Report on teacher digital competence and school digital maturity. D1.3. Accelerating Digital Innovation in Schools through Regional Innovation Hubs and a Whole-School Mentoring Model (iHub4Schools) project, Horizon 2020, European Union.

Deliverable 1.3, the Report on teacher digital competence and school digital maturity, was originally designed to provide an overview of the results derived from assessing the digital maturity of schools and the digital competence of teachers. Moreover, it was planned to serve as the basis for selecting schools to participate in the iHub4schools project activities. Given the complexity of this activity, this deliverable digs into various aspects of this task. It outlines our approach to recruiting schools for project activities, details the instruments employed and their rationale, describes how schools were actively involved in selfassessing their digital competence, maturity, and practices, and shares the valuable lessons we have learned throughout this process. The first section of this deliverable gives an overview of the concepts of digital competence of teachers and digital maturity of the schools by providing some lights to policy level aspects and research oriented lessons. In the second chapter we describe how the assessment of digital competence and maturity should be better supported by wider processes and how we embedded this practice into our School mentoring model. In the third section we elaborate our national experiences on how the assessment was organized, how schools were recruited, for what purpose data was collected and how school teams and teachers were integrated into the discussion of the results. Finally we reflect on the lessons from the cases and come up with conclusions. The most significant lesson we have learned is that self-assessment of digital competence and/or digital maturity alone does not provide a comprehensive understanding of schools. It is crucial to consider schools in conjunction with various other factors to make accurate assessments. Instead, it is essential to integrate self-assessment into the broader school development processes to facilitate evidence-informed school improvement. By doing so, we can better support schools in their journey towards improvement based on reliable evidence