Digital Technology and Practices for School Improvement: Innovative Digital School Model

Autor/inn/en	Ilomäki, Liisa; Lakkala, Minna
Titel	Digital Technology and Practices for School Improvement: Innovative Digital School Model
Quelle	In: Research and Practice in Technology Enhanced Learning, 13 (2018), Artikel 25 (32 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1793-7078
DOI	10.1186/s41039-018-0094-8
Schlagwörter	Educational Technology; Educational Improvement; Models; Educational Practices; Best Practices; Educational Innovation; Institutional Mission; Leadership + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Teaching improvement; Unterrichtsentwicklung; Analogiemodell; Bildungspraxis; Instructional innovation; Bildungsinnovation; Führung; Führungsposition
Abstract	The aim of this study was to create a model which describes the main elements for improving schools with digital technology and helps to reveal differences between schools and identify their best practices and challenges. The innovative digital school model (IDI school) offers a framework for research but also a research-based model for schools to examine their own practices with digital technologies. The model combines previous research on school improvement, creation of innovations, and digital technology in education as a special case of innovations and learning as knowledge creation to define six main elements describing an innovative, digital school: visions of the school, leadership, practices of the teaching community, pedagogical practices, school-level knowledge practices and digital resources. The model was applied to investigate three basic education schools. The results indicate that the model worked: we found essential differences between the schools and their best practices and challenges for improvement. It worked particularly well for those elements, which are mainly the responsibility for leadership inside a school. The differences of various elements between schools were not based on socioeconomic background but on the school-level practices. As a conclusion, we suggest that to improve schools with digital technology, all elements of the model should be included in the evaluation and development process. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01