-
demand” and “in-context” accreditation of qualifications

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«personalized learning»
teaching – scaffolding - feedback
(«learning experiences»)
adapted to
individual students

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Transformative Systemic Technology-
Supported Educational Development:
the need for School Digital
Competence Profiling

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• Solvable Challenges
 Integrating ICT in Teachers’ Education
 Students Low Digital Competences
• Difficult Challenges
 Creating Authentic Learning Opportunities
 Blending Formal and Informal Learning
• Wicked Challenges
 Supporting Complex Thinking and
Communication
 Students of Co-Designers of Learning
NMC Horizon Report Europe - Schools Edition, 2014. Available online at: http://cdn.nmc.org/media/2014-nmc-
horizon-report-EU-EN.pdf

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• Fast Trends 1-2 Years
 Growing Ubiquity of Social Media
 Rethinking the Role of Teachers
•Mid-range Trends 3-5 Years
 Increase focus on Open Educational
Resources
 Increase use of Hybrid Learning Design
•Long-term Trends 5 Years and more
 Evolution of Online Learning
 Rise of Data-Driven Learning and
Assessment
NMC Horizon Report Europe - Schools Edition, 2014. Available online at: http://cdn.nmc.org/media/2014-nmc-
horizon-report-EU-EN.pdf

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 Millions of Euros / USA $ have been spent all over the
world for purchasing and installing technologies in
schools – huge investments in infrastructure
 On the other hand, limited investments have been
planned and implemented in systematically developing
and assessing the essential digital competences for
school teachers and leaders – limited investments in
human resources
 These investments have led to limited educational
added-value and transformative impact at school
education …

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• We argue that the limited educational added-value is that: schools are
ecosystemic organizational entities, requiring holistic re-conceptualization
– Two core school organizational layers: “classroom (micro)” and “institution
(meso)”
– Operating within an overarching “macro” level
Macro Layer
Meso Layer
Micro Layer
• Policy Makers/Society
• Legislations/Accountability
• School Leaders
• “Business“ intelligence
processes
• School Teacher
• Teaching and Learning
processes

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• Therefore, technology-supported and technology-enabled
educational innovations affect (and are affected by) both school
organizational layers (micro-meso) – Holistic Approach
• Moreover, effective innovations with transformative impact for
school education should be driven by the exploitation of
evidence and educational data generated at both layers
(bottom-up approach)
• Key elements that affect the data-driven design and
orchestration of technology-supported and technology-enabled
educational innovations are the digital competences of school
teachers and leaders, as well as the school as an organization

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School
Digital
Competence
Teachers’
digital
competences
Leaders’
digital
competences
School
eMaturity
Digital competences of schools as organizations

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 Although in principle the systematic development and
assessment of appropriate educationally meaningful
digital competences for both school teachers and
leaders are recognized as a major element for the up-
take of technology-supported and technology-enabled
school innovations at large scale
 Still, both Initial (Pre-Service) and Continuing (In-
Service) School Teachers and Leaders Education is (in
most cases) predominately traditional, data-indifferent
and uninspiring in terms of scope, methods and
assessment

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 Itis assumed that all teachers are able to design and implement
technology-supported and technology-enabled school innovations using
a wide range of digital technologies for teaching and assessing their
students within the national curricula with limited additional
professional development
 Additionally, it is assumed that all school leaders are able to design and
implement strategic technology-supported and technology-enabled
school innovations, based on a wide range of educational data
 Even more, it is also assumed that all schools share more or less the
same level of educationally relevant digital competences (commonly
referred to as “e-maturity”) at organizational level to adopt technology-
supported educational innovation, just because they have installed the
same technological infrastructure

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What is the current State-of-the-
Art in Digital Competences for
Teachers, School Leaders and
Schools ?

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Teachers’ ICT Competence Profiles
 UNESCO ICT Competency Framework for Teachers (2011)
[http://tinyurl.com/ocaxgqk]
 International Society for Technology in Education (ISTE) Standards for
Teachers (2008)
[http://tinyurl.com/myft7rn]
 eTQF Teacher ICT Competency Framework (2010)
[http://tinyurl.com/kdlshup]
 Technological Pedagogical Content Knowledge (TPACK) (2006)
[http://www.tpack.org/]

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School Leaders’ ICT Competence
Profiles
 Interstate School Leaders Licensure Consortium (ISLLC) Standards on
Educational Leadership (2008)
[http://tinyurl.com/q69cogt]
 International Society for Technology in Education (ISTE) Standards for
Administrators (2009)
[http://tinyurl.com/nmbcurv]
 Australian Professional Standard for Principals and the Leadership Profiles
(2014) [http://tinyurl.com/ow54zdm]

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Schools’ ICT Competence Profiles
(eMaturity)
 NAACE ICT-MARK (2014)
[http://www.naace.co.uk/ictmark/srf]
 eLearning RoadMap – Ireland (2012)
[http://tinyurl.com/oly4a8a]
 Australasian Council on Open Distance and e-Learning Benchmarks (2014)
[http://tinyurl.com/noh3tvr]
 eLearning Maturity Model (2007)
[http://tinyurl.com/q6majjk]

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Suggestions for a Research
Agenda in this area
(“School Analytics”)

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 School Teachers: invest in new initial and continuing education which
is informed by the current demands for data-driven, technology-
supported and technology-enabled educational innovations and the
new role of the teacher
 School Leaders: select and train to understand, appreciate and
orchestrate data-driven, technology-supported and technology-
enabled educational innovations and the new role of the school
 Schools: measure and profile the level of educationally relevant
digital competences to adopt, apply and assess technology-supported
and technology-enabled educational innovations towards offering
better educational services for their stakeholders (students, parents,
the society-at-large)

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• Globally, large-scale national initiatives are being implemented
towards promoting the level and quality of Information and
Communication Technologies (ICT) use in school education.
• However, despite these efforts, the current level of ICT uptake from
schools remains low.
• Traditionally, a wide range of factors have been identified as barriers,
including lack of teachers' Digital Competences and lack (?) of ICT
infrastructure.
• Typically, these barriers are tackled separately without taking into
consideration the ecosystemic nature of schools as organizations.
• We propose that a holistic approach on School Digital Competence,
based on combining both individual Teachers' and School Leaders’
Digital Competences and School’s eMaturity, is needed.

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S. Sergis, P. Zervas and D. Sampson, “A Holistic Approach for Managing School ICT Competence Profiles Towards Supporting School ICT
Uptake”, International Journal of Digital Literacy and Digital Competence (IJDLDC), 5(4), 33-46.

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Supporting data-driven school leadership
• Moreover, school leaders and school teachers require holistic data-driven
decision making (DDDM) support towards designing and orchestrating
technology-supported and technology-enabled educational innovations at
both “micro” and “meso” school layers
• However, existing DDDM (i.e., Analytics) systems and methodologies do
not fully support core leadership tasks due to their restrictive scope in
terms of :
– data collection (isolated data harvesting from each school layer) [1]
– data analysis (limited support for school teacher/leader tasks
through holistic data analysis) [1, 2]
[1] S. Sergis and D. Sampson, "School Analytics: A Framework for Supporting Systemic School Leadership", in J. M. Spector, D. Ifenthaler, D. Sampson and P. Isaias (Eds.), "Competencies,
Challenges and Changes in Teaching, Learning and Educational Leadership in the Digital Age", Springer, [Submitted for Publication]
[2] S. Sergis and D. Sampson, “Data Driven Decision Making For School Leadership: A Critical Analysis Of Supporting Systems”, in Ronghuai Huang, Kinshuk, and J.K. Price (Eds.), "ICT in
education in global context: comparative reports of K-12 schools innovation", Springer, [Submitted for Publication]

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• Two core Analytics approaches have been proposed for supporting
educational decisions:
– Academic Analytics: addressed at Higher Education Institutions for
supporting mainly meso layer leadership processes
– Learning Analytics: addressed at all types of Education Institutions for
supporting mainly micro layer leadership processes
• Moreover, existing Analytics systems exploit available educational
data from each school organizational layer in isolation, thus lacking a
systemic approach for supporting leadership tasks and complex
educational decision making.
S. Sergis and D. Sampson, "School Analytics: A Framework for Supporting Systemic School Leadership", in J. M. Spector, D. Ifenthaler, D. Sampson and P. Isaias (Eds.), "Competencies,
Challenges and Changes in Teaching, Learning and Educational Leadership in the Digital Age", Springer, [Submitted for Publication]

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Effective (K-12) school leadership comprises tasks which span both school organizational
layers and exploit institution-wide educational data
Core School Leadership Tasks Examples of data types used School Layer
Learning Process Design and Monitoring • Teaching method employed
• Educational resources used
Micro
Learning Process Evaluation • Level of use of educational resources
• Learner assessment results
Learner Performance Monitoring • Attendance rates
• Level of engagement
Learner Performance Evaluation • Learner assessment results
Curriculum Planning • Learner assessment results
• School available resources
Meso
Teaching Staff Management and Recruiting • Teaching methods employed
• Competence management
• Professional Development activitiesTeaching Staff Professional Development
District Stakeholder Accountability • Student retention rates
Infrastructural Resource Management • School physical / digital infrastructure
Financial Resource Management • School budget
Learner Data Management • Learner demographics
S. Sergis and D. Sampson, “Data Driven Decision Making For School Leadership: A Critical Analysis Of Supporting Systems”, in Ronghuai Huang, Kinshuk, and J.K. Price (Eds.), "ICT in

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• Therefore, existing analytics approaches do not fully
accommodate the needs of data-driven school leadership in
terms of task support and educational data collection
• We have proposed that a “School Analytics” approach is
required for:
– targeting the specific context of K-12 school leadership in terms of
educational data requirements and leadership tasks
– harvesting granulated educational data from both school layers
– exploiting them in an intertwining manner towards supporting leadership
tasks on both school layers
– driving systemic design and implementation of educational innovations
through data-driven, evidence-based strategic planning
S. Sergis and D. Sampson, "School Analytics: A Framework for Supporting Systemic School Leadership", in J. M. Spector, D. Ifenthaler, D. Sampson and P. Isaias
(Eds.), "Competencies, Challenges and Changes in Teaching, Learning and Educational Leadership in the Digital Age", Springer, [Submitted for Publication]

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School Analytics can provide a backbone framework for
designing school leadership analytics systems to:
– gather evidence of the impact of educational innovations in
schools on both organizational layers (e.g., unravel classroom
“black box” by extensive data monitoring)
– identify causal links between school organizational inputs and
outputs (e.g., correlate student outcomes to specific teaching
practices employed within specific learning contexts)
– generate evidence-based recommendations for strategic
holistic school improvement (e.g., targeted teacher recruitment
and resource allocations)
S. Sergis and D. Sampson, "School Analytics: A Framework for Supporting Systemic School Leadership", in J. M. Spector, D. Ifenthaler, D. Sampson and P. Isaias

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Relevant Publications in this
Research Agenda

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 S. Sergis and D. Sampson, "From Teachers’ to Schools’ ICT Competence Profiles", in D. Sampson, D. Ifenthaler, J. M. Spector and P. Isaias, (Eds.), Digital Systems for
Open Access to Formal and Informal Learning, Springer, ISBN 978-3-319-02263-5, Chapter 19, pp 307-327, September 2014
 S. Sergis and D. Sampson, "Towards a School ICT Competence Profiling Framework", In Proc of the 14th IEEE International Conference on Advanced Learning
Technologies (ICALT 2014), Athens, Greece, IEEE Computer Society, 7-10, July 2014.
 P. Zervas, K. Chatzistavrianos and D. Sampson, "Towards Modeling Teachers’ ICT Competence Profile in Europe", in R. Huang, Kinshuk and J.K. Price (Eds.), ICT in
Education in Global Context, Springer, July 2014
 S. Sergis, I. Sholla, P. Zervas and D. Sampson, “Supporting School ICT Uptake: The ASK School ICT Competence Management System”, 8th International Conference on
Interactive Mobile and Computer Aided Learning 2014 (IMCL2014), Thessaloniki, Greece, 13-14 November 2014
 S. Sergis, P. Zervas and D. Sampson, “A Holistic Approach for Managing School ICT Competence Profiles Towards Supporting School ICT Uptake”, International Journal
of Digital Literacy and Digital Competence (IJDLDC) [Submitted – Under Review]
 S. Sergis and D. Samson, “Learning Objects Recommendations for Teachers based on elicited ICT Competence Profiles”, IEEE Transactions on Learning Technologies,
[Accepted for Publication]
 S. Sergis and D. Sampson, " Eliciting Teachers' ICT Competence Profiles Based On Usage Patterns Within Learning Object Repositories", In Proc. of the IEEE
International Conference on Technology in Education 2014 (IEEE T4E2014), Amrita University, Amritapuri, India, 18-21, December 2014
 S. Sergis, P. Zervas and D. Sampson, "ICT Competence-based Learning Object Recommendations for Teachers", In Proc. of the IADIS 11th International Conference on
Cognition and Exploratory Learning in Digital Age (CELDA2014), Porto, Portugal, 25-27, October 2014
 S. Sergis, P. Zervas and D. Sampson, "Towards Learning Object Recommendations based on Teachers’ ICT Competence Profiles", In Proc. of the 14th IEEE International
Conference on Advanced Learning Technologies (ICALT 2014), Athens, Greece, IEEE Computer Society, 7-10, July 2014
 S. Sergis and D. Sampson, "Enhancing Learning Object Recommendations for Teachers Using Adaptive Neighbor Selection", In Proc. of the 15th IEEE International
Conference on Advanced Learning Technologies (ICALT 2015), Hualien, Taiwan, 6-9, July 2015
 P. Zervas, S. Sergis, D. Sampson and S. Fyskilis, "Towards Competence-Based Learning Design Driven Remote and Virtual Labs Recommendations for Science
Teachers", Technology, Knowledge and Learning, Springer [Accepted for Publication], June 2015
 J.M. Spector, D.G. Sampson and D. Ifenthaler, Competencies, Challenges and Changes in Preparing Teachers and Leaders for 21st Century (or Digital Age) Education,
Springer [in preparation – to be published October 2015]
 P. Zervas and D. Sampson, "Supporting the assessment of problem solving competences through inquiry-based teaching in school science education: the Inspiring
Science Education tools", in Ronghuai Huang, Nian-Shing Chen and Kinshuk (Eds.), "Authentic Learning through Advances in Technologies” Springer, [Submitted for
Publication]
 S. Sergis and D. Sampson, "School Analytics: A Framework for Supporting Systemic School Leadership", in J. M. Spector, D. Ifenthaler, D. Sampson and P. Isaias
 S. Sergis and D. Sampson, "Data Driven Decision Support For School Leadership: Analysis Of Systems", in Ronghuai Huang, Kinshuk, and Jon K. Price (Eds.), "ICT in

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… if you wish to stay in contact with us …
e-mail: sampson@iti.gr
skype: dem-sampson
twitter: @dem-sampson
Slideshare:
http://www.slideshare.net/Demetrios_Sampson
www.ask4research.info

Sampson@univ aegean 22052015

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