From: Digital technology and practices for school improvement: innovative digital school model
Phenomenon investigated | School A | School B | School C |
---|---|---|---|
A. Vision of the school | 2.3 | 1.3 | 2.3 |
 A1. The vision of using digital technology | 2 | 1 | 2 |
 A2. Consensus about the vision | 2 | 1 | 2 |
 A3. Intentional development-orientation | 3 | 2 | 3 |
B. Leadership | 2.7 | 2.0 | 3.0 |
 B1. Shared leadership | 3 | 2 | 3 |
 B2. Networking of the principal | 2 | 1 | 3 |
 B3. Role of the principal | 3 | 3 | 3 |
C. Practices of teaching community | 3.0 | 1.7 | 2.7 |
 C1. Pedagogical collaboration and sharing of expertise | 3 | 1 | 3 |
 C2. Development practices | 3 | 2 | 2 |
 C3. Networking of teachers | 3 | 2 | 3 |
D. Pedagogical practices | 2.5 | 1.5 | 2.0 |
 D1. Perceptions of using digital technology in education | 2 | 2 | 2 |
 D2. Pedagogical practices with digital technology | 3 | 1 | 2 |
E. School-level knowledge practices | 2.5 | 1.0 | 2.0 |
 E1. Common knowledge practices with technology | 3 | 1 | 2 |
 E2. Physical premises | 2 | 1 | 2 |
 E3. Students’ involvement in school level activities | 3 | 1 | 1 |
 E4. School-level networking | 2 | 1 | 3 |
F. Digital resources | 2.75 | 1.75 | 2.0 |
 F1. Utility of technical resources | 3 | 1 | 2 |
 F2. Pupils’ digital competence | 3 | 2 | 2 |
 F3. Teachers’ digital competence | 2 | 2 | 2 |
 F4. Pedagogical and technical support | 3 | 2 | 2 |