Design and Validation of an Instrument to Measure Educational Innovations in Primary and Pre-Primary Schools

The creation and implementation of innovation proposals in education can provide a new key towards sustainable development. We are aware that schools perform very different innovations but often, with very low levels of impact and dissemination in their community. There are not many studies that describe, put a value on, categorize or analyse the innovations. This study sought to gain insight into the ICT innovations produced in Spanish primary and pre-primary schools. A quantitative approach based on a questionnaire was used to collect the data, named MANEDUIN, completed by 86 teachers selected by stratified random sampling (public - private, rural - urban). The reliability and the construct-related validity was evaluated from the questionnaire and the validity of content decided by means of experts’ judgment. Our findings point to a good consistency in the questionnaire (Cronbach’s Alpha: 0.848). The descriptive statistics and the analysis were made by factorial categories. The results of the factorial analysis confirm the dimensions proposed in the design of the questionnaire in the categories of the factors included in the innovation (social cohesion, interaction with the community, technologies, and success), the innovative schools and their characteristics, the topic and the type of innovation (on resources, direction, materials and time), as well as the obstacles to the innovation. This paper concludes that the questionnaire MANEDUIN is a valid and reliable tool to measure the management of schools’ innovations.

“The Source of Life” in Bishop’s Basilica Of Philippopolis in the Context of Steam

The main task considered in this material is related to the restoration of the mosaic “Source of Life” in the Bishop’s Basilica of Philippopolis. Ideas for creation and use of computer models of the geometric scheme and of separate figures in the considered mosaic are presented. Technologies such as 360-degree photography, 3D printing, specialized software for creating computer models, etc. are shared to provide conditions for research work. STEAM training, especially in the context of STEAM centers and innovative schools, creates good opportunities for the widespread deployment of such resources. Most of the described educational resources are provided with free access in the Virtual Mathematics Laboratory, developed at the Institute of Mathematics and Informatics of the Bulgarian Academy of Sciences.

Integration in the Learning Process

The article deals with the issue related to the use of the integrated approach and the integrated cross-curricular interaction in education. It focuses on its advantages for conducting a modern learning process, orientation to specific results and practical orientation of training. Issues of e-learning are addressed. Experiences and good practices of innovative schools in the implementation of integrated cross-curricular interaction are shared.

VOCATIONAL SCHOOLS – BETWEEN GOOD PRACTICES AND INNOVATION

In the 2019/2020 academic year, a team from the Faculty of Pedagogy at Sofia University „St. Kliment Ohridski “set itself the goal of researching innovative schools in Bulgaria. We researched the legal framework, interviewed principals, and held meetings with innovative teachers. One of the things that impressed us was that there were too few vocational schools. A study followed, which proved our assumption – out of 357 registered innovative schools, only 57 are vocational high schools. Why so little and what was the innovation in them? The report will be presented explore innovative practices in vocational schools. Some of them are focused on the organisation of the learning process other – the pursuit of closer ties with business, third – in realisation of joint ideas and projects.

The Patterns of School Improvement in Digitally Innovative Schools

This study explores schools’ digital maturity self-evaluation reports’ data from Estonia. Based on quantitative data (N = 499) the schools that attempt digital transformation were clustered into three successive digital improvement types. The paper describes 3 main patterns of school improvement in different phases of innovative change: classroom innovation practices’ driven schools, participatory led structural change driven schools; and inclusive and evidence based change management type of schools. The defining variables for digital transformation towards new levels of digital maturity were teachers’ role, digital competences, learning organization culture, participatory management, inclusive leadership, structural changes and network, and IT-manager involvement to structural changes.

21 ST CENTURY SKILLS IN SCHOOL EDUCATION IN THE UNITED KINGDOM

The author of the article considers and characterizes the main current trends in the development of school education in the UK. The author describes the necessary skills of the XXI century for students of secondary schools in Great Britain and the conditions of their formation. These are skills such as: joint problem solving, responsibility, critical thinking, creativity, emotional intelligence, cooperation, decision making, IT skills, self-regulation, communication, flexibility and adaptability, respect, information and economic literacy, etc. The author also describes the so-called soft skills (flexible) and hard skills (hard). The article notes the role of the 21st century teacher, which today cannot be limited to knowledge transfer, but to focus, discuss and, of course, evaluate students' progress so that they know when more support is needed, as today's innovative schools design classes for knowledge. , not its transportation. It is argued that modern and relevant and key skills of the 21st century include: problem solving, critical thinking, creativity, collaboration, decision making, IT skills, self-regulation, communication, respect, information and economic literacy, which in turn require appropriate teaching methods of the 21st century. The role of teachers can no longer be limited to knowledge transfer, but should be well-guided, discussed and, of course, evaluated by students' progress so that they know when more support is needed. Today, innovative schools design classrooms for the pursuit of knowledge, not its transportation.

The “Science” of Computing: Inclusive Computing Pathways in Iowa City Community School District

This district overview highlights the work Iowa City Community School District (ICCSD) did over the course of three years to plan, build, and implement computing pathways. ICCSD is a college-town district serving 14,000 students and is rapidly becoming more urban and diverse. As a member of Digital Promise’s League of Innovative Schools, ICCSD applied to participate in the National Science Foundation-funded grant project Developing Inclusive K-12 Computing Pathways for the League of Innovative Schools to focus on developing an Inclusive K-12 Computing Pathway aligning the computing courses available within the district. ICCSD set an equity goal of focusing on improving access to computing for their Black and Latinx students including students designated as English language learners.