• Corpus ID: 17882177

A Maturity Model for Assessing the Use of ICT in School Education

  title={A Maturity Model for Assessing the Use of ICT in School Education},
  author={Mauricio Solar and Jorge Sabattin and V{\'i}ctor Parada},
  journal={J. Educ. Technol. Soc.},
This article describes an ICT-based and capability-driven model for assessing ICT in education capabilities and maturity of schools. [] Key Result It is not just a diagnostic tool but has also been found to be useful for guiding the principals in ICT investment.

Maturity models of education information systems and technologies: A systematic literature review

Maturity models (MM) have been introduced, over the last five decades, as guides and references for the information system management in organizations from different sectors of activities. In the

A systematic literature review on maturity models for information systems in higher education institutions

ABSTRACT Maturity models have been introduced over the last five decades as guides and references for information system (IS) management in organizations from different sectors. In the education

Development Methodology of a Higher Education Institutions Maturity Model

The HEIMM (Higher Education Institutions Maturity Model) will be developed to help HEI to address the complexity of there IS, as a useful tool for the demanding role of the management of these systems, and institutions as well.

System Framework for a Successful ICT Integration in Serbian Schools

The successful integration of digital technologies in educational institutions is an imperative of any educational system in a developed society. Activities leading to the integration of digital

From Teachers’ to Schools’ ICT Competence Profiles

It is widely accepted that schools have not fully exploited the advantages of information and communication technologies (ICT) as an enabler of improved learning and teaching practices despite the

A Model Based on the Factor Analysis for Assessing the ICT Development in Basic Education and Regional Comparison

  • Xinyan ZhangChun LuDi Wu
  • Education
    2016 International Conference on Educational Innovation through Technology (EITT)
  • 2016
The purpose of ICT in education is to support and lead the educational reform and development, so as to promote the realization of the educational modernization. Evaluation is the key to promote the

Architecture of a maturity model for information systems in higher education institutions: multiple case study for dimensions identification

This paper proposes the development of a maturity model capable of supporting the role of HEI’s managers, as well as accreditation agencies, in the assessment of the maturity of these systems, thus, promoting continuous improvement.

Supporting school ICT uptake: The ASK School ICT Competence Management System

In all European countries, initiatives are implemented towards promoting the use of Information and Communication Technologies (ICT) in schools. However, the current level of school ICT uptake

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It turned out that the TeaM model can be applied to university teaching, but it should also be improved in terms of regrouping the process areas.

Metamodel for Evaluating the Performance of ICT in Education

This paper simplifies the whole performance evaluation framework by means of “meta” ideology, and extracts four core elements according to performance theory and metamodeling technology, enabling a common, clear and unambiguous description of many existing models in this field.



A Monitoring and Evaluation Scheme for an ICT-Supported Education Program in Schools

It is concluded that an M&E scheme supports the intervention process by providing real-time information for decision making through the application of assessment instruments according to a monitoring plan, which enables intervention activities to be adjusted so as to ensure an adequate level of adoption.

The Application of Maturity Model in the Schools' ICT Project

  • Zhihua LiangZhaojun Wang
  • Education, Economics
    2009 International Conference on Computational Intelligence and Software Engineering
  • 2009
One of the most important reasons for poor performance on the basic education ICT projects is due to the lack of a systemic framework, which is used to identify the essential factors and their

Technology in schools : education, ICT and the knowledge society

Many countries around the world are investing in Information and Communication Technologies (ICT) to improve and update the education they provide their younger generations. This document offers

The impact of ICT in schools - a landscape review

Introduction -The impact of ICT in schools report was commissioned by Becta on behalf of the Department for Education and Skills (DfES) to analyse the impact of ICT on the schools sector across the


A maturity model of online course design may serve as a tool in planning and assessing their courses for improvement based on best practices and may surpass all other course delivery methods in quality in the near future.

Impact of Information and Communication Technologies on School Administration: Research on the Greek Schools of Secondary Education

The current research aims to determine the level of technological infrastructure present in the secondary schools of Greece, to what extent this equipment meets their administrative needs, to study the role of the school libraries in their contribution to the modernization of school administration, and to examine the conditions that influence the implementation of ICT in school management.

Implementing Use of ICT in Teacher Education

  • L. Olsson
  • Education
    Education for the 21st Century
  • 2006
Teachers in Sweden are still in need of digital literacies to master the pedagogical use of ICT in schools and the Learning Resource Centre has an important role in providing appropriate technology, supported learning environments and competence development for teachers and students.

Evaluating computer technology integration in a centralized school system

Comparative Analysis of Policies for ICT in Education

National policies and programs can be an important tool for the realization of ICTs promise in education and some of their major components are the focus of this chapter. The chapter presents a