A multi-attribute modelling approach to evaluate the efficient implementation of ICT in schools
- 75 Downloads
Comprehensive implementation of Information and Communication Technologies in schools is a key factor in empowering students in the European Union (EU) for their future roles. The framework, DigCompOrg, was proposed in 2015 under the direction of the European Commission to encourage self-assessment within EU schools and to update the level of digitalization. This article presents a computer-supported model based on this framework and a multi-attribute decision-making methodology named, DEX. The model was built by a group of experts and tested on selected schools in Slovenia. The main advantages of the model are: the use of qualitative value scales for attributes which do not have exact values; the use of a hierarchical structure for attributes; a transparent presentation of the interconnectedness of these attributes; and the use of simple if–then aggregation rules to allow the use of non-fixed weights. An application of our model to a selected school demonstrates the potential for knowledge modelling to facilitate upgrades of existing assessment tools and to provide a better understanding and analysis of assessment results.
KeywordsMulti-attribute decision-making DEX methodology School digitalization Self-assessment tool
The authors thank participating schools and their staff for active role in the study. The authors are thankful to Prof. Emer. Dr. Vladislav Rajkovič for his eye-opening ideas during the study.
Compliance with ethical standards
Conflict of interest
The authors declare that they have no conflict of interest.
- Becta (2008) What is the self-review framework? A guide for school leadersGoogle Scholar
- Bohanec M (2015) DEXi: a program for multi-attribute decision making, user’s manual, version 5.00Google Scholar
- Bohanec M (2017) DEXi: a program for qualitative multi-attribute decision modelling. IJS, LjubljanaGoogle Scholar
- Bohanec M, Rajkovič V, Bratko I et al (2013) DEX methodology: three decades of qualitative multi-attribute modeling. Informatika 37:49–54Google Scholar
- Čampelj B, Karnet I, Brodnik A et al (2017) Decision support modelling for efficient implementation of ICT in schools. In: Proceedings of the 14th International Symposium on Operational Research SOR’17. Slovenian Society Informatika, Section for Operational Research, Ljubljana, pp 161–166Google Scholar
- European Commission (2016) New Skills Agenda for EuropeGoogle Scholar
- García-Peñalvo FJ, Ramírez-Montoya MS (2017) Aprendizaje, Innovación y Competitividad: La Sociedad del Aprendizaje. Rev Educ Distancia RED. https://doi.org/10.6018/red/52/1
- Gebhardt E, Ainley J (2014) Preparing for life in a digital age: the IEA International Computer and Information Literacy Study International Report. Springer, s.lGoogle Scholar
- Hargreaves A, Morton B, Braun H, Gurn AM (2015) The changing dynamics of educational judgment and decision making in a data-driven world. In: Decision making in educational leadership: principles, policies and practices. Routledge, New York, pp 3–20Google Scholar
- Kampylis P, Punie Y, Devine J, Institute for Prospective Technological Studies (2015) Promoting effective digital-age learning: a European framework for digitally-competent educational organisations. Publications Office, LuxembourgGoogle Scholar
- Linko L, Kantola M, Friman M (2016) An Online Journal Promoting Digital Collaboration in Finnish Higher Education Institutions. In: EAPRIL Conference Proceedings 2016, 3rd edn. European Association for Practitioner Research on Improving Learning, Porto, Portugal, pp 228–238Google Scholar
- Saaty TL (2012) Decision making for leaders: the analytic hierarchy process for decisions in a complex world, vol 5, 3rd edn. RWS Publ, PittsburghGoogle Scholar
- Sairanen H, Vourinen M, Viteli J (2014) ICT skills of new teachers in Finnish School. In: EdMedia 2014—World Conference on Educational Media and Technology, Jun 23, 2014. Association for the Advancement of Computing in Education (AACE), Tampere, Finland, pp 217–222Google Scholar
- Vermeulen M, Kreijns K, van Buuren H, Van Acker F (2017) The role of transformative leadership, ICT-infrastructure and learning climate in teachers’ use of digital learning materials during their classes: teachers’ use of digital learning materials. Br J Educ Technol 48:1427–1440. https://doi.org/10.1111/bjet.12478 CrossRefGoogle Scholar