11. Educational Improvement and Quality Assurance
Paper
Evaluation of Learning Management System of Culture-Based Multilingual Blended-Learning Course for Adult Learners Implemented during Covid-19 Pandemic
Ineta Luka
Turiba University, Latvia
Presenting Author: Luka, Ineta
Due to the Covid-19 pandemic, the world experienced a technological boom in education, especially in formal education. The popularity of e-learning, online learning, blended-learnig (BL) has increased with applying them to non-formal adult education (Wiliamson et al., 2020). Various BL courses and tools have been created for adult non-formal learning, for example, applying BL for adult learners’ literacy classrooms (Rosen, 2019), specific professional development (Macumber, 2021), organizational learning (Sutherland, Porter, 2019), mindfulness and well-being courses (McGarvie, 2020), adults’ social inclusion and social capital (Cocquyt et al., 2019), developing language skills (Erickson, 2019), adult engagement in learning communities (Abedini, Abedi, Zowgi, 2021) and others.
The current research was conducted in the Erasmus+ project “Cultural knowledge and language competences as means to develop 21st century skills” involving six EU countries: Croatia, Latvia, Slovenia, Romania, Poland, Czechia (Project No.2018-1-HR-01-KA204-047430; 2018-2021).
The project aims to develop adult learners’ 21st century skills and foster learners’ knowledge of the rich European cultural heritage and its values by applying innovative learning approaches and materials consequently improving people’s education level and bringing them closer to cultural heritage, history and the common values of Europe, enhancing their overall development and employability.
3 comprehensive outputs have been created: two BL courses and LLL guidelines for adult educators. In ECER2019 the course construct was presented (Luka, 2019), in ECER2021 the results of the English language course implementation (O1 Output) were presented (Luka, 2021a, b), in ECER2022 implementation of the “Culture-based multilingual blended-learning course for adult learners” in 10 languages (EN, HR, LV, Sl, PL, CZ, HU, RO, DE, FR) in the 6 countries was introduced (Output 2) (Luka, 2023). The contribution of ECER2023 deals with the evaluation of the learning management system (LMS) (Output 1 & 2), since learning environment is a crucial part of BL. The course employs generic model by Wang (2008) comprising three components: pedagogy (makes learning meaningful, authentic and relevant to learners), social interaction (ensures interaction with peers, teachers, experts), technology (interaction with content and with people is implemented through the interaction with the interface). This model enables securing learner engagement (Shi et al., 2021).
Technology-supported learning environments in education have been in the focus of researchers for more than twenty years (Müller & Wulf, 2021).Recent research on LMS implies that LMS must be user-friendly (Hofmeister & Pilz, 2020), interactive (Gao et al., 2020) and innovative (Patra et al., 2021). It has to offer synchronous and asynchronous interaction opportunities (Ruscanda et al., 2021), consider learners’ learning styles (Carrillo, Flores, 2020) and provide a feedback to learners (Ionescu, 2020). Hence, it is crucial to create such a LMS that would support the use of various teaching/learning methods (pedagogical content), involve learners in interaction (social component), and secure the learning process technologically (technological component).
The topicality of this research is underlined by the target groups of learners – alongside with regular adult learners, adults with certain barriers to learning (cultural, social, econonomic, geographic, and having learning difficulties) and the course implementation during the pandemic period predominantly in an online-only BL format. Thus, the BL course and the LMS required the incorporation of specific features. Hence, the evaluation of the LMS after the course acquisition is very important.
The aim of this paper is to evaluate the suitability of the LMS for the implementation of a BL adult learning course for various target groups in the six partner countries during the COVID-19 pandemic, when novel ways of teaching/learning had to be found.
The research question: How do the learners evaluate the LMS and is it suitable for implementation of a BL adult learning course for adults with barriers to learning?
Methodology, Methods, Research Instruments or Sources UsedThe research period: March 2020 – January 2021.
Comparative research design (Boeren, 2019) was appied to evaluate the results overall and compare them among the six partner countries. The course participants chose modules according to their interests. Each module required 20-30 hours of work. After the course, participants filled in a paper-based questionnaire comprising 3 parts: 1) socio-demographic data (11 questions), 2) evaluation of the LMS (6 questions), content of the modules (9 questions) and 9 questions evaluating their skills’ development (all 5-point Likert scale), 3) evaluation of learning styles of learners (12 ranking questions – from 1 to 4). This contribution analyses the evaluation of the LMS. The tool measured the usefulness and visuality of the LMS, how interesting it was, the ease of understanding how to operate it, if learners will suggest the LMS to other learners and if they had used a similar LMS before.
Data were analysed by IBM SPSS Statistics 23 software employing descriptive statistics (frequencies, percentages, means and modes), Cronbach’s Alpha reliability test (α=0.924), inferential statistics tests (to elicit significant differences among the six countries and among different groups of learners).
Research sample: 638 adult learners – 83 (13%) from Croatia, 111 (17.4%) from Latvia, 122 (19.1%) from Poland, 111 (17.4%) from Romania, 104 (16.3%) from Slovenia, 107 (16.8%) from Czechia. 410 (64.3%) female, 228 (35.7%) male, aged 18-65 and older. 1/3 of the course participants (209 learners out of 638 or 32.8%) were learners with barriers to learning: in total 67 learners (10.5%) had cultural and social barriers to learning, 73 learners (11.4%) had geographic barriers, 41 learners (6.4%) had economic obstacles to learning and 28 learners (4.4%) were with learning difficulties requiring special educational treatment. 429 (67.2%) were regular adult learners.
In accordance to Brancati (2018), research ethics was observed guaranteeing participants’ anonymity, voluntary participation and causing not physical nor psychological harm to them.
Research limitations: The LMS and the course were designed in 2019 but held during the pandemic period. The strict restrictions introduced into the countries because of the pandemic, influenced the course implementation and the results. In Latvia, Czechia and Croatia the face-to-face stage was implemented partly in the classroom, partly using video conferencing apps, in Poland and Romania the course was implemented as complete online-only BL course, Slovenia was the only country wherein the course was implemented in a traditional BL format.
Conclusions, Expected Outcomes or FindingsLearners found the LMS useful (Mean=4.1113, Mode=4.00), visually appealing (Mean=3.7868, Mode=4.00), interesting (Mean=4.0235, mode=4.00). Although they had not used a similar LMS before (Mean=2.5956, Mode=2.00), it didn’t take them too long to understand how to use the LMS. Consequently, they were ready to suggest the LMS to other learners (Mean=3.5956, Mode=4.00). Thus, overall findings indicate the fulfilment of the requirements of a user-friendly LMS.
Significant differences were discovered among the countries concerning all questions (p=0.000). Romanian learners found the LMS significantly more useful (Mean Rank=372.59) and visually appealing (Mean Rank=360.15) than Polish learners (Mean Rank=283.28 and 245.26). Czech learners found it significantly more interesting (Mean Rank=398.84) than Polish (Mean Rank=238.84) and Croatian (Mean Rank=251.64) learners. Slovenian learners found it easier to understand the LMS use. Romanian and Czech learners were more ready to suggest the LMS to other learners.
Differences among the countries may be explained by their specific target groups of learners. Learners with barriers to learning (Mean=4.0622) found the LMS significantly more interesting than regular learners (Mean=4.0047). At the same time fewer of them had used a similar LMS before (Mean Rank=2.2584) compared with regular learners (Mean Rank=2.7599) and it was more difficult for them (Mean Rank=3.0766) than for regular learners (Mean Rank=2.5221).
Learners with cultural, social, economic obstacles found the LMS significantly more useful and visually appealing than other groups of learners. Learners with economic barriers found the LMS significantly more interesting than others. Seniors with learning difficulties gave the lowest evaluation in all the criteria. Learners with geographic obstacles understood the LMS use much faster than other groups of learners. Learners with cultural, social, geographic obstacles were more willing to recommend the LMS to other learners.
To conclude, this LMS is suitable to all groups of learners but some groups need more pedagogical and technological assistance.
References*Abedini, A., et.al. (2021). Adult learning in online communities of practice: A systematic review. BJET, 52(4),pp.1663-1694.
*Boeren, E. (2019). International and Comparative Research Design. L.Hamilton, J.Ravenscroft (Eds.) Building Research Design in Education (131-150). London:Bloomsbury Academic.
*Brancati, D. (2018). Social Scientific Research. LA:SAGE.
*Carrillo, C., Flores, M.A. (2020). COVID-19 and teacher education: a literature review of online teaching and learning practices. European Journal of Teacher Education, 43(4),pp.466–487.
*Cocquyt, C., et.al. (2019). Examining the role of learning support in blended learning for adults’ social inclusion and social capital. Computers and Education, 142,pp.1-19.
*Erickson, B. (2019). Blended Learning among Adult English as a Second Language Programs. Culminating Projects in Education Administration and Leadership.
*Gao, B.W., et.al. (2020). The effect of blended learning platform and engagement on students’ satisfaction – the case from the tourism management teaching. Journal of Hospitality, Leisure, Sport & Tourism Education, 27, 100272.
*Ionescu, C.A., et.al. (2020). Sustainability Analysis of the E-Learning Education System during Pandemic Period COVID-19 in Romania. Sustainability, 12, 9030.
*Luka, I. (2019). Creating a Culture-Based Language Learning Course for Developing Adult Learners’ 21st Century Skills. Journal of Education Culture and Society, 10(2), pp.151-169. https://doi.org/10.15503/jecs20192.151.169
*Luka, I. (2021a). Developing Adult Learners’ Language Competence in Culture-Based Blended-Learning Course. Acta Universitatis Sapientiae, Philologica, 13, 2, pp.71-92, DOI:10.2478/ausp-2021-0014
*Luka, I. (2021b). European cultural heritage and skills development course for adult learners’ self-development. Journal of Education Culture and Society, 12(2), pp.505-526, https://doi.org/10.15503/jecs2021.2.505.526
*Luka, I. (2023). Implementation of a blended learning course for adult learners during the COVID-19 pandemic. Quality Assurance in Education, 31(1), pp.91-106. https://doi.org/10.1108/QAE-03-2022-0061
*Macumber, C. (2021). Effective Implementation of Blended Learning. Iowa:Northwestern Cpllege.
*McGarvie, S. (2020). Attentive amelioration: developing and evaluating an applied mindfulness programme for psychologists.
*Rosen, D.J. (2019). Blended Learning Program Development. Adult Literacy Educaation, 1(2),pp.84-86.
*Rucsanda, M.D., et.al. (2021). Students' Attitudes Toward Online Music Education During the COVID 19 Lockdown. Frontiers in Psychology, 12, 753785.
*Shi, Y., et.al. (2021). Investigating relationships among blended synchronous learning environments, students’ motivation, and cognitive engagement: A mixed methods study, Computers & Education, 168, 104193.
*Sutherland, R., Colin, P. (2019). Reporting from the Test Kitchen: Blended Leaarning at New Leaders. NY: Nw Leaders.
*Wang, Q. (2008). A generic model for guiding the integration of ICT into teaching and learning. Innovation in Education and Teaching International, 45(4),pp.411-419.
*Williamson, B., et.al. (2020). Pandemic politics, pedagogies and practices: digital technologies and distance education during the coronavirus emergency. Learning, Media and Technology, 45(2),pp.107-114.
11. Educational Improvement and Quality Assurance
Paper
Using Technology Pedagogy Content Knowledge Framework for Pedagogical Efficiency in Digital Learning
Mudassir Arafat
International College of Cosmetology, Latvia
Presenting Author: Arafat, Mudassir
Modern-day twenty-first-century education is now being constructed around the pillars of a framework that supports and dwells on Information and Communication Technology in the learning process. Nowadays, teachers are supposed to develop a pedagogical approach that integrates and blends with technology in learning. Often seen many digital learning tools are complex demanding special training, thus forcing teachers not to practice it in their pedagogical approach.
TPACK is a framework that highlights the labyrinth involved with the adoption of a particular digital learning tool and its use between the three basic components of knowledge (technology, pedagogy, and content). This particular article takes a deeper dive into the TPACK framework and how essential it is to integrate technology into education with ease.
Hernawati & Jailani (2019) argue that the birth of the internet has changed the way we perceive learning. According to Schoenl & Fusarelli (2008), it is stated that the exercise of ICT as a medium for instructional tools and the pedagogical capabilities of teachers are the reasons to support the learning organization as well as teachers to face the problems that might arise whilst developing the students’ learning skills.
This study aims at helping HEIs understand and validate the practice of their digital learning tools by teachers and learners. The aim of the research: evaluate the digital efficiency of teachers and learners with digital tools and identify the steps to be taken in order to make the learners and teachers digitally capable to practice the digital learning tools with ease.
As described by Harris & Matt Koehler (2009), Technological Pedagogical Content Knowledge (TPACK) framework aims to identify the concept of digital learning needed by teachers for novelties in their pedagogical approach. TPACK simultaneously aims to answer the likeliness of confusion, as well as the complex stacked type of the teacher's information.
Chai. et.al (2013) have reviewed 74 journal papers that investigated ICT integration with the TPACK framework. The understanding of the TPACKs must be learned by the teachers to efficiently enforce ICT in the classroom. TPACK is a framework for teachers, educators, and students that addresses the issue of incorporating technology into learning which has been exercised apart from content learning and pedagogical education.
Further discussions: As stated by Steinle & Lynda Ball (2013), every teacher has their own TPACK capabilities to harness when it comes to digital tools for learning, such as a mathematics teacher needs to have the skills of a well-connected CK and PCK, that a teacher can have the freedom to enter tweak or modify pre-lecture and post-lecture for interactive, monitored and effective learning.
Case studies & arguments: study conducted in Tanzania by Patrick et.al (2016), Africa showed that more than 50% of teachers in terms of preparedness for classroom technology integration were not prepared with the content or the knowledge of the ICT for education at their research institution. With such a percentage index and the lack of technological knowledge in modern-day society, a teacher would make knowledge transferred to other learners completely obsolete.
Final statements: There is still a fair share of critics for TPACK, but the framework is still relevant. Various communities implement different aspects of TPACK globally. Mary C. Herring (2016) indicates that TPACK’s official website has over 6,000 registered users who have common shared interests that together have compiled a detailed bibliography of TPACK-related literature involving over 600 articles
Methodology, Methods, Research Instruments or Sources UsedThe study uses the SLR method (systematic literature review) for its analysis and expert interviews, and the conclusion is based on the literature arguments and analysis supported by expert evaluation.
Literature review is a method that helps to compose, clarify and focus the subject of a study. Literature reviews are useful when the aim is to provide an overview of the body of current literature in a certain area or to examine the validity or accuracy of a theory or competing theories (Snyder, 2019). In addition, Tranfield, Denyer, & Smart (2003) claim that SLR is useful when establishing research questions and need answers regarding specific points or issues in the field.
The SLR aims in the direction to give an overview of how the exercise of digital learning tools for education can be exploited to its optimum potential by incorporating the TPACK framework capability of the teachers and how it can influence on the students’ performance. Additionally, semi-structured expert interviews were conducted to validate the results of the SLR.
Sampling: For this article, the data sampling is done as per the academic needs. The cited articles and journals that have been analyzed and studied are the ones that describe the benefits of the TPACK framework and talked about its limitations. Articles that discussed case studies were given higher priority, as they give an anchored validation to the systematic literature review. The emphasis was given to articles with keywords (TPACK) technological pedagogical content knowledge and more stress was given to cite literature from recent years and not older than 2010, however, in some cases where and when the model was created by Davis, the article does require citations and references from previous years.
Two experts were selected for the interview according to a purposeful sampling procedure. The criteria for selection: doctoral/Ph.D. degree in education, practical teaching experience at various education levels for more than 15 years, highly developed digital skills, give courses to other teachers.
Research Question: How can teachers’ learners & educational organizations use their digital learning tools to the best capabilities using the TPACK Framework to help?
The expert interviews were analyzed by the medium of thematic analysis. Meaningful patterns from the semi-structured expert interviews were collected. The collected patterns helped in analyzing the pedagogical transitions and adaptations, teachers have to undergo with the changing digital, pedagogical and content trends in learning.
Research period: June 2021 to January 2023.
Conclusions, Expected Outcomes or FindingsBased on the SLR and the semi-structured expert interview results, it may be concluded that ICTs with the help of the TPACK framework can be used as validating tools, self-knowledge evaluation tools, and knowledge-enhancing tools to foster pivotal and creative philosophy, and genuine and creative issues resolving. Teachers will need regular training with changing ICT trends to master their skills to formulate lessons that are integrated with technology even with the TPACK framework. In order to exploit the ICT to its optimum teachers must incorporate the TPACK framework, which involves selecting the right content in accordance with the digital platforms, ascertaining the most suitable pedagogical approach and method, and judging the learners as per their individual learning patterns.
Learning that allows student participation by teachers, creates learning/teaching possibilities that are in accordance with developing trends. It's only through a simultaneous change in the technological, human service, and management domain that the full potential of digital learning can be realized.
TPACK framework is a blend of three fundamental forms of learning: There is, Technology (TK), Pedagogy (PK), and Content (CK). The TPACK approach goes way ahead in penetrating these three learning forms in the division.
According to Chai. et.al. (2013), the exercise of a particular technology incorporated for the purpose of learning can put an impression of a new form or an approach in other words different pedagogical style. Technological Pedagogical Content Knowledge (TPACK) is the foundation of productive and efficient teaching practices with the support of technology, which usually needs the knowledge of portraying the concepts by using technology; Pedagogical styles, approaches, and patterns apply technology to highlight the content; the knowledge about things that are complicated or simple to learn or understand making it simpler for the learners to overcome problems with the help of technology and innovations.
ReferencesHernawati, & Jailani, &. (2019). Mathematics mobile learning with TPACK framework. Journal of Physics: Conference Series 5th ICMSE2018, 1-8. doi:10.1088/1742-6596/1321/2/022126
Schoenl, & Fusarelli, &. (2008, Jan 1). Innovation, NCLB, and the Fear Factor: The Challenge of Leading 21st-Century Schools in an Era of Accountability. SAGE Journals, 22(1). doi:10.1177/0895904807311291
Harris, J., & Matt Koehler, &. (2009). What Is Technological Pedagogical Content Knowledge? Contemporary Issues in Technology and Teacher Education, 9(1), 60-70. Retrieved March 20, 2022, from https://www.researchgate.net/publication/241616400_What_Is_Technological_Pedagogical_Content_Knowledge
Chai.et.al, C. S. (2013). A Review of Technological Pedagogical Content Knowledge. Journal of Educational Technology & Society, 16(1), 31-51. Retrieved March 28, 2022, from https://www.researchgate.net/publication/290044779_A_Review_of_Technological_Pedagogical_Content_Knowledge
Steinle, V., & Lynda Ball, C. B. (2013). mathematics education: yesterday, today and tomorrow. proceedings of the 36th annual conference of the Mathematics Education Research Group of Australasia, 2, 816. doi:9780734048448
Patrick.et.al. (2016). Classroom ICT integration in Tanzania: Opportunities and challenges from the perspectives of TPACK and SAMR models. International Journal of Education and Development using Information and Communication Technology, 12(1), 107-128. doi:1814-0556
Mary C. Herring, M. J. (2016). Handbook of Technological Pedagogical Content Knowledge (TPACK) for Educators. New York, USA: Routledge. doi:ISBN 9781315771328
Snyder, H. (2019, November). Literature review as a research methodology: An overview and guidelines. Journal of Business Research, 104, 333-339. doi:https://doi.org/10.1016/j.jbusres.2019.07.039
Tranfield, D., Denyer, D., & Smart , P. (2003, Sep 16). Towards a methodology for developing evidence-informed management knowledge by means of systematic review. British Journal of Management,, 14, 207-222. doi:10.1111/1467-8551.00375
11. Educational Improvement and Quality Assurance
Paper
Quality Assurance of Digital Education
Amy Quintelier1, Kurt Maenhout2
1Flemish Inspectorate of Education, Belgium; 2Flemish Inspectorate of Education, Belgium
Presenting Author: Quintelier, Amy
Research suggests that, in line with social developments, schools are using more intensively digital technologies (OECD, 2021). However, an improvement in infrastructure does not automatically lead to a well-considered use of that technology in education (Albion & Tondeur, 2018). We must therefore be aware that the use of ICT does not automatically have added value. The ultimate goal of ICT use in teaching-learning processes is to ensure that more and can be learned more deeply.
From a theoretical perspective, the extent to which schools develop a policy on the technical and didactical use of ICT and the extent to which schools strengthen educational practice by means of digital education, formed the basis of this study. Research also showed that different preconditions on pedagogical, organisational and technological aspects can influence the quality of the offered digital education. A suitable, reliable and secure digital infrastructure as well as a digitally competent school team are just two of these important preconditions.
In addition to subject-specific knowledge, the literature points to teachers’ technological and didactic ICT knowledge and skills to provide quality digital education, although time and space to professionalise is important too. Lawrence and Tar (2018) emphasize the importance of a positive attitude towards digital education among teachers in relation to the quality of the lessons offered.
From a parental perspective, a positive involvement in learning is a beneficial effect on the child's learning gains. This involvement can be strengthened by the use of digital technologies. Parents who are sufficiently digitally competent support their children often better with digital homework and make more use of digital communication channels in the school (del Carmen Ramírez-Rueda et al., 2021).
We embarked on this topic with the aim of providing a broad overview of how Flemish primary and secondary schools organize digital education in their school. Three questions were identified during the literature study as being in need of attention: (1) To what extent do the Flemish schools of compulsory education pursue a high-quality ICT policy? (2) To what extent do the Flemish schools of compulsory education strengthen the teaching learning practice through digital education? (3) To what extent are the preconditions for high-quality digital education fulfilled in the Flemish schools of compulsory education?
To evaluate the implementation of Digisprong, a government initiative to strengthen digitalisation in the Flemish schools of compulsory education, the Inspectorate of education collected data on how schools shape digital education. A mobile survey via the VOI.CE app was used to gather the perspectives of different education stakeholders school leaders, teachers, ICT coordinators, pupils and parents).
The survey (N=7481) provides an interesting picture of the state of the digital education offered in Flemish schools. Halfway through the rollout of the Digisprong, a large majority of schools state they have a vision on ICT, although they do not always have an effective strategy to realize that vision. The results indicate also differences between schools. To close the gap between the needs and needs regarding school members’ digital competences, a good professionalisation policy is needed that takes into account the needs and requirements of the whole school team.
With a view to a sustainable strengthening of quality development in schools, we look at both the strengths as well as areas for improvement. At the same time, we want to educate with the help of this research raising awareness to develop a sustainable ICT policy aimed at strengthening the digital teaching learning practice.
Methodology, Methods, Research Instruments or Sources UsedThe Flemish Inspectorate of Education was instructed to participate annually in the evaluation of the implementation of Digisprong, a government initiative to strengthen digitization in the Flemish schools of compulsory education. Three questions were identified during the literature study as being in need of attention: (1) To what extent do the Flemish schools of compulsory education pursue a high-quality ICT policy? (2) To what extent do the Flemish schools of compulsory education strengthen the teaching learning practice through digital education? (3) To what extent are the preconditions for high-quality digital education fulfilled in the Flemish schools of compulsory education?
For the first time, the Flemish Inspectorate made an explicit choice for a mobile-first approach in which respondents are encouraged to participate in the survey via the VOI.CE app, a mobile communication channel (app) between the education inspectorate and various education partners (school board, teachers, ICT-coordinators, pupils and parents), that can be downloaded on a smartphone. The reason why the Inspectorate used a mobile application to send the survey is of two kinds. On the one hand, the organization supports the Flemish policy memorandum that opts for an extensive digitization of all services in Flanders. On the other hand, the organisation thinks it is important to enabling digital inclusion.
The mobile survey ran from 30 May to 17 June 2022 and contained items that measured (1) the ICT policy in schools, (2) the ICT use in educational practice, (3) digital competences, (4) attitudes towards the use of ICT and (5) infrastructure, time and support regarding the use of ICT in the schools. The respondents were asked to express their degree of agreement/disagreement with each statement by choosing one of the four answers provided by the Likert scale: strongly agree, agree, disagree, and strongly disagree. The survey involved 7481 respondents (2237 educational professionals, 2443 pupils, 2801 parents). We have provided means, standard deviations and t-test p-values for each of the questions, using R Studio.
Conclusions, Expected Outcomes or FindingsIn general, the strategic policy to implement ICT in a well-thought-out way appear to be well in most schools, so does the necessary professionalization in the schools. Yet, we detected several speeds in schools. For example, not every school has a vision on ICT that takes into account the local context and public of the school. In addition, we also observed differences in terms of the school teams’ digital competencies. A good professionalisation policy that takes into account the needs and requirements of the individual school team members can strengthen these competences. In addition, the results emphasized a positive relationship between the digital competences and attitudes of teachers towards ICT. The majority of parents and pupils feel less involved on the content of the ICT policy plans of their schools. There is room for improvement regarding the schools’ communication with pupils and parents about these policy plans too. The results point also to differences between pupils and parents in terms of digital competences and attitudes towards ICT.
Regarding the second research question, both principals and teachers indicated that agreements about the didactical use of ICT in schools are often non-existing. The lack of agreements on evaluation practice in almost three quarters of the schools is a good example of this. We found a similar result for pupils’ reflection practices. Nevertheless, research point to the importance of actively involving pupils in their evaluation and reflection on the use of digital learning resources to gain an insight into their own learning process.
Finally, considering the preconditions for high-quality digital education, principals and teachers are not so much concerned about their competences and attitudes, but highlighted the need for more time and space in order to strengthen their digital competencies because their current time for learning is limited by other professional duties.
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