The Analysis of Digital Maturity of Schools in Croatia

Abstract

Abstract-This paper presents results of a large pilot project among Croatian primary and secondary schools focused on digital maturity of schools. It explores relationships between indicators that influence the overall digital maturity level of a school with the main aim to identify the main drivers of digital maturity. It also reveals key steps in the development of the Framework for Digitally Mature Schools in Croatia and the instrument for assessing digital maturity of schools. The instrument evaluation involved 151 primary and secondary schools in Croatia that were assessed against maturity levels. Descriptive statistics is used to identify and explain correlations between 38 indicators of digital maturity of schools. Results obtained from the instrument show that 50 percent of schools in Croatia are in the initial phase of maturity and 43 percent of them are e-enabled which in respect to 5 different maturity levels corresponds to levels 2 and 3 respectively. An on-line system developed for this purpose, besides it features the instrument itself and enables schools to benchmark between themselves, identifies critical indicators for each school that require improvement in order for school to make progress against maturity level.

Teacher collaboration and students’ digital competence - evidence from the SELFIE tool

“…2. Based on the concepts of organisational capability (Killen, Beetham, and Knight 2017) and schools digital maturity (Balaban, Redjep, and Calopa 2018) we define digital capacity as the extent to which culture, policies, infrastructure as well as digital competence of students and staff support the effective integration of technology in teaching and learning practices (Costa, Castano-Munoz, and Kampylis 2021). 3.…”

Análisis del proceso de digitalización de un centro de Enseñanza Secundaria desde el modelo DigCompOrg

“…Sin embargo, tal y como se emana de nuestro estudio, no se hace suficiente hincapié en el desarrollo de una cultura digital de la propia institución educativa que permita una integración eficaz de las tecnologías de aprendizaje digital en la Educación Secundaria. En la línea con lo que plantean diferentes autores (Balaban et al, 2018;Chopra, 2019;, el modelo DigCompOrg nos ha permitido realizar una autoevaluación y reflexión acerca del uso que se está haciendo de las tecnologías en nuestro centro educativo para establecer un plan de acción, objetivos estratégicos y tareas individuales y colectivas que posibilitan tomar medidas que refuerzan su compromiso con las pedagogías digitales y que permiten abordar el proceso de digitalización del centro desde una perspectiva más holística y sistémica, incorporando a todos los agentes educativos participantes en la vida de las organizaciones educativas (Prendes, Román y González, 2021).…”

“…Brolpito et al (2016) señalan que DigCompoOrg promueve un enfoque sistémico de evaluación que incluye a los actores principales en el proceso de enseñanza y aprendizaje. En esta línea, diversos estudios apuntan a la utilidad de este modelo para evaluar las acciones educativas encaminadas al logro de una digitalización estratégica de los centros educativos (Balaban et al, 2018;Chopra, 2019;.…”

Methodology for Developing Digital Maturity Model of Higher Education Institutions

“…The concept of digital maturity for educational institutions is important because of the growing influence of ICT in education. The European Commission points to the importance of digital maturity and provides support for digital maturity through policies and programs currently being implemented [7]- [9]. Digital maturity can be achieved by the digital transformation of the institution, by planning the application of ICT in business, and by learning and teaching.…”