Report

INFORME: RETOS Y PROPUESTAS EN LA EDUCACIÓN DIGITAL DEL SIGLO XXI
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Report on the state of the matter and the need to carry out the rest of the project’s actions.

The pandemic generated by COVID-19 has been, in all areas, a major shakeup of our way of life. The impact on the health of the world population has been accompanied by economic and social problems, among which is educational attention in the midst of a pandemic. As stated by Di Pietro et al. (2020), “the disruption in learning caused by COVID-19 is unprecedented”; in the case of Spain, according to Trujillo Sáez (2021), “COVID-19 has probably been the most important challenge that education in Spain has globally faced since the Spanish Civil War and its atrocious consequences”.

In this context, Conecta13 participates in the European Project “E-ducation. Teaching and Learning After 2020” and, among other actions, leads the preparation of one of its Intellectual Products, consisting of preparing a report that collects verified information and relevant data on the need to adapt different aspects of the educational system to the needs created after the outbreak of the COVID-19 pandemic. To do this, we have set the following tasks:

– Analysis of the current situation of digital teaching competence through a review of the literature related to this topic.

– Preparation of two questionnaires for educational centers and for teachers where information is collected on different aspects of digital competence in relation to the DigCompEdu Framework

– Analysis of the responses to these questionnaires and preparation of a report that includes the conclusions drawn from both actions (review of literature and questionnaires) as well as the measures that can be carried out to optimize teaching actions in this context.

To carry out the above activities, we have the participation of other project partners, specifically:

– The University of Córdoba participates in the review of the literature as well as in the elaboration and analysis of the questionnaires

– The Santos Mártires Diocesan Foundation, from Spain, the Rainha Isabel Schools Group from Portugal and the Istituto Istruzione Superiore A. Lincoln from Italy will participate in the completion of the questionnaires and the subsequent reflection on the results.

– All project partners will participate in the debate on the conclusions of the studies carried out and the proposal of measures to be adopted based on said conclusions

It is intended that the conclusions of this study also serve to adjust the contents of the rest of the products that make up the project, so that in their final design the most relevant features of said conclusions are collected and an attempt is made to respond to the main difficulties detected.

This report addresses these critical points in a detailed investigation of a sample that reaches students and teachers in different European countries based on six basic pillars:

HEALTH CARE IN EDUCATIONAL CENTERS

1. ORGANIZATION OF SPACES AND HYGIENE IN EDUCATIONAL ACTIVITIES
2. ACCESS AND EXIT FROM CENTERS AND MANAGEMENT OF STUDENT FLOWS AND TEACHING AND NON-TEACHING STAFF
3. INTELLIGENT DISTRIBUTION OF SCHOOL COEXISTENCE GROUPS

ICT EQUIPMENT AND ITS COMMUNICATIVE IMPACT

1. CONNECTIVITY OF THE CENTER AND ACCESS TO WIFI AND BROADBAND SERVICES
2. COMPUTER EQUIPMENT FOR STUDENTS AND TEACHERS
3. COMMUNICATION BETWEEN TEACHERS
4. COMMUNICATION WITH STUDENTS
5. COMMUNICATION PROCESSES OF THE CENTER WITH FAMILIES

TEACHING-LEARNING PROCESSES IN DIGITAL ENVIRONMENTS

1. EDUCATION SYSTEMS IN NON-PRESENTIAL OR BLENDED SCENARIOS
2. DIGITAL COMPETENCE OF STUDENTS AND TEACHING TEAMS
3. KNOWLEDGE AND USE OF DIGITAL ACTIVE METHODOLOGIES
4. KNOWLEDGE AND USE OF DIGITAL ASSESSMENT TECHNIQUES AND INSTRUMENTS
5. EDUCATIONAL QUALITY CONTROL
6. ATTENTION TO THE DIVERSITY OF STUDENTS IN ONLINE ENVIRONMENTS

ATTENTION TO THE DIGITAL GAP

1. PROTOCOLS FOR THE EARLY DETECTION OF STUDENTS AT RISK OF THE DIGITAL DIVIDE
2. ACTION PROTOCOLS FROM THE CENTERS
3. EXTERNAL SUPPORT FROM SOCIAL ORGANIZATIONS IN THE MONITORING OF CASES

EMOTIONAL MANAGEMENT IN STUDENTS AND FAMILIES

1. ATTENTION TO THE PERSONAL FIELD OF STUDENTS IN SITUATIONS OF NON-PRESENTIALITY
2. COLLABORATION AND ACTION SYSTEMS WITH SCHOOL GUIDANCE TEAMS
3. MONITORING OF CASES AT RISK OF EARLY SCHOOL DROPOUT

TEACHER WELFARE

1. DETECTION OF PERSONNEL IN NEED OF EMOTIONAL AND/OR TRAINING SUPPORT
2. CREATION OF SPACES FOR COMMUNICATION AND COLLABORATIVE LEARNING
3. ESTABLISHMENT OF ACTION PROTOCOLS FOR THE SUPPORT, TRAINING AND RECYCLING OF TEACHERS IN DIFFICULTIES

NEEDS ANALYSIS

The accelerated process of transition to digital education to which educational centers in Europe and the rest of the world have been forced has revealed a wide variety of needs and limitations and proposes a series of initiatives that these educational organizations must consider. to meet these challenges successfully.

 

 

 

TARGET GROUPS

This report is useful on several levels when it comes to your target groups:

  1. MANAGEMENT TEAMS- will allow center management teams to identify critical points to address in digital transition processes thanks to the results of scientific research based on quantitative and qualitative indicators
  2. SCHOOL GUIDANCE TEAMS- will provide data and action strategies in their student care programs
  3. TEACHERS- will provide elements for reflection and favor improvement formulas in their daily work in scenarios of non-attendance or semi-attendance.

INNOVATION ELEMENTS

This study is innovative in several ways:

– Wide range: it will sample more than 800 teachers and their management teams

– Transversality: it will have data from all educational stages and non-formal education in three European countries

– Data: it will produce quantitative and qualitative data articulated in the same updated report of great utility for centers, educational authorities and subsequent studies

 

 

EXPECTED IMPACT

We understand in this project that research and analysis are fundamental elements for a correct understanding of reality. In this case, the processes of educational transition to digital environments. Therefore, the report CHALLENGES AND PROPOSALS IN DIGITAL EDUCATION IN THE 21ST CENTURY hopes to contribute to the scientific and academic debate by incorporating its work into high-impact publications.

On the other hand, the results of this report will serve as a reference in the University Master’s Degree in Educational Technology and Digital Competences of the UNIR and the University Master’s Degree in Teacher Training of Compulsory Secondary Education and Baccalaureate, Professional Training and Language Teaching of the UNIR and the UCO. In this way it will reach future teachers and active teachers in their current training.

TRANSFERABILITY POTENTIAL

The proposal and research of the report CHALLENGES AND PROPOSALS IN DIGITAL EDUCATION IN THE 21ST CENTURY will serve as the basis for future projects and will allow comparative data to be extrapolated to study in other countries and realities.