Schools for the Digital Society Awards 2015 for six Spanish schools

The Schools for the Digital Society Award 2015 represents its commitment of Fundación Telefónica to transform the educational environment in Spain in response to the challenge of an increasingly digitalized society.

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The aim of Fundación Telefónica is to foster an educational community that integrates the digital world in its classrooms to improve its teaching and learning processes. The Schools for the Digital Society Award 2015 represents its commitment to transforming the educational environment in Spain in response to the challenge of an increasingly digitalized society.

After a consultation process in November, a committee of experts in digital education selected six of the twelve finalists from more than 150 educational centres in Spain. The definitive selection was made following three study and evaluation sessions in Seville, Valencia and Bilbao to select the categories of the three winning schools. Developed as a collaborative effort based on knowledge of real-life cases, each session involved more than 30 experts.

The following schools were finally chosen: in the preschool and primary category (CEIP): Atalaya (Atarfe, Granada) and Manuel Bartolomé Cossío (Madrid); in the secondary school category (IES): Cartima de Cártama (Malaga) and Secció d’Institut Cardener de Sant Joan de Vilatorrada (Barcelona); and in the subsidized and private schools category: Escola Sadako and Escola Virolai (both in Barcelona).

These meetings, which provided a space for sharing knowledge on educational innovation, involved a critical analysis of the current situation of education in Spain and where it should be heading in the future, and resulted in the drafting of a Decalogue of the keys to transformation and how the process should be managed. The ten ‘commandments’ for this road to digitalization reached by the experts and teachers are as follows: passion, support and personalization of education; participative and shared leadership; innovation and creativity; professional teacher training; the integration of education and technology; the transformation of educational spaces; the evaluation of learning as dialogue; interdisciplinary projects, and connection with the community.