The evaluation of ICT educational policies: Analysis of the impact of the Digital Educational System (SED)

Abstract

This study analyses the impact of the Digital Educational System (SED) offered to schools in Ceuta and Melilla by the Spanish Ministry of Education’s National Institute of Educational Technologies and Teacher Training (INTEF). The aim was to evaluate the effect of an ICT educational policy using a multi-faceted, bespoke model based on mixed methodologies. First, an exploratory study of SED was carried out, using Google Analytics to evaluate its actual use, and comparing it with the digital presence of schools in other on-line environments. Next, the views of teachers on SED’s impact were analysed using a bespoke questionnaire (n = 370). Finally, the views of those responsible for the project were examined, by conducting semi-structured interviews with each of the seven people in charge of managing the project. The results show how institutions must promote systemic evaluation for these policies to be sufficiently effective. It is concluded that teachers have high expectations of the educational potential of digital tools, but there is still no evidence that these tools have a positive effect on the learning processes of their students.