Promising Digital Schools: An Essential Need for an Educational Revolution
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Fouad Mounier Yehya 1 *
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1 Educational Research Laboratory- (LRE- Laboratoire de recherche en éducation), Faculty of education, Saint- Joseph University of Beirut, LEBANON
* Corresponding Author

Abstract

This paper endeavors to propose a clear framework to show how the Lebanese traditional schools will be transformed to digital schools to benefit from digital technology. Digitalization is prompting education at a very fast pace. Educational institutions are in vital need of technology implementations to stay digitally relevant to Net-generation learners. Though many schools have digital initiatives and plans, the implementation of these up to a well-studied framework is something many institutions still lack. This study adopts the instructional design theory, which aims to propose a clear technology implementation framework to promote schools’ digital transformation.
The study emphasizes that schools are in need to deal with a well-defined framework in their establishment for digital institutions and proposes a digital framework for schools to implement educational technology tools and strategies to gain the benefits attached to technological progress.
The suggested framework highlights the need for mutual interaction between schools’ visions, teachers’ professional development, some appropriate tools, learners’ beliefs, and the learning society’s support in guiding schools to attain the opportunities of digitalization in reforming education. Researchers, policymakers, and educators need to contribute to this developed framework and identify strengths, weaknesses, opportunities, and threats (SWOT analysis) of the suggested model on schools’ digitalization process. However, additional research should be conducted regarding the impact of the model on enhancing the educational revolution. Hence, a call is made for researchers to continue testing the model in different contexts with the intent of refining it.

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

https://doi.org/10.29333/pr/11061

PEDAGOGICAL RES, 2021 - Volume 6 Issue 3, Article No: em0099

Publication date: 13 Jul 2021

Article Views: 940

Article Downloads: 436

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