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Same, but Different? Digital Transformation in Swiss Vocational Schools from the Perspectives of School Management and Teachers
The COVID-19 pandemic has further highlighted the importance of the digital transformation of educational organizations. The effects of this transformation process are not limited to the classroom level but extend into various areas of the school, such as Equipment and Technology, Strategy and Leade...
Autores principales: | , , , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Springer Netherlands
2022
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9734290/ http://dx.doi.org/10.1007/s10758-022-09631-9 |
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author | Rauseo, Martina Harder, Andreas Glassey-Previdoli, Deborah Cattaneo, Alberto Schumann, Stephan Imboden, Serge |
author_facet | Rauseo, Martina Harder, Andreas Glassey-Previdoli, Deborah Cattaneo, Alberto Schumann, Stephan Imboden, Serge |
author_sort | Rauseo, Martina |
collection | PubMed |
description | The COVID-19 pandemic has further highlighted the importance of the digital transformation of educational organizations. The effects of this transformation process are not limited to the classroom level but extend into various areas of the school, such as Equipment and Technology, Strategy and Leadership, Organization, Employees, and Culture. Against this background, we assessed the status quo of the digital transformation in Swiss vocational schools from the perspective of both school management members and teachers. For this endeavor, two surveys were conducted: the first one in the period from November 2019 to January 2020 (school management members) and the second one between June and September 2020 (teachers). In total, 202 school management members and 1,739 teachers from 62 schools participated in the study. The results of the analyses indicate that the digitization-related dimensions of Strategy and Leadership, as well as Pedagogical IT Support, were perceived better by school management members, whereas teachers considered the areas of Digital Competencies, Attitudes, and Culture to be more advanced. Furthermore, linear regression models show that the dimensions considered important when assessing the status quo of digital transformation differ between the groups. The results emphasize the importance of communication between and the inclusion of all school stakeholders for the successful management of the digital transformation. |
format | Online Article Text |
id | pubmed-9734290 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2022 |
publisher | Springer Netherlands |
record_format | MEDLINE/PubMed |
spelling | pubmed-97342902022-12-12 Same, but Different? Digital Transformation in Swiss Vocational Schools from the Perspectives of School Management and Teachers Rauseo, Martina Harder, Andreas Glassey-Previdoli, Deborah Cattaneo, Alberto Schumann, Stephan Imboden, Serge Tech Know Learn Original Research The COVID-19 pandemic has further highlighted the importance of the digital transformation of educational organizations. The effects of this transformation process are not limited to the classroom level but extend into various areas of the school, such as Equipment and Technology, Strategy and Leadership, Organization, Employees, and Culture. Against this background, we assessed the status quo of the digital transformation in Swiss vocational schools from the perspective of both school management members and teachers. For this endeavor, two surveys were conducted: the first one in the period from November 2019 to January 2020 (school management members) and the second one between June and September 2020 (teachers). In total, 202 school management members and 1,739 teachers from 62 schools participated in the study. The results of the analyses indicate that the digitization-related dimensions of Strategy and Leadership, as well as Pedagogical IT Support, were perceived better by school management members, whereas teachers considered the areas of Digital Competencies, Attitudes, and Culture to be more advanced. Furthermore, linear regression models show that the dimensions considered important when assessing the status quo of digital transformation differ between the groups. The results emphasize the importance of communication between and the inclusion of all school stakeholders for the successful management of the digital transformation. Springer Netherlands 2022-12-05 2023 /pmc/articles/PMC9734290/ http://dx.doi.org/10.1007/s10758-022-09631-9 Text en © The Author(s) 2022 https://creativecommons.org/licenses/by/4.0/Open AccessThis article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article’s Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article’s Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/ (https://creativecommons.org/licenses/by/4.0/) . |
spellingShingle | Original Research Rauseo, Martina Harder, Andreas Glassey-Previdoli, Deborah Cattaneo, Alberto Schumann, Stephan Imboden, Serge Same, but Different? Digital Transformation in Swiss Vocational Schools from the Perspectives of School Management and Teachers |
title | Same, but Different? Digital Transformation in Swiss Vocational Schools from the Perspectives of School Management and Teachers |
title_full | Same, but Different? Digital Transformation in Swiss Vocational Schools from the Perspectives of School Management and Teachers |
title_fullStr | Same, but Different? Digital Transformation in Swiss Vocational Schools from the Perspectives of School Management and Teachers |
title_full_unstemmed | Same, but Different? Digital Transformation in Swiss Vocational Schools from the Perspectives of School Management and Teachers |
title_short | Same, but Different? Digital Transformation in Swiss Vocational Schools from the Perspectives of School Management and Teachers |
title_sort | same, but different? digital transformation in swiss vocational schools from the perspectives of school management and teachers |
topic | Original Research |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9734290/ http://dx.doi.org/10.1007/s10758-022-09631-9 |
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