000			03787nam a2200469 i 4500
999			_c6610 _d6610
001			00006610
003			ES-MaONT
005			20250123012004.0
008			210621s2021 eu b fs i000 0 eng d
020			_a978-92-76-38651-3
022			_a1831-9424
024			_d. _a10.2760 / 947402 _2doi
040			_aES-MaONT
100	1		_95066 _aCastaño Muñoz, Jonatan
245	1	0	_aAnalysing the digital capacity of Spanish schools using SELFIE _b: An early diagnosis for a better response to COVID and beyond _c/ Castaño Muñoz, J., Weikert García, L., Herrero Rámila, C.
260			_aLuxembourg : _bPublications Office of the European Union, _c2021
300			_a41 p. : _btablas ; _c1 documento PDF
336			_2isbdcontent _atexto (visual)
337			_2isbdmedia _aelectrónico
338			_2rdacarrier _arecurso en línea
490			_aJRC Science for Policy Report
504			_aBibliografía: p. 34
520			_aThe study shows some strengths of the Spanish education system. Spanish schools from the 3 education levels analyzed, have good results in the areas “Pedagogy: Supports and resources” and “Infrastructure and equipment”. Moreover, regarding students’ digital competence, the study also reveals positive aspects: the development of responsible and safe use of technology is present at all education levels and, in ISCED 2 and 3, schools also focus their efforts on communication skills and content creation. The areas related to leadership of the schools to promote digitalization and opportunities for continuous professional development in the use of digital technologies by teachers also show good results. Overall, the above results show that, in Spain, the first steps of the digitalization process have already been completed. Therefore, future actions or decisions to be taken should progress and focus on the advanced use of digital technologies. In this sense, it is important that teachers move towards advanced uses of digital technologies to develop learning activities, both inside and outside the classroom. With regard to assessment practices, the results of the study indicate that it is necessary to deepen the usefulness of digital technologies to facilitate a personalized and formative assessment that includes relevant and timely feedback. The study also shows that, before the COVID-19 crisis, the use of virtual learning environments was not a fully widespread practice. Making the use of virtual learning environments more generalised and promoting knowledge of their functionalities is useful in exceptional situations such as the COVID19 disruption but can also contribute to a better organization of learning and communication activities under normal circumstances.
540			_aThe reuse policy of the European Commission is implemented by the Commission Decision 2011/833/EU of 12 December 2011 on the reuse of Commission documents (OJ L 330, 14.12.2011, p. 39). Except otherwise noted, the reuse of this document is authorised under the Creative Commons Attribution 4.0 International (CC BY 4.0) licence
650		7	_aEducación digital _2 _92058
651		0	_92183 _aEspaña
653		7	_aeducación digital
653		7	_acompetencias digitales
653		7	_acentros educativos
653		7	_acapacidad digital
653		7	_aCOVID-19
653		7	_aprofesorado
653		7	_aalumnos
653		7	_amétodos de enseñanza
653		7	_aherramienta SELFIE
700	1		_95067 _aWeikert García, Lilian
700	1		_95103 _aHerrero Rámila, C.
710	1		_aComisión Europea. _bCentro Común de Investigación _92681
830			_93687 _aJRC Science for Policy Report
856	4	2	_uhttps://publications.jrc.ec.europa.eu/repository/handle/JRC125197 _x0 _yAcceso al documento _qpdf
942			_cINF _2z