Fostering technology-enhanced learning and digital innovations in schools – key factors and challenges
Abstract
The use of technologies to support teaching and to maximize the learning experience is a key driver for significant changes in the educational landscape. The COVID-19 emergency created several problems and challenges for schools, forcing them quickly to learn the different methods of conducting Technology-Enhanced Learning (TEL). The TEL has become a common feature of education today and issues related to its quality are more than ever in the educational agenda. Considering the heterogeneity of TEL applications as well as the complexity of the processes related to the integration of the digital technologies in education it is crucial and essential to identify relevant TEL models and Quality Assurance (QA) strategies with a special focus on development, availability, and use of e-learning solutions and digital educational resources in terms of their application at different levels and in different educational contexts. This article describes some key factors and challenges in terms of improving access to and use of TEL solutions and digital innovations in secondary and upper secondary education in Bulgaria.
References
EC, EACEA, Eurydice. Digital Education at School in Europe. Eurydice; Report. Luxembourg: Publications Office of the European Union, 2019, Retrieved from https://eacea.ec.europa.eu/national-policies/eurydice/sites/eurydice/files/en_digital_education_n.pdf.
EC, Directorate-General for Education, Youth, Sport and Culture. Better learning for Europe’s young people: developing coherent quality assurance strategies for school education, 2018, Retrieved from https://op.europa.eu/en/publication-detail/-/publication/1361c84b-80c8-11e8-ac6a-01aa75ed71a1.
EC, Directorate-General of Communications Networks, Content & Technology. 2nd Survey of Schools: ICT in Education. Objective 1: Benchmark progress in ICT in schools. Luxembourg, Publications Office of the European Union, 2019, ISBN 978-92-79-99675-7, doi: 10.2759/23401.
G. Kearsley, R. Culatta. Instructional design, ADDIE Model. Retrieved from http:
//www.instructionaldesign.org/models/addie/.
B. Loveless. Education corner, Holistic Education: A Comprehensive Guide (2019) Retrieved from https://www.educationcorner.com/holistic-education.html
M. Monova-Zheleva, Y. Zhelev. Methodology and workflow to produce and deliver modern training solutions. In e-Book: Modernization of Higher Education through Integration of Contemporary ICT-Based Approaches and Tools in the University Curricula, 2020, Burgas, BFU, Chapter 5, 68–77, ISBN 978-619-7126-97-6.
E. Ossiannilsson, K. Williams, A. F. Camilleri, M. Brown. Quality models in online and open education around the globe. State of the art and recommendations, 2015, Retrieved from https://www.pedocs.de/volltexte/2015/10879/pdf/Ossiannilsson_et_al_2015_Qualitymodels.pdf.
D. Wiley. The Instructional Use of Learning Objects, Online version, 2000, Retrieved from: http://reusability.org/read/.
