In this practical activity, I will show you a new innovation created by Estonia and I will compare it with another 2 innovation projects one in France and another in Israel.
Context and description
Estonia had made an education change. This country is adapting his lessons with technology.
As we can see in this graphic the Estonian’s country is not the most digital country but they have made a necessary education change.
They incorporated digital competence in schools
. For making this task easier Estonia created the Digital Competence Framework for Educators (DigCompEdu). It is a rubric to keep and improve their students in digital skills.
The evaluation is based on the International Society for Technology in Education
(ISTE), a center with professional educators whose main purpose is to make technological research. As an example of their work, you can find in the website “how augmented reality can help autistic students with social-emotional learning”.
Figure 1. Screenshot of Digital Economy and Society Index (DESI). By the European Commission.
Explain why it is relevant
In my opinion, is an essential innovation project in digital schools where the daily routine includes digital tasks and books. Furthermore, nowadays teachers in digital schools do not have a quantitative way of evaluating this new way of learning.
Another point of view is that this innovation still need improvements. Spanish people are not the same as Estonian’s citizens so Spanish either researchers or teachers will need to adapt this innovation to Spanish students.
Schleicher (cited in Caena and Redecker, 2018) emphasizes the next premise: “Research on brain plasticity (which is particularly high in childhood) associates the use of technology with short‐term changes in mood and arousal, as well as with long‐term alterations in brain and behavior”.
I also realized that is the first project I have seen which helps teachers to get a quantitative evaluation and where you evaluate all digital competences. Digital skills not only help students to improve creativity it also helps to get better grades. Aquil F. Bayyan (2016) says that the relationship one-to-one mobile technology increased the number of students who have passed their exams.
We must eradicate the idea that technology doesn’t help our students to study. With the correct use of it we can acquire the best of them.
I am going to compare this project with the “Scratch Aveyron” which is a project created in the south of France. It consists in teach French primary students how to build algorithms on the computer.
Obviously it is focus in simple instructions and you achieve that your students acquire new skills like motivation, creativity or numerical thinking. If we achieve adapting the DigCompEdu rubric to this project we can show the rest of the world that learning and having fun can go together.
With the Scratch Averyon project, we will get students prepared for the future, better adapt to society and also with a medium-high level of computer skills. It is a learning based on resolving challenges. Using this method we motivate our students.
Do you still thinking that we can not teach with technology?
Well if you still think that it can be because you don’t know too much about technology or you haven’t got any new ideas. I have a solution to this problem but it is not near Spain. We have to go to Israel to find the learning communities.
It consists in a conference with about 15 or 20 teachers where they share methodologies, pedagogical methods and also these communities provide a safe space so teachers can discuss their challenges or needs without a judge.
I think that in these 3 innovation methods we can get a lot of new ideas to apply them in Spain. There are suitable for each other so we can mix them or create something new. I also consider that is an interesting project and we could get something good of combining them.
I would create a project with the main ideas of the Scrath Aveyron and their challenges; do the evaluation with the help of the DigCompEdu rubric and for getting new methodology ideas I would set up the Israel community. In this way we can achieve a digital school.
I would like to emphasize that there is a dire need to create fair evaluations and fair methodologies. We can not pretend that our students finish the 4th of primary with more knowledge than we are teaching or without giving them the correct protocol for learning that. Also, a fair evaluation is something indubitable difficult by the reason of we are not children and we do not think like them. And many times two students can think very different and be in a different development stage.
- European Commission. (2018). Screenshot Digital Economy and Society Index (DESI) [Figure 1]. Retrieved from http://ec.europa.eu/information_society/newsroom/image/document/2018-20/ee-desi_2018-country-profile_eng_B43FFF58-F3FD-633C-F5833D8295BB9EB0_52221.pdf.
- Bayyan, Aquil F.(2016). ONE-TO-ONE MOBILE TECHNOLOGY AND STANDARDIZED TESTING: A QUANTITATIVE EX POST FACTO STUDY. Forest of the rain. Retrieved from https://www.forestoftherain.net/uploads/3/5/8/2/3582998/aquil_f._bayyan.pdf
- European Commission. (2018). Digital Economy and Society Index (DESI). Retrieved from http://ec.europa.eu/information_society/newsroom/image/document/2018-20/ee-desi_2018-country-profile_eng_B43FFF58-F3FD-633C-F5833D8295BB9EB0_52221.pdf
- European Commission. (2019). The European Framework for the Digital Competence of Educators. Retrieved from https://ec.europa.eu/jrc/en/digcompedu
- Licht, A.H, Tasiopoulou, E., Wastiau, P. (2017). Open Book of Educational Innovation. Belgium: European Schoolnet.