000 03786nam a2200469 i 4500
999 _c6610
001 00006610
003 ES-MaONT
005 20210929062617.0
008 210621s2021 eu b fs i000 0 eng d
020 _a978-92-76-38651-3
022 _a1831-9424
024 _d.
_a10.2760 / 947402
040 _aES-MaONT
100 1 _95066
_aCastaño Muñoz, Jonatan
245 1 0 _aAnalysing the digital capacity of Spanish schools using SELFIE
_b: An early diagnosis for a better response to COVID and beyond
_c/ Castaño Muñoz, J., Weikert García, L., Herrero Rámila, C.
260 _aLuxembourg :
_bPublications Office of the European Union,
300 _a41 p. :
_btablas ;
_c1 documento PDF
336 _2isbdcontent
_atexto (visual)
337 _2isbdmedia
338 _2rdacarrier
_arecurso en línea
490 _aJRC Science for Policy Report
504 _aBibliografía: p. 34
520 _aThe 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.
540 _aThe reuse policy of the European Commission is implemented by the Commission Decision 2011/833/EU of 12 December 2011 on the reuse of Commission documents (OJ L 330, 14.12.2011, p. 39). Except otherwise noted, the reuse of this document is authorised under the Creative Commons Attribution 4.0 International (CC BY 4.0) licence
650 7 _aEducación digital
651 0 _92183
653 7 _aeducación digital
653 7 _acompetencias digitales
653 7 _acentros educativos
653 7 _acapacidad digital
653 7 _aCOVID-19
653 7 _aprofesorado
653 7 _aalumnos
653 7 _amétodos de enseñanza
653 7 _aherramienta SELFIE
700 1 _95067
_aWeikert García, Lilian
700 1 _95103
_aHerrero Rámila, C.
710 _aComisión Europea
_bCentro Común de Investigación
830 _93687
_aJRC Science for Policy Report
856 4 2 _uhttps://publications.jrc.ec.europa.eu/repository/handle/JRC125197
_yAcceso al documento
942 _cINF