99. Emerging Researchers' Group (for presentation at Emerging Researchers' Conference)
Paper
Children’s and Families’ Perspectives on Learning With Digital Technologies at Home
Amanda Levido1, Sandy Houen1, Sarah Matthews1, Emma Cross2
1Queensland University of Technology, Australia; 2Curtain University, Australia
Presenting Author: Levido, Amanda
Children increasingly have access to digital technologies at home from a young age. Despite differing views on the affordances of technology use by young children, research has found that children aged two to six years of age are spending on average 25.9 hours a week using screen-based media, and just over a third of preschool aged children ‘own’ a smartphone or tablet device (Rhodes, 2017). Further research indicates that parents believe technology can be a useful tool for learning, although they generally equated learning with traditional subject areas relating to numeracy and literacy (Huber, Highfield, & Kaufman, 2018). While in education settings, technology is yet to reach a point of integrated ubiquity, the boundaries of digital and analogue are often blurred when it comes to technologies in the lives of children (Edwards, 2016).
This study is situated in the notion that children live in post digital times, where digital technology and media and the worlds they create are not separate, to but are rather part of, our everyday lives (Jandrić et al., 2018). The aim of this research is to investigate family perspectives on learning with digital technologies at home. The research question ‘What are parent/caregiver’s and children’s perspectives on learning with digital technologies at home?’ seeks to address the nuanced ways both parents/caregivers and children understand learning with digital technologies, and explore how perspectives within the same family may converge and diverge.
For this study's purposes, we will not define the terms learning or technologies for families. Instead, we will be led by parents/caregivers and children. As researchers, we recognise that our own understandings of learning and digital technologies may be different to the study's participants. We aim to explore families' understandings of these concepts, noting that this will likely look different between and among family members and families.
This research is founded in sociomaterial perspectives (e.g., Burnett & Merchant, 2020; Fenwick & Edwards, 2010). What kinds of perspectives on learning and how they are stabilised or disrupted in the home are of interest. The relationship between the ‘things’ within the home space and how these shape understandings of learning and digital technology is brought into focus, which as Fenwick and Edwards (2011) contend, can invite, exclude and/or regulate participation. ‘Things’ in the home can include people, technologies, space but also extends to things such as technology guidelines or recommendations.
This paper focuses on the research design and methodology. Early findings from selected cases will be presented to highlight initial thinking and how this contributes to the international perspectives of learning at home with digital technologies.
Methodology, Methods, Research Instruments or Sources UsedA case study methodology will be utilised in this research project. Six studies of diverse families with at least one child aged 4-8 years will be conducted. The context of each case will be unique and will offer various insights into the research question.
Parent/caregiver perspectives
Semi-structured interviews and cultural probes will be conducted over two home visits. Parents/caregivers will determine the types of technologies we discuss and be asked to share their perspectives on what learning means and looks like in their home context. Cultural probes (Wyeth & Diercke, 2006) will be used as a design method to gather insights into cultural groups in an unobtrusive way (Gaver, Boucher, Pennington, & Walker, 2004). Cultural probes are useful tools in that they can be deployed without needing a researcher present, providing ownership to how participants represent themselves in a particular context, through a range of activities such as drawings, photos and storytelling.
Children’s perspectives
Two home visits will be conducted at times negotiated with families to observe the child/ren using digital technologies for learning. During Home Visit 1, researchers will observe children using digital technologies for learning. Images and detailed field notes will be taken. Alongside this, a short semi-structured interview will take place as children play or after, depending on the preference of the child. Researchers will ask questions about what kind of learning they are doing as they engage with digital technologies. Home Visit 2 will involve the child taking the researcher on a child-led ‘tour’ to show the researchers the type of technology they have in their home and explain how they use those technologies (Plowman & Stevenson, 2013; Scott, 2022).
Data analysis
The data will be analysed using a sociomaterial perspective (Fenwick & Edwards, 2010; Burnett & Merchant, 2010) to question how materials, both human and non-human, come together. For this study, we will consider how and why materials come together in intra-actions (Fenwick, 2015), intentionally or unintentionally, to consolidate or challenge common understandings of what it means to learn with digital technologies in the home. Each case study will be bounded and analysed separately although once all case studies have been collected, findings from across the cases will be synthesised to consider how materials in home settings produce particular notions around learning and digital technologies. As this is an ECR paper, we will share initial findings from the data analysis undertaken from one or two case studies.
Conclusions, Expected Outcomes or FindingsPreliminary case study findings from one or two case studies will be presented at the conference. We expect to find different perspectives, both within families and across the cases, of what it means to learn at home with digital technologies. We expect perspectives among adults and children to converge and diverge at different times. Adults and children within the same family might have different understandings about learning and also about what constitutes digital technology.
Examination of the data from sociomaterial perspectives will offer understandings of how materials in each case impact the perspectives of both caregivers and children. Additionally, we anticipate that there will be opportunities to examine the unexpected translations that occur as materials are used in unforeseen or disruptive ways. This examination will likely offer a range of findings, including a) how notions of learning and technology are stable between caregivers and children as the materials come into relation, b) how notions of learning and technology are disrupted by families and most interestingly, c) where within the same family, materials both stabilise and disrupt notions of learning and technology by different parties. For example, caregivers may have a set of apps children are allowed to use that are specifically for learning, but children only use the chat function to talk with their friends online. These findings will inform future research in this field.
ReferencesBurnett, C., & Merchant, G. (2020). Undoing the digital: Sociomaterialism and literacy education. London: Routledge Falmer.
Edwards, S. (2016). New concepts of play and the problem of technology, digital media and popular-culture integration with play-based learning in early childhood education. Technology, Pedagogy and Education, 25(4), 513–532. doi:10.1080/1475939X.2015.1108929
Fenwick, T. (2015). Sociomateriality and Learning: A Critical Approach. In SAGE Reference - The SAGE Handbook of Learning. Retrieved from https://sk.sagepub.com/reference/the-sage-handbook-of-applied-memory/n15.xml?PageNum=265%0Ahttp://sk.sagepub.com/reference/the-sage-handbook-of-learning
Fenwick, T., & Edwards, R. (2010). Actor – Network Theory in Education. Routledge. Retrieved from https://doi-org.ezp01.library.qut.edu.au/10.4324/9780203849088
Gaver, W. W., Boucher, A., Pennington, S., & Walker, B. (2004). Cultural probes and the value of uncertainty. Interactions, 11(5), 53–56.
Huber, B., Highfield, K., & Kaufman, J. (2018). Detailing the digital experience: Parent reports of children’s media use in the home learning environment. British Journal of Educational Technology, 49(5), 821–833. doi:10.1111/bjet.12667
Jandrić, P., Knox, J., Besley, T., Ryberg, T., Suoranta, J., & Hayes, S. (2018). Postdigital science and education. Educational Philosophy and Theory, 50(10), 893–899. doi:10.1080/00131857.2018.1454000
Plowman, L., & Stevenson, O. (2013). Exploring the quotidian in young children’s lives at home. Home Cultures, 10(3), 329–347. doi:10.2752/175174213X13739735973381
Rhodes, A. (2017). Screen tme and kids: What’s happening in our homes? Australian Child Health Poll. https://www.rchpoll.org.au/wp-content/uploads/2017/06/ACHP-Poll7_Detailed-Report-June21.pdf.
Scott, F. L. (2022). Family mediation of preschool children’s digital media practices at home. Learning, Media and Technology, 47(2), 235–250. doi:10.1080/17439884.2021.1960859
Wyeth, P., & Diercke, C. (2006). Designing cultural probes for children. In Proceedings of the 18th Australia Conference on Computer-Human Interaction: Design: Activities, Artefacts and Environments (pp. 385–388). doi:10.1145/1228175.1228252
99. Emerging Researchers' Group (for presentation at Emerging Researchers' Conference)
Paper
The Influence of ICT-BASED Instruction On The Academic Performance And STEM Literacy Of Chemistry Students of Nazarbayev Intellectual School
Mary Joy Bejerano, Gulsim Kimatova, Ishanova Gulsezim
Nazarbayev Intellectual School, Uralsk, Kazakhstan
Presenting Author: Bejerano, Mary Joy;
Kimatova, Gulsim
Introduction
The current educational system in Kazakhstan has seen a significant shift in the use of Information and Communication Technologies (ICT) as a tool to facilitate learning. The need has called for this shift to move away from traditional teaching methods to more effective and efficient teaching methods (OECD, 2017). Additionally, ICT-based instruction is seen as a way to improve the quality of instruction and provide students with the skills they need to be successful in the 21st century. As such, using ICT-based instruction has become increasingly common in Kazakhstan (Oralbekova et al. 2016).
Nazarbayev Intellectual School (NIS) is one of the leading educational institutions in Kazakhstan, and it has been at the forefront of the shift towards ICT-based instruction. NIS has implemented a range of ICT-based instructional practices, including the use of online learning platforms and the incorporation of ICTs into the classroom (e.g., Bilimland, Twig, Mektep and iTest). Additionally, NIS has implemented a range of initiatives to promote using ICT-based instruction in teaching chemistry, such as using virtual reality simulations and interactive whiteboard technologies, as well as the provision of specialized training for teachers in using ICT-based instruction (Lewis, 2004). Moreover, according to research conducted by Nechypurenko et al. (2022), "ICT-based instruction can help to create an environment where collaboration and dialogue among teachers and students can be improved, and this can ultimately lead to a more meaningful learning experience." Similarly, ICT-based instruction can also provide teachers with an opportunity to differentiate instruction, allowing them to customize the learning experience for each student (Jung & Lim, 2021). The success of NIS ICT-based instruction is a testament to the potential of technology to improve teaching and learning in the classroom (Krause et al., 2017). As the use of ICT continues to grow and evolve, it is important to continue exploring the potential benefits of ICT-based instruction to maximize its potential to improve student learning outcomes.
The primary objective of this research is to assess the influence of ICT-based instruction on the academic performance and STEM (Science, Technology, Engineering and Math) literacy of chemistry students at NIS. This study seeks to determine the effectiveness of ICT-based instruction in helping students understand and apply chemistry concepts, as well as its impact on their academic performance and STEM literacy. Specifically, it aims to answer the following questions:
- How does ICT-based instruction impact the academic performance of Chemistry students at NIS?
- What is the effect of ICT-based instruction on the STEM literacy of chemistry students at NIS?
- Does ICT-based instruction improve student engagement and motivation in Chemistry classes at NIS?
- What are the perceived benefits and drawbacks of ICT-based instruction for chemistry students at NIS?
Methodology, Methods, Research Instruments or Sources UsedResearch Design:
This research will employ a quasi-experimental design with a pre-test post-test control group to measure the influence of ICT-based instruction on the academic performance and STEM literacy of chemistry students at NIS. The sample will consist of 60 chemistry students in the 8th grade NIS. The sample will be divided into two groups: an experimental group (n = 30) and a control group (n = 30). At the beginning, middle, and end of the 10-week period, participants will be given a standardized test to assess their academic performance and STEM literacy. The examination will consist of multiple-choice questions and focus on chemistry concepts and STEM literacy-related knowledge and skills. The questionnaire will be designed to assess the students' knowledge of chemistry concepts, their ability to apply this knowledge to problem-solving tasks, and their overall STEM literacy, and will be adapted to the participants' age and level. In addition, questionnaires and semi-structured interviews will be conducted to gain insight into their perspectives and experiences with ICT-based instruction, student engagement, and motivation.
Procedure:
The research study would begin with a comprehensive literature review to determine the current state of ICT-based instruction and its effect on academic performance and STEM literacy. After the literature review, the process of data collection would commence. We will conduct interviews with students, teachers, and administrators to learn about their experiences with the current ICT-based education program. During the 10 weeks of the experiment, the experimental group will receive ICT-based instruction while the control group will not. After 10 weeks, the academic performance and STEM literacy of both groups will be evaluated to determine any differences. During the experiment, questionnaires, interviews, and lesson observations will be administered to further investigate the study's aims. In order to evaluate the efficacy of ICT-based instruction, student recordings of ICT-based instruction will be conducted.
Data Analysis:
The data should be analyzed using a combination of descriptive and inferential statistics. Descriptive statistics such as means, medians, and standard deviations can be used to get an overall picture of the data, while inferential statistics such as t-tests and ANOVA can be used to draw conclusions about the differences between the control and experimental groups.
Ethical Concerns:
All participants will provide informed consent prior to their participation in the study. All data will be collected and analyzed in accordance with ethical principles. All data will be kept confidential.
Conclusions, Expected Outcomes or FindingsThe expected outcomes of this research are multifaceted, as they relate to the impact of ICT-based instruction on the academic performance, STEM literacy, motivation, and engagement of chemistry students at NIS.
Firstly, it is anticipated that implementing ICT-based instruction for chemistry students will improve their academic performance. This is because using interactive technology and audio-visual aids will benefit students in comprehending the material and maintaining their interest. In addition, online tools such as simulations, virtual labs, and interactive quizzes can aid in enhancing students' problem-solving abilities and conceptual understanding.
Secondly, it is anticipated that ICT-based instruction will promote improved STEM literacy among chemistry students, as it can provide access to digital resources and learning tools that can help students gain a better understanding of concepts and develop critical thinking and problem-solving abilities. This can lead to a better understanding of the concepts of chemistry, and other STEM subjects, as well as a greater ability to apply the knowledge to real-world scenarios, resulting in an increase in STEM literacy.
Thirdly, this study will likely demonstrate that students who utilize ICT-based instruction in chemistry classes are more likely to be engaged, motivated, and able to comprehend the material. This is due to the use of visual aids and interactive activities, which keep students engaged and give them a sense of achievement.
Lastly, the research will reveal that using ICT-based instruction in chemistry classes has some disadvantages. For instance, using ICT-based instruction may require additional time and effort from the teacher, who must be prepared to offer students guidance and support regarding technology use. Also, using ICT-based instruction may necessarily require additional financial resources for the purchase and upkeep of equipment and software.
ReferencesBridges, D. (2014). Education Reform and Internationalisation: The Case of School Reform in Kazakhstan. Cambridge University Press.
Jung, S., & Lim, K. Y. (2021). Factors affecting middle school teachers’ use of ICT in class: Focusing on ICT teaching efficacy and perceived ICT usefulness. In Korean Association For Learner-Centered Curriculum And Instruction (Vol. 21, Issue 24, pp. 1099–1118). https://doi.org/10.22251/jlcci.2021.21.24.1099
Kopzhassarova, U. I., Sultanova, Z. Y., Akhmetova, D. R., Akhmetzhanova, A. I., & DeVereaux, С. (2020). Development of senior school students’ independent work skills through the use of virtual learning environment. Цифровые трансформации в образовании (E-Digital Siberia’2020), 90–97.
Krause, M., Pietzner, V., Dori, Y. J., & Eilks, I. (2017). Differences and developments in attitudes and self-efficacy of prospective chemistry teachers concerning the use of ICT in education. Eurasia Journal of Mathematics Science and Technology Education, 13(8), 4405–4417. https://doi.org/10.12973/eurasia.2017.00935a
Lewis, S. (2004). Using ICT to Enhance Teaching and Learning in Chemistry. Royal Society of Chemistry.
Nechypurenko, P. P., Semerikov, S. O., Selivanova, T. V., & Shenayeva, T. O. (2022). How can the principles of learning be used to select the best ICT tools for computer-based chemistry instruction in high school? Educational Dimension. https://journal.kdpu.edu.ua/ped/article/view/4738
OECD. (2017). OECD Reviews of Innovation Policy: Kazakhstan 2017. OECD Publishing
Oralbekova, A. K., Arzymbetova, S. Z., Begalieva, S. B., Ospanbekova, M. N., Mussabekova, G. A., & Dauletova, A. S. (2016). Application of information and communication technologies by the future primary school teachers in the context of inclusive education in the Republic of Kazakhstan. The International Journal of Environmental and Science Education, 11(9), 2813–2827. http://files.eric.ed.gov/fulltext/EJ1114631.pdf
99. Emerging Researchers' Group (for presentation at Emerging Researchers' Conference)
Paper
Two Worlds Collide : Digitally Proficient but Disconnected from the Outdoor Environment ?
Pavla Boulton
University of South Wales, United Kingdom
Presenting Author: Boulton, Pavla
Within Higher Education (HE) Early Years (EY) undergraduate students are trained using a range of knowledge and experiences to support their learning. This in turn influences how the students support children’s learning. This paper focusses on the experiences of both tutor and student as the collision between the pedagogies of digital technology and outdoor learning and play are explored, in order to support a holistic curriculum.
The focus of this study is a BA (Hons) Early Years Education and Practice undergraduate degree, in a large UK University. Over the three years of the course students engage in a breadth of modules, including “Children Learning through Landscapes” which is a specific module teaching students about the importance of the outdoor environment and how to provide children with regular opportunity to engage with it, connect with nature and learn through the use of all their senses. This experiential, active learning is critical in children’s brain development as well as their holistic development (Palmer, 2006), helping them to make sense of the world around them. This pedagogy is an integral element of EY practice and follows the pioneering work of Montessori, Steiner and Froebel, who first advocated the importance of an outdoor space to play and learn, as well as a rich environment for healthy growth and development (Pickering, 2017). Welsh Government (WG), (2020) expect all children to have regular access to the outdoor environment as part of their curriculum.
Thus, in order for EY students to understand and to be “able” in this teaching pedagogy, they also need regular access to the outdoors. This affords them opportunities to embrace the natural environment in order to promote their own knowledge and understanding, enabling them to become role models for future generations.
However, the introduction of the Digital Competency Framework (DCF), has become a compulsory part of the Welsh Curriculum. This means that EY students also need to be digitally competent to develop their own academic skills as well as to support and develop children’s digital skills; this has become an area of priority within the curriculum. Therefore, as an education professional in HE and as part of “innovative learning and teaching”, the need to present and role model digital practices blended with traditional outdoor pedagogy is now greater, and significantly challenging for ‘digital immigrants’(Sakr, 2020; Edwards, 2016; Prensky, 2001) ,encouraging students to confidently apply the relevant skills in their own practice.
Nonetheless, within the context of the Welsh curriculum the two approaches appear to conflict with one another as it seems that they are competing for the “attentions” of practitioners as well as the children they teach. They each look to develop skills for life as part of a new progressive Welsh curriculum (WG, 2020).
Therefore, blended pedagogies need to be modelled by the HE tutor so that students can confidently demonstrate and apply these skills in their own practices, making them self reflective learners and professionally ready for the demands of the work environment, allowing skills to be transferred and employability to be enhanced.
Thus, the questions that inform this case study are:
(1) Can digital technology be blended with traditional outdoor pedagogies to support a
holistic curriculum?
(2) What are the effects of blended pedagogies on student learning experiences?
(3) What lessons are learnt from the perspective of the HE tutor in attempting to model
the blended pedagogies?
Methodology, Methods, Research Instruments or Sources UsedA reflective case study approach was applied to practice in situ as part of an outdoor learning project within a Level 5 module. One Higher Education (HE) tutor and 24 EY female students participated in the study.
Choosing a case study approach was considered a suitable method for this reflective study as it was undertaken in situ, as part of the module. It aimed to offer information on relationships and any changes to behaviours between students and tutor and to explore the effects of any changes to the traditional processes of teaching and learning (Denscombe, 2014). Case studies are not “methods” of collecting data but more an approach that can use a variety of instruments to gather information and offer more flexibility. However, they can be limited in how the findings might be applied to a general population and may not always be easily replicable due to the narrow focus often studied (Gilbert, 2008) as applied in this case study. Nonetheless, case studies allow the reader to understand more about the general phenomenon (Johnson and Christensen, 2012, p. 408) and due to being highly qualitative in nature, the researcher can participate in the research.
Insights gained by using a case study to look at blending teaching pedagogies can cause
us to rethink our position on a certain practice or topic (Mukerji and Albon, 2018), which is the basis of this case study, and which are fundamental processes in reflective practice. Additionally, having ecological validity (Tobin et al., 1989) means that the findings reflect what happens in real life, allowing student behaviours to be observed more holistically.
A digital app called “Seesaw” was introduced to the students. It is a secure digital platform and allows participants to share their content. Students were given a task to complete whilst on ‘placement’ and this involved using their own iPads or iPhones to take photographs or videos (with ethical consent) of their outdoor lessons, activities, spaces and resources which they then needed to upload into seesaw in order to share with their peers. Students used the app at times that suited them, could provide feedback, messages, comment or ‘likes’ on the content that each had posted and the tutor could also do the same. Embedding this digital approach to outdoor learning was a new approach to teaching and learning.
Conclusions, Expected Outcomes or FindingsThis case study reveals the advantages and discomfort of role modelling a practice as HE tutor that has not been applied before in this context and as such is considered an innovative pedagogy(Koros-Mikis, 2009). Issues around modelling pedagogies that depict 21st century learning are highlighted for “digital immigrant” (Prensky 2001) HE teaching staff members, and require a paradigm shift in thinking. However this case study has provided a new lens on blended pedagogy and the positive outcomes that it has brought to this practice.
EY students engaged in the blended pedagogy, applying digital technology for educational purposes in an outdoor learning context and this resulted in enhanced collaborative learning between students and tutor, affecting attendance and confidence to try new approaches in their practice. For some students it ignited a connection to their natural environment and thus improved their own knowledge in teaching children. From the tutor’s perspective this was an unexpected outcome (Hughes, 2011) .
Reflecting on this practice has revealed that pedagogical thinking can be transformed when we share ideas in ways that appear non-judgemental and new approaches can be applied where the right environment affords such opportunities. Belk (2013 p.1599) supports this stating, ‘you are what you share’.
The implications of this case study raises questions around the appropriateness of training and development for “digital immigrant” staff members, understanding student digital competency, blending pedagogical approaches, as well as the debate around digital technologies being part of young children’s learning within a reformed curriculum in Wales. These challenges present questions that require social consideration as well as arguments as to why they cannot be overlooked.
ReferencesBelk, R. (2013), “You are what you can access: sharing and collaborative consumption online”, Journal of Business Research, Vol. 67 No. 8, pp. 1595-1066.
Denscombe, M. (2014), The Good Research Guide for Small Research Projects, 5th ed., Open University Press, Maidenhead.
Edwards, S. (2016), “New concepts of play and the problem of technology, digital media and popular culture integration with play based learning in early childhood education”, Technology, Pedagogy and Education, Vol. 25 No. 4, pp. 513-532.
Hughes, B. (2011), Evolutionary Playwork, 2nd ed., Routledge, London.
Mukherji, P. and Albon, D. (2018), Research Methods in Early Childhood: An Introductory Guide, 3rd ed., SAGE, London.
Pickering, S. (2017), Teaching Outdoors Creatively, Routledge, Oxon.
Prensky, M. (2001), “Digital natives, digital immigrants”, On the Horizon, Vol. 9 No. 5, pp. 1-6.
Sakr, M. (2020), Digital Play in Early Childhood, SAGE, London.
Seesaw (2017), “How does seesaw keep student data safe”, available at: https://help.seesaw.me/hc/enus/
articles/203258429-How-does-Seesaw-help-keep-student-data-safe-
Wales. Welsh Government (WG) (2016), The Digital Competency Framework (DCF), Crown copyright,
Cardiff.
Wales. Welsh Government (WG) (2020), A Curriculum for Wales, Crown copyright, Cardiff.
99. Emerging Researchers' Group (for presentation at Emerging Researchers' Conference)
Paper
Institutional approach to the development of Digital Competence in Teaching: An international validation with experts.
Virginia Viñoles Cosentino, Anna Sánchez-Caballé, Francesc M. Esteve-Mon, María Ángeles Llopis-Nebot
Universitat Jaume I, Spain
Presenting Author: Viñoles Cosentino, Virginia;
Sánchez-Caballé, Anna
One of the main challenges of Higher Education Institutions (HEIs) is the development of the teaching digital competence (TDC) of their academic staff. TDC development has been on the European agenda for at least a decade and several frameworks and initiatives have arisen to address it. One example that stands out is the DigCompEdu framework developed by the Joint Research Center of the European Commission to generate a common understanding of what TDC is (Redecker, 2017). The HEIs, for their part, have started to develop multiple digitisation strategies and plans to promote it (Castañeda et al., 2023). However, despite these efforts, the COVID-19 pandemic evidenced that there is still a gap, particularly in the pedagogical aspects of this competence. This is not surprising, given the lack of implementation of evidence-based initiatives that effectively address it (Castañeda, et al., 2023). The development of this competency is a complex process that requires approaches that go beyond the individual perspective, which focuses exclusively on teacher training (Coles, et al.,2020). For this competence to be deployed, it is necessary to generate the institutional conditions that enable it (Esteve et al., 2022).
This paper is part of a research project with the aim of designing a proposal on what a HEI could do to develop the TDC of its teaching staff. This project is carried out at a Spanish public University with about 1700 academic staff. We have designed and iterated the prototypes with different stakeholders during 2021 – 2022 and this prototype has been validated in the local Spanish context in a satisfactory way (Viñoles-Cosentino et al., 2021; Viñoles-Cosentino et al., 2022).
The prototype is structured in 3 main axes: Policy level, Training level and Communication level (Esteve et al., 2022).
Among the aspects that stand out in the policy level: It has been a participatory process, involving groups of teachers, technical experts in teacher training and university managers at all stages: from the diagnosis to the evaluation of the prototypes. Thus, different levels (macro/micro) and perspectives of the main actors involved have been considered (Hostins & Rochadel, 2019). A framework (DigCompEdu) has been integrated to serve as a guide (Redecker, 2017). In addition, the strategic documents have been reviewed and aligned with the digitisation plan and the DigCompEdu framework (Viñoles-Cosentino et al., 2021).
At training level: Broaden the offer to provide open, accessible, flexible courses with different levels of progression (basic, intermediate, advanced). Training topics aligned with teaching needs, taking as a reference the areas of the DigCompEdu framework. Creation of an introductory course on TDC to guide and serve as an umbrella for the training pathways (Viñoles-Cosentino et al., 2022).
At communication level: Working with aspects of building language around TDC and the institutional approach to it, to ensure that the strategy is understood and disseminated to all the actors (Century & Cassata, 2016). Design and deliver of an awareness-raising course on TDC focused on working on attitudinal aspects, beliefs, and knowledge on the subject. A platform to centralise communication and as a space for the exchange of teaching experiences (Spillane et al., 2002).
In this last phase, the objective is to evaluate the prototype proposal and preliminary design principles in the international context.
Methodology, Methods, Research Instruments or Sources UsedThe Project has been developed with the Design Based Research (DBR) methodology. A study carried out with the DBR methodology is characterized as a systematic process for the design, development and evaluation that intends to give a concrete answer to a complex reality (McKenney & Reeves, 2018). This type of study is divided into three phases: (1) preliminary research phase; (2) development and prototyping phase - in which the different prototypes are elaborated, revised and improved; and (3) final evaluation phase (Plomp & Nieveen, 2009).
In this paper, the work presented is the last phase, corresponding to the final evaluation. To carry out this evaluation, an international validation of the prototype was developed. A meeting was held with educational technology experts (N=8) from a Digital Education Centre at a Danish university. The expert session was attended by 2 managers (Director of the centre and Project manager of the university's digital plan), 3 postdocs (research and teacher training), 1 associate professor, 1 research assistant and 1 PhD student.
The evaluation was carried out by the aforementioned experts through the organization of a focus group in which both the prototype and the design principles obtained at the end of the development and prototyping phase (the previous phase of the DBR methodology) were analysed. The criteria taken as a reference in this process are:
• Relevance - Is the proposal necessary/relevant for this context?
• Consistency - Is the proposal logically and coherently designed?
• Practicality - Can the prototype be realistically applied in your context?
• Effectiveness - Does the intervention deliver the expected results (promoting the development of TDC) in the context for which it was designed (academic staff)?
For the analysis, the session was recorded, transcribed and coded using a concept-based deductive approach based on the research questions (Saldaña, 2015). Verbatim excerpts were extracted to reflect the participants' perspective on the topics presented. The results are presented through a narrative analysis, accompanied by participants quotations.
Conclusions, Expected Outcomes or FindingsExperts agreed that the prototype meets the quality criteria of being relevant, consistent, and effective. On practicality, context-specific adjustments would be necessary, however they agreed that this was covered in the proposed design principles.
Regarding the design principles, the main insights are:
1. Design institutional and multi-level strategies (Dearing & Kee, 2012).
They considered appropriate to address the complexity of the process by deploying strategic actions at macro/micro level.
“Working at different levels helps us take concrete actions, maintaining complexity but moving forward without oversimplification.”
2. Create a link between the institutional strategy and teaching practice (Century & Cassata, 2016).
The relevance to ensure that strategies permeate and not remain on paper was highlighted.
“The link between the macro-level strategy and the teaching practice is key. There are institutional dynamics beyond a static policy that we need to consider to make things happen.”
3. Build meta-language around digital competences (Spillane et al., 2002).
The use of an existing and extended framework (DigCompEdu) as a basis was positively valued.
“It is important to work on the construction of the metalanguage, but sometimes a lot of time is wasted trying to define and agree, ending in fruitless discussions. Having an extended framework that can be adapted facilitates the work.”
4. Consider situated and contextualised approaches (Heimans, 2012).
The relevance of strategic approaches adapted to the culture and organisational differences of the university was noted.
"From one university to another there are organisational and cultural differences, the structure is horizontal, decentralised, with several campuses and little connection between them".
These results complete a new iteration of the TDC improvement proposal from an institutional perspective. Having an international and European vision is enriching in order to review and consolidate the key aspects that can be transferable to other HE institutions.
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This communication is part of a research project funded by the Dávalos-Fletcher Foundation in 2021.
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