Proceedings of the 17th International Conference on Cognition and exploratory learning in the digital age (CELDA 2020)
These proceedings contain the papers of the 17th International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA 2020), held virtually from 18 to 20 November 2020 and organized by the International Association for Development of the Information Society (IADIS). Due to an exceptional situation caused by the COVID-19 pandemic, this year the conference was converted to a fully virtual conference.
The CELDA conference aims to address the main issues concerned with evolving learning processes and supporting pedagogies and applications in the digital age. There have been advances in both cognitive psychology and computing that have affected the educational arena. The convergence of these two disciplines is increasing at a fast pace and affecting academia and professional practice in many ways.
As SELFIE (Self-reflection tool for digitally capable schools) piloting has shown, self-assessment of the use of digital technologies (DT) in schools provides school teams with a lot of useful information. Nevertheless, as the feedback highlights, school team members are very interested in also getting the specific targeted recommendations for improving work planning in this area. Here we suggest two practical data-driven approaches for preparing such scale-based recommendations.
The first tool is based on Kruskal-Wallis non-parametric test of responses and helps to evaluate if the school develops and supports the shared vision on the integration of DT in the school. It allows us to correspond to the dichotomous scale of a shared vision. It was found out that on the sample level the influence of the shared vision formation is not tangible. The second tool helps to classify across the sample schools, the progress in the use of innovative teaching and learning with DT. Each school was attributed based on the variability of teachers' and school leaders' responses. A cluster analysis was implemented to classify results. Ten clusters obtained were assigned to three out of five levels of the RISC (Reinventing School Coalition) metric/scale.