We continue our “Meet Our Members” section with Gordana Jugo from the Croatian Academic and Research Network – CARNET

Could tell us a little bit about your organisation’s mission?

The Croatian Academic and Research Network – CARNET was established in 1991 as a project of the Ministry of Science and Technology of the Republic of Croatia with the aim to connect Croatia via Internet with the rest of the world. It was very important for Croatia for many reasons, especially because the country was in the war at that time. In 1995 CARNET transformed into institution with the purpose of facilitating progress of individuals, as well as of the society as a whole, through the use of new information technologies.

Croatian Academic and Research Network – CARNET is a public institution that today operates under the Ministry of Science, Education and Sports in the field of information and communication technologies and its application in education from network and Internet infrastructure through e-services, to security, education and user support. CARNET’s mission is contributing to the development of a digitally mature society. After serving to academic and research communities in Croatia for years, CARNET’s mandate was expanded to primary and secondary schools as well. CARNET currently connects all primary and secondary schools in Croatia to the Internet – almost 1400 and over 250 academic institutions,

CARNET coordinates the programme entitled “e-Schools: A comprehensive informatization of school operation processes and teaching processes aimed at the creation of digitally mature schools for the 21st century” started in 2015. In digitally mature schools, the advantages of the use of information and communications technology (ICT) are clearly recognized, and the school management as well as most teachers and students use ICT to its full potential in the planning and implementation of teaching, learning, and all other school activities. As a result, students are prepared to continue their schooling, and become competitive workers in the labour market.

How does CRISS fit it with this mission?

As development of digital competences of school students as a prerequisite for their further schooling, employment and life in digital society is one of the most important areas of CARNET’s interest, CRISS fits perfectly into CARNET’s mission expanding its efforts in this area.

CARNET has been involved in development of digital competences of school teachers for years. Last advances in this area have been the development of the Digital Competence Framework for School Employees: Teachers, Principals and Administrative Staff, development of the Curriculum for the Enhancement of Digital Competences of School Employees, development of self-assessment questionnaire, design and development of educational content and delivery of training. More than 5,000 school employees have been enrolled in training since 2016.

Development of digital competences of school teachers, digital educational content provided to schools and support to teachers in usage of technology have been contributing indirectly to the development of digital competences of school students. However, since CARNET has not been involved in any activities directly related to the development of digital competences of school students, participation in CRISS project has been a logical choice for CARNET to bridge that gap.

What is your role in the CRISS project? (Main tasks)

CARNET main role in the CRISS project is coordination of national piloting of the CRISS digital competences framework and CRISS platform in Croatia. It is envisaged that 60 teachers and 1000 students from 20 schools will be engaged in the pilot project. Through the use of technology in teaching different subjects, guided by CRISS scenarios, teachers will facilitate student learning and development of their digital competences, which then will be assessed and certified. From the beginning of dissemination of the CRISS project in Croatia, the schools have shown considerable interest and we believe that the schools perceive participation in the CRISS project as a great opportunity. The interest of school teachers in CRISS has been confirmed in a high response rate of Croatian teachers to the questionnaire which contributed to the development of CRISS digital competences framework.

CARNET has also been involved in creation of CRISS scenarios, which are aimed at achievement of digital competences through integrative approach, along with development od subject-specific competences. With help from the team members of Universitat Oberta de Catalunya and University College London, the scenarios have been developed in pedagogically sound way.

In your opinion, which of the digital competences listed by the EU do you find most important? Why?

In my opinion it is very important to understand that concept of digital competence is a very complex one, comprising of several areas and competences. For each person, including school students, it is important to develop equally all areas of digital competences. If a person is a champion in communication through digital technologies, but does not protect her or his personal data nor health and well-being, that shows a huge imbalance in digital competences, which could be dangerous. That is why teachers should be aware of all areas of digital competences, develop evenly their own digital competences and support their students in doing the same.

How can we can make students more engaged with ITC education?

In my opinion, the answer to question how to make students more engaged with ITC education is similar to the answer to question how to make students more engaged with education in general. Similar principles could be applied in both situations. Students tend to engage in meaningful activities, related to the real world, which increases student motivation to learn. Social setting of learning in which all participants contribute with their specific abilities and competences is also important. Chickering and Gamson proposes seven principles for good practice in education, including frequent contact between teachers and students, cooperation among students, prompt feedback, respecting diverse talents and ways of learning, and others.

However, students’ engagement with ITC education requires additional teacher competences. Teachers need to understand the potentials of technology in teaching and they need to be competent to use it. Teachers need to integrate technology in teaching not for the technology sake but in a pedagogically sound way. This is exactly what CRISS has been focusing on through CRISS scenarios and plans for future support to teachers.

What is the most exciting aspect of taking part in CRISS for you and your organisation?

I would say that the most exciting aspect of taking part in CRISS for me is working with partners, sharing their vision, admiring their expertise and enthusiasm. The CRISS consortium is very strong, consisting of diverse partner institutions: academic, commercial and public. It is also very exciting to have the opportunity to learn about new interesting tools, such as eportfolio and Magellan. Working in the field with teachers and students in Croatia is also very rewarding.

For CARNET it is very exciting to take part in a project that takes a comprehensive approach to achievement, assessment and certification of digital competences through a complex, yet attractive and user-friendly CRISS digital learning platform.