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Digital Learning and Public Policy in Schools: A Transformative Paradigm for a Changing World

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Title: Digital Learning and Public Policy in Schools: A Transformative Paradigm for a Changing World
Language: English
Authors: Mercedes Llorent-Vaquero (ORCID 0000-0002-1379-4749), Juan De Pablos-Pons (ORCID 0000-0001-9147-5965), Irma Velez (ORCID 0000-0002-9740-9990)
Source: Policy Futures in Education. 2024 22(4):574-592.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 19
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Secondary Education
Descriptors: Electronic Learning, Public Policy, Educational Policy, Educational Change, Social Change, Social Justice, Foreign Countries, Educational Technology, Technology Uses in Education, Instructional Innovation, Technology Integration, Elementary Secondary Education
Geographic Terms: Spain
DOI: 10.1177/14782103231180675
ISSN: 1478-2103
Abstract: This study explores models of digital learning in public educational institutions, focusing on good practices aimed at bringing about instrumental and methodological change, and encouraging the adoption of new values and greater social justice. It identifies challenges and opportunities to propose a dynamic model of public policy on digital education. Eighteen public educational institutions associated with good digital practices in Andalusia (Spain) participated in the study. Using a descriptive method with a survey design, three questionnaires were administered at the institutions. The results confirm the importance of collective practice in encouraging the introduction of digital technologies in educational institutions. The conclusions show that a participatory culture and innovative teaching initiatives can facilitate the digital integration, on which the proposed policy model is based. The study proposes a policy model based on how participatory culture and innovative teaching initiatives can facilitate digital integration in schools. This dynamic, reflexive policy model proposed can be adapted to emerging social changes and used by policymakers, management staff and teachers in primary and secondary education.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1422304
Database: ERIC
FullText Text:
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  Data: Digital Learning and Public Policy in Schools: A Transformative Paradigm for a Changing World
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  Data: <searchLink fieldCode="AR" term="%22Mercedes+Llorent-Vaquero%22">Mercedes Llorent-Vaquero</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1379-4749">0000-0002-1379-4749</externalLink>)<br /><searchLink fieldCode="AR" term="%22Juan+De+Pablos-Pons%22">Juan De Pablos-Pons</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-9147-5965">0000-0001-9147-5965</externalLink>)<br /><searchLink fieldCode="AR" term="%22Irma+Velez%22">Irma Velez</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-9740-9990">0000-0002-9740-9990</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Policy+Futures+in+Education%22"><i>Policy Futures in Education</i></searchLink>. 2024 22(4):574-592.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: 19
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  Data: <searchLink fieldCode="DE" term="%22Spain%22">Spain</searchLink>
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  Data: 10.1177/14782103231180675
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  Data: 1478-2103
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  Data: This study explores models of digital learning in public educational institutions, focusing on good practices aimed at bringing about instrumental and methodological change, and encouraging the adoption of new values and greater social justice. It identifies challenges and opportunities to propose a dynamic model of public policy on digital education. Eighteen public educational institutions associated with good digital practices in Andalusia (Spain) participated in the study. Using a descriptive method with a survey design, three questionnaires were administered at the institutions. The results confirm the importance of collective practice in encouraging the introduction of digital technologies in educational institutions. The conclusions show that a participatory culture and innovative teaching initiatives can facilitate the digital integration, on which the proposed policy model is based. The study proposes a policy model based on how participatory culture and innovative teaching initiatives can facilitate digital integration in schools. This dynamic, reflexive policy model proposed can be adapted to emerging social changes and used by policymakers, management staff and teachers in primary and secondary education.
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