Analysing the digital capacity of Spanish schools using SELFIE : An early diagnosis for a better response to COVID and beyond / Castaño Muñoz, J., Weikert García, L., Herrero Rámila, C.
.-- Luxembourg : Publications Office of the European Union, 2021
.-- 41 p. : tablas ; 1 documento PDF
.-- (JRC Science for Policy Report).
Bibliografía: p. 34
The study shows some strengths of the Spanish education system. Spanish schools from the 3 education levels analyzed, have good results in the areas “Pedagogy: Supports and resources” and “Infrastructure and equipment”. Moreover, regarding students’ digital competence, the study also reveals positive aspects: the development of responsible and safe use of technology is present at all education levels and, in ISCED 2 and 3, schools also focus their efforts on communication skills and content creation. The areas related to leadership of the schools to promote digitalization and opportunities for continuous professional development in the use of digital technologies by teachers also show good results. Overall, the above results show that, in Spain, the first steps of the digitalization process have already been completed. Therefore, future actions or decisions to be taken should progress and focus on the advanced use of digital technologies. In this sense, it is important that teachers move towards advanced uses of digital technologies to develop learning activities, both inside and outside the classroom. With regard to assessment practices, the results of the study indicate that it is necessary to deepen the usefulness of digital technologies to facilitate a personalized and formative assessment that includes relevant and timely feedback. The study also shows that, before the COVID-19 crisis, the use of virtual learning environments was not a fully widespread practice. Making the use of virtual learning environments more generalised and promoting knowledge of their functionalities is useful in exceptional situations such as the COVID19 disruption but can also contribute to a better organization of learning and communication activities under normal circumstances.
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978-92-76-38651-3
1831-9424
10.2760 / 947402 . doi
Educación digital
España
educación digital competencias digitales centros educativos capacidad digital COVID-19 profesorado alumnos métodos de enseñanza herramienta SELFIE