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Digital technology and practices for school improvement: innovative digital school model

机译：数字技术和学校改进实践：创新的数字学校模型

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The aim of this study was to create a model which describes the main elements for improving schools with digital technology and helps to reveal differences between schools and identify their best practices and challenges. The innovative digital school model (IDI school) offers a framework for research but also a research-based model for schools to examine their own practices with digital technologies. The model combines previous research on school improvement, creation of innovations, and digital technology in education as a special case of innovations and learning as knowledge creation to define six main elements describing an innovative, digital school: visions of the school, leadership, practices of the teaching community, pedagogical practices, school-level knowledge practices and digital resources. The model was applied to investigate three basic education schools. The results indicate that the model worked: we found essential differences between the schools and their best practices and challenges for improvement. It worked particularly well for those elements, which are mainly the responsibility for leadership inside a school. The differences of various elements between schools were not based on socioeconomic background but on the school-level practices. As a conclusion, we suggest that to improve schools with digital technology, all elements of the model should be included in the evaluation and development process.
机译：这项研究的目的是创建一个模型，描述通过数字技术改善学校的主要要素，并帮助揭示学校之间的差异，并确定其最佳实践和挑战。创新的数字学校模型（IDI学校）不仅提供了研究框架，而且还为学校提供了基于研究的模型，以检查他们自己的数字技术实践。该模型结合了以前关于学校改进，创新和数字技术在教育方面的研究作为创新和学习作为知识创造的特例，从而定义了描述创新数字学校的六个主要要素：学校的愿景，领导力，实践教学社区，教学实践，学校水平的知识实践和数字资源。该模型用于调查三所基础教育学校。结果表明该模型有效：我们发现了学校与其最佳实践之间的本质差异以及改进方面的挑战。对于那些主要负责学校内部领导的要素，它尤其有效。学校之间各种要素的差异不是基于社会经济背景，而是基于学校层面的实践。结论是，我们建议为了改善学校的数字技术，应将模型的所有要素都包括在评估和开发过程中。

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