# data[].attributes.body
Teachers' opinion is more positive than the school leaders. A reason for that could be that teachers don't work a lot about their professional development.

# data[].attributes.body
In my school isn't enough diapositives for using in real time any kind of application especially engineering software. From personal phones of students acces to applications are limited.

# data[].attributes.body
One reaason why there is such a discrepancy between teahers' and the school's responses is that teachers are willing to integrate technologies in their teaching but their school's infrastrucutre is lacking

# data[].attributes.body
Analyzing the SELFIE DEMO REPORT in F- Teaching Pedagogy, G - Assessment Practices,H- Student digital Practices I could infer that teachers opinions on their use and importance of digital tools in educational practices, therefore in having an pedagogical outcome is very high (2.6, nearly the maximum). As well as this also the digital tools to assess their students' progress (3 the highest) and the practice use of their students' digital practices is quite High ( 2.8).
This witnesses the big effort teachers permanently  do in their Continuing Professional Development, which is not always considered and understood by school leaders.
This stroke my attention.
The second section which I observed more in detail is SECTION B. INFRASTRUCTURE AND EQUIPMENT:
We can see that for school leaders the digital equipment( Ipad, PC, wifi connection, rooms and labs well equipped and functioning) do not have the performance needed by the school, while they are considered more than ok by teachers, students and in-company trainers. Why this large discrepancy? Isn't it that leaders ask for too much by their staff? At a first thought this is the question that arises in my mind.

# data[].attributes.body
In our school there are 4 digital whiteboards but we have 19 classes of students. There are few to cover all classes. In the classrooms where the boards are placed, they are used but not daily. Older colleagues do not want to improve their digital skills,

# data[].attributes.body
B2 Discussion in the use of technology

I would say being overwhelmed is a problem with our teachers.
Also a disadvantage is the lack of infrastucture: wifi connection, old PCs.

# data[].attributes.body
The discrepancy could be caused by lack of honesty in answering the questions.

# data[].attributes.body
1.       E2 – Creating digital resources. Leaders: 1; Teachers: 2.6

a.       What message do we get from that difference between schools leaders (1) and teachers (2.6)? In principle, since teachers are one of the main actors within the classroom, their opinion will be better supported to produce this information than school leaders. On the other hand, there should be sufficient evidence to support the opinion made by either the former or the latter.

b.       What reasons could there be for such a discrepancy? Perhaps both have different concepts of what "creating digital resources" is.

c.       What could be done to decrease it? The meaning of some terms should have been debated at school and with these actors, so that the analysis could start from the same understandings. It would also be advisable to analyze the DigCompEdu glossary, so that when they are answering the questionnaires, they share a common understanding platform about the terms used.

2.       F6 – Cross-curricular projects. Leaders: 1; Teachers: 2.5

a.       What message do we get from that difference between schools leaders (1) and teachers (2.5)? The school leader, as the school global coordinator and (in Portugal) presiding over the school pedagogical council, is able to evaluate the dynamics of teaching and learning in the classroom, as the topic is frequently debated in this council. Thus, this difference indicates more optimistic teachers (about classroom practices) than school leader.

b.       What reasons could there be for such a discrepancy? Perhaps teachers, when judging for their own sake, have opted for a better score in this case?

c.       What could be done to decrease it? In addition to what we have already mentioned (about sharing the meaning of the different terms used in the questionnaire), examples could be given that describe what would be expected of a teacher who scored the highest value.

# data[].attributes.body
The questionnaire is still in progress. The last day is Nov. 30th.

# data[].attributes.body
B.1. Infrastructure (leaders score is 1, and teachers 2.2 and students 2.5)

the reason for lower scores for school leaders may be that they are measuring current school infrastructure vs ideal one, and teacher and students are scoring it against the level of infrastructure needed to get the job done

E.3. Using virtual learning enviroments (leaders score is 1.3 and every others group is the same - 2.8)

considering the teachers, students, and in-company trainers have the same score, we should take it as more accurate than the leaders score. The reason for it could be that virtual learning enviroments have become a standard for those groups in the last 2 years with covid situation and on-line and distanced learning, while the school leaders are not participating in those kind of learning as much

# data[].attributes.body
When we observe the areas of Teaching, Pedagogy and Assessment Practices, we observe that Teachers have higher values than Leaders (especially in Assessments Practices), these could be strengths to develop in the case of Leaders and thus, obtain a greater strategic alignment in the aforementioned areas and in the general plan of the school institution.

# data[].attributes.body
The school needs to upgrade its equipment, but has no money. Also very quickly the technology changes and they need upgrades that have a high cost

# data[].attributes.body
There is a considerable discrepancy in the area of database of training providers between the leaders and teachers. It may result from the fact that it is the leaders who plan the professional development of the whole institution staff, so they know well where to look for the specific companies and offers. This discrepancy can be diminished by sharing the links to the course providers, brainstorming on the school's vision regarding the school's development plan. All the teachers should be involved in planning their professional development.

# data[].attributes.body
With regards to Infrastructure and Equipment and the question about technical support, it appears that school leaders and teachers have different view points about technical support needed in schools.
Teachers (3.1) supported that  having adequate, reliable and secure infrastructure (such as technical support) can enable and
facilitate innovative teaching & learning and assessment practices, while only 1.7 of school leaders agreed to this statement. I think this difference was expected as teachers are the ones who use ICT technologies most and face several challenges in daily practice. Thus, they underlined the importance of having technical support available while using ICT in teaching and learning.

# data[].attributes.body
In the analysis of infrasctructure and equipment, the teachers avaluate more positive than the school leaders because they know best what they need.

# data[].attributes.body
The discrepancy between students 'confidence in the benefit of technology in education and teachers' confidence in this. Many teachers are afraid of losing control of the teaching process. I think he should be aware that the student can teach you too.

# data[].attributes.body
E.Teaching suport
Leader.1
Teachers 2.8

# data[].attributes.body
Area D – Continuing Professional Development
CPD Opportunities - the school leader rate is a low 1, while teachers rate is 2.6.
There are a lot of online courses, webinars and materials, so teachers have access more easily to them. Some of the are available permanently, some for a given period of time, but you can extract your own info. I think this might be the reason for the difference.

Area E – Teaching Support

Creating Digital Resources – again a difference: school leaders 1 vs. 2.6 teachers mainly because school leaders have to deal with other issues, such as urgent reports and documents from different institutions, they have to consider every aspect related to the management of their institution and sometimes maybe they do not have the actual time to create new digital resources for their students.

# data[].attributes.body
It seems the school leaders have a different perception of the facts than the teachers and students. For instance in terms related to infrastructure. For that question SELFIE could be an excellent tool to obtain information about the situation and take a picture from a different perspective but after that it’s essential to interpret and discuss the results in order to build a common strategy.

# data[].attributes.body
Infrastructure and Equipment School
Lack of time

# data[].attributes.body
A1. Digital Strategy – A2.Strategy Development with Teachers
A1. While the leader's score was 1, the teachers' score was 2.3.
A2. The scores of the leaders and teachers are very close to each other.
If we interpret the results in A1 and A2 together, leaders and teachers may have come together to achieve certain things about digitalization, but this may not be the task of determining digital strategy, but only a process of integrating technology into the classrooms. Therefore, the difference in scores between leaders and teachers in A1 may be due to the fact that teachers perceive the concept of "digital strategy" differently.

B1. Infrastructure- B3. Internet Access
When we look at both areas, we see that the votes of the teachers are higher than the leaders by a large margin.
When we consider these two areas together, we can see that although the school does not have sufficient technical equipment of its own, the teachers use their own technical equipment in the classroom environment.

D5. CPD Opportunities
We see that the scores of the leaders are quite lower than the teachers. In other words, leaders found teachers' cpd opportunities more inadequate than teachers. If we interpret this result, the leaders may not be sufficiently aware of the learning opportunities of the teachers or the existing professional development opportunities may be underestimated according to the leaders.

# data[].attributes.body
A.3. New ways of teaching
Average response of school leader is 2.7 while the one of teachers is 4. The discrepancy might be the result of the lack of teaching observations of the leader and missing the insight of the teaching practices. The leader should communicate more with the teachers, students and observe teaching more often.
B.3. Internet acess
Average response of school leader is 1 wile the response of teachers is 2.5 and students 2.2. The discrepancy might be the result of different activities and needs of principal and teachers and students.

# data[].attributes.body
Area D – Continuing Professional Development

In D5 – CPD Opportunities - the school leader rate is a low 1, while teachers rate it 2.6.
From my perspective, this discrepancy is due to the fact that more and more teachers are seeking for online development as more opportunities become available. This tendency has probably increased during and as a consequence of the pandemic; besides, what I find from my own experience is that as we fight against work overload and time constraints and therefore try to manage it the best we can, online professional development is not only more varied and updated but also available 24/7. Always available are also online platforms where classroom teachers may share their resources and good practices. Furthermore, school leaders often aren’t aware of the professional development opportunities available for classroom teachers either because they have been for long in that position or because they aren’t even looking out for them – or both, or maybe there is a third explanation for this, mostly probably happening, the leadership has too many administrative tasks to accomplish in such a short time limit, the same as teachers!

Area E – Teaching Support

In E2 – Creating Digital Resources – there is again a significant difference between user groups (School leaders 1 | Teachers 2.6) which may be due to the lack of need felt by school leaders to create their own digital resources. Classroom teachers, though, feel that constant need – being worksheets, rubrics, formative assessment materials, you name it! Whatever they may create, individually or collaboratively, this hardly ever reaches our school leaders who are buried in more bureaucratic / legislative documents.

# data[].attributes.body
School can improve the technology, but today if you acquire new dispositives, they unfortunately very soon become resolute.
You have to upgrade the software from 6 -10 months.

# data[].attributes.body
Teaching suport
creating digital resources leader teachers using virtual learning enviroments leader teacher.

# data[].attributes.body
Teaching suport
Creating digital resources
leader teachers
using virtual learning enviroments leader teacher

# data[].attributes.body
E. Teaching support
E.2. Creating digital resources
Leader: 1
Teachers: 2.8
E3. Using virtual learning environments
Leader: 1.5
Teachers: 2.9.

# data[].attributes.body
The school can improve, when all parties involved in the learning process, the teaching staff, the management team and the pupils make equal efforts. By seeing a balance of scores between the parties.

# data[].attributes.body
The technical support is based on collaborative support between teachers. For the responsible behavior, students need to recognize the importance and learn protocols of good behaviors and manners.

# data[].attributes.body
The discrepancy between the values (2.7 and 4) seems to indicate the little involvement of school leaders in school activities. Communication is also possibly not effective, which makes what is developed by teachers known to school leaders. It is important that there is effective communication and that everyone's work is made known.
In the question of digital devices for learning, the responses between teachers and school leaders are also very different, once again there seems to be little involvement and communication between everyone and there is no notion of reality. In principle, teachers will know how many diveces are available, so school leaders seem oblivious to school life.

# data[].attributes.body
In the Area C: Infrastructure and Equipment: Database of in-company training providers, I noticed a big discrepancy in answers: Leaders -5, Teachers – 2.9, students – 2.4. It seems that leaders are convinced that students have access to the database of available trainings whilst teachers and students are not so convinced that it is true. The school leaders obviously have to work on the acessibility and inform students about the training possibilities.

# data[].attributes.body
After reading the report the problem in my school might be the digital strategy, regarding some senior teachers who do not know very well / are afraid of modern tech. In my College our managerial board took the necessary steps to provide modern devices in the classes.

# data[].attributes.body
According the results presented in the sample, in the area  H. Student Digital Competence and more specifically in the sub-area H2: Safe behavior one can observe a discrepancy concerning the rating given by adults (Leaders and teachers) and students. The lower rating of students highlights the need of young people to be better prepared to address safety challenges of modern digital society.

# data[].attributes.body
Infrastructure and Equipment -
I think a lot schools need to develop themselves this way.  Infrastructure and Equipment are very important for professional development and better conditions in school for teachers and pupils both. Here I can see lower points and it is obviously that school needs to provide more.

# data[].attributes.body
It is really surprising this discrepancy between school leaders and teachers and even students, regarding assessment practices. Maybe there is not a good communication between the parties and the school leaders do not know the practices developed by the teachers.

# data[].attributes.body
Infrastructure and Equipment
School Leadrs 1.5
Teatchers 2.8
In the analysis of infrasctructure and equipment, the teachers avaluate more positive tha the school leadrs, que reason I find for that, is because the teachers only, see their necessitys when they going to use the equioment. The school leaders, have to lead with all requests by all stakeholders, so is more aware the gaps in termos of infrastructure, and equipment.

Teaching Suport
School Leaders 1.6
Teatchers 2.5

The reason for this discrepancie its sample, the teachers, believe they do a reasonable job, because are they normaly the responsables for that, and the school leaders think this job can be do better.

# data[].attributes.headline
VOICU CORINA VALENTINA-ROMANIA: I analyse Use of technology. How do your students use technology in and out of school? I have noticed that students don”t use very much technology.

# data[].attributes.subject
VOICU CORINA VALENTINA-ROMANIA: I analyse Use of technology. How do your students use technology in and out of school? I have noticed that students don”t use very much technology.

# data[].attributes.body
And another one:  Adoption of technology Which best describes the approach to using digital technologies for teaching and learning by your school leaders and teachers? I notice that not all the teachers answered the selfie: 1/5, 9/15, 11/24 are adapted to technology!

# data[].attributes.body
In the analysis of leadership, teachers consider that, in general, leadership is playing a reasonable role. However, leadership recognizes that it can further improve its performance.
In this situation, it is important that the leadership team, in order to try to understand how it can support the teacher`s daily work.

# data[].attributes.body
In the result on student`s digital competences, teachers probably feel that they have transmitted knowledge effectively, while students feel that they have not assimilated the necessary information or that they could improve their commitment. In this situation, it will be important for students to ensure that they are well informed, without any doubts.

Teachers must also ensure, through intermediate assessments and continuous feedback to students, that they are achieving the proposed goals.

# data[].attributes.body
After analysing he report Id' say that at this school the main aspect to tackle is staff training. As we can see, infrastructures and devices disposal is fairly decent so a stronger training program could benefit the use of the previous.

# data[].attributes.body
I think the confidency on using techonolgy should be a priority in this school, specially in class. If teachers aren't confident they won't use techonology with fear of loosing control. They should accept that students can teach them... and at the same time they will learn the contents of the subject.

# data[].attributes.body
Leadership- A reason for the discrepancy between teachers and school management might be the lack of effective communication between them as most teachers work with one another and sometimes do not let the management team know everything.
CPD- Some teachers chose to attend classes and workshops on their own especially during the pandemic and not take place in the ones organised by their schools, or their schools did nothing to support them.

# data[].attributes.body
I was surprised to see that school leadership team evaluates infrastructure much lower than teachers or students (1.5 against 2.8 and 2.4 respectively). This might imply that there is not sufficient information on how and which technologies teachers use during learning. This could also implicate that teachers and students might not have full grasp of potential of digital solutions in education or that school leadership team overestimates it.

It drew my attention that school leadership team evaluates partnerships with other schools via digital solutions much lower than teachers (1.3 and 3.1 respectively), this might indicate the lack of information of such collaboration for school leadership team. Which can easily happen without common virtual collaboration medium or systems in place.

# data[].attributes.body
A1- Digital strategy: Leaders 1; Teachers 2,3. Teachers use digital technology so they think they have stategy, but school leaders know that this is not a strategy. They should do the strategy together.
F6 - Cross-curricular projects: Students and teachers 2, 5; leaders 1. There is no discrepancy between students and teachers as they participate in the projects, leaders are not involved so they have different view about this and their opinion is that teachers should do more cross-curricular projects. The school leaders should encourage teachers and pupils for cross-curricular projects.

# data[].attributes.body
Collaboration and networking:

C4 - communication - school leaders believe that the communication should be improved, while the teachers rate it higher, which enables us to conclude that they think that communication os good. However, the communication might be horizontal and vertical. Maybe for the school leaders, the bertical communication needs to be addressed.

C6- Availability equipment- again the school leaders rate it lower than the teachers. Maybe the school leaders consider that they would like to have better resources, while the teachers seem to be happy with what they already have.

# data[].attributes.body
The biggest problem is a lot of administrative work that teachers need to do on a daily basis. Systematic support to teachers and motivation is needed to acquire new competencies that they will use in their work.

# data[].attributes.body
I think that the biggest problem is that teachers do not have enough time for education with many tasks at school and that older colleagues find it difficult to accept new ways of working. Awareness of the future of teaching is needed.

# data[].attributes.body
I think that the biggest problem is that teachers don't have enough time for education.

# data[].attributes.body
Infrastructure and Equipement
Collaboration and networking
Discrepancy is due to lack of sharing and communication between teachers and school leader. We usually write and send a report to school leader about what we discuss and what we talk about during our meeting or workshop as departement of languages. In our departement we share about self traning and development, topics, subjects and learning.

# data[].attributes.body
I think that the biggest problem is that teachers do not have enough time for education with many tasks at school and that older colleagues find it difficult to accept new ways of working. Awareness of the future of teaching is needed.

# data[].attributes.body
In area F: Pedagogy: Implementation in the classroom the answers of students are similar to the teachers. Although more and more teachers integrate technological means in their activities, there is still some reluctance of some to do so.

# data[].attributes.body
Here are the discrepancies I identified when I reviewed the report:

B. Infrastructure and equipment
B3-Internet Access
These discrepancies may be because there is no investment or improvement for the updating/replacing of the hardware, and the teachers may be trying to solve this deficiency by their own means.

Assessment Practices (Area G; page 15.)

There is discrepancies in the opinions of different user groups in this section. It is seen that teachers evaluate their performance in technology-assisted assessment higher than leaders and students. This result made me think that there is no clear digital strategy in practice at this school.

# data[].attributes.body
The reasons for the discrepancy between teachers and school leadership indicates not such a good level of communication between the two parties..teachers who are applying their methods during their teaching think they are innovating while their schooleader think there is space for improvement..He or she is not close to his/her colleagues or teav
chers of the school might have left him out from their everyday teaching approaches. They need to work as a team and meetings among them to discuss any problems or echange views and ideas would be very helpful. Not only solutions could be found but also the bond among them would be strengthend.Same goes for questions about partnerships

# data[].attributes.body
In general, the report shows that there is a discrepancy in the perspective of students, teachers and leaders, in relation to the topics being questioned.
As far as the difference to the “New ways of teaching” is concerned, I think, leaders have no idea of ​​the work  of teachers do  with students.
This school may need to bridge the gap between leaders and teachers.
 Factors inhibiting the use of technology


I want to emphasize the big difference in the perspective of leaders and teachers, on the digital skills of students

I want to emphasize the big difference in the perspective of leaders and teachers, on the digital skills of students.
We can interpret this as another example of the unrealistic perspective that exists from the leaders on the practical reality of the school
 How do your students use technology in and out of school?
In this question, perhaps we can conclude that the use of technology for school purposes is not something that motivates students. They use it more for fun than for work. The reasons can be explained in many previous answers, such as the lack of confidence of teachers in the use of technologies, lack of equipment and technical conditions.

# data[].attributes.body
In the question about the database of training providers school leader evaluate 5 and teachers evaluate 2.9. this may happens because teaches have more expectations.
In the question about partnerships school leader evaluate 1.3 and teachers evaluate 3.1. this may happens as teachers collaborate with teachers and not with the school leader. This is quite logical as teachers are in action most of the day in the classroom instead of the school leader who is responsible for the school system.

# data[].attributes.body
I took 2 examples from sample school report.
E2 Creating digital resources

Despite the low digital competencies of teachers mainly due to their age and relatively low self-confidence in the use of technology, in the corona - age and distance learning, we were all forced to rapidly educate ourselves and find ways to create digital teaching resources, far more than a headmaster who is more in the function of manager, not teacher. They have no insight and experience in the implementation of digital technologies in teaching.

F4 Engaging students

Students are engaged in teaching because the use of digital technologies is more interesting in the learning process, they need to show their skills and knowledge / competencies in the use of ICT technology, which largely, of course, depends on the age of students.

# data[].attributes.body
Let's look at the data regarding Assessment Practices (Area G, page 14).
There is an obvious discrepancy in the views of the different user groups there, too. It seems that teachers rate their performance in technology-assisted assessment higher than leaders and students. This is a clear indication that there is not a clear digital strategy in practice at this school (as is the case in mine, too!) and there is no whole-school approach. All stakeholders need to study the report together and seek expert help to analyse it and make improvements.

# data[].attributes.body
Students often have better digital devices (tablets, computers, smart TV) at home than at school.

# data[].attributes.body
E. Teaching support
In this area it is observed that the differences between the opinions of teachers and school leaders
a) online educational resources (0,2%)
b) creation of educational resources (0,6%)

# data[].attributes.body
School leaders-1
teachers 2,6
The reason why school leaders,teachers gave differnt answers to ”instructure and equipment cand be explain by the fapt that the teachers do not have financial means to access the digitals resources, to create and use own digitals .

# data[].attributes.body
The difference from the point of view teachers vs. directors could have been because the teachers took their CPD in their own hands and did not announce the directors what they were doing. A solution for this would be a more transparent communication between the director and the teachers or at least a platform where the teachers update it, as soon as they finish a course or something.
Interpreting the questions:
1. Factors inhibiting the use of technology/ Low digital competence of the Students
School leaders - 20%
Teachers - 60%
The gap between the school leaders and the teachers is quite big, so the school leaders consider that the factors which inhibit the use of technology aren't the low digital competence of the Ss but teachers' fault, whereas the teachers see the matter as being Ss' fault. The truth is somehow in the middle as the teachers should use technology but with cautious  and they should give explanation for every step in the process.
2. Adoption of technology
School leaders- 2
Teachers - 2.1
If the school leaders don't set the tone, the others will not follow. These percentages demonstrate this idea best. If they want change in the adoption of technology, this has to start with the school leaders and the others will comply :)

# data[].attributes.body
I've decided to focus on 'Other Areas' where three aspects have caught my attention:
1) Factors inhibiting the use of technology: The statistics here create two pieces of puzzle which lock together, namely the predominant factor for the school leader is 'lack of funding' (80%) whereas for the teachers it's 'insufficient digital equipment' (73%). So there is a logical link between the two: the equipment shortages are a direct result of the underfunding issue. Ascribing the problem here emerges more from the position of the respondents.
2) Usefulness of CPD activity:
63% of the teachers find study visits 'not at all useful' - which doesn’t surprise me at all😉, strangely - 43% consider learning through cooperation barely useful (there might be some personal issues at play for this one) and only 22% of the respondents regard online training as a good way of acquiring knowledge and skills. The top position in this section is the 'accredited forms of training' - I guess due to their prestige, keynote figures and certification opportunities.
3) Confidence in using technology: quite a bit of a shocker here as 56% of enquired teachers admit that they have practically no confidence whatsoever when it comes to their class teaching. This seems a tad alarming but at the same time proves the need for projects and tools like SELFIE.

# data[].attributes.body
E. Teaching Support- Differences in technical support between leaders and teachers / students may be due to the fact that leaders need a specific e-learning environment and materials. While students and teachers have a much more flexible approach.
Lack of Funding- Again, apparently leaders are thinking bigger and wanting to invest more than there are opportunities. Teachers are able to manage and use even few resources.
Insufficient digital equipment- teachers probably know best what they lack when working. School leaders see the big picture, but they may not notice what is preventing teaching in a particular class.

# data[].attributes.body
Low digital competence of the teacher. It is interesting that school leader sees his employees different than they see themselves.This difference may be caused by the fact that teachers create and use their own digital resources, but they do it individually, without letting the others know about them (other teachers or school leaders).

# data[].attributes.body
Area D – Continuing Professional Development

In D5 – CPD Opportunities - the school leader rate is a low 1 while teachers rate it 2.6. In my perspective, this discrepancy is due to the fact that more and more teachers are seeking for online development as more opportunities become available. This tendency has probably increased during and as a consequence of the pandemic; besides, what I find from my own experience is that as we fight against work overload and time constraints and therefore try to manage it the best we can, online professional development is not only more varied and updated but also available 24/7. Always available are also online platforms where classrooms teachers may share their resources and good practices. Furthermore, school leaders often aren’t aware of the professional development opportunities available for classroom teachers either because they have been for long in that position or because they aren’t even looking out for them – or both!

Area E – Teaching Support

In E2 – Creating Digital Resources – there is again a significant difference between user groups (School leaders 1 | Teachers 2.6) which may be due to the lack of need felt by school leaders to create their own digital resources. Classroom teachers, though, feel that constant need – being worksheets, rubrics, formative assessment materials, you name it! Whatever they may create, individually or collaboratively, this hardly ever reaches our school leaders who are buried in more bureaucratic / legislative documents.

# data[].attributes.body
Low digital competence of the teacher. It is interesting that school leader sees his employees different than they see themselves. But truly this difference is not that big such as the difference in their opinion towards students' digital competences - school leader opinion about students' digital competences are way lower than the teachers see it.
In total, it is very interesting to see how school leader sees everything different towards teachers.

# data[].attributes.body
With reference to Question F6 regarding cross curricular projects, there is a significant difference between the leaders (1) on one hand and the teachers & students (2.5). The reason might be that at times, particularly in big schools there is not enough time for school leadership to be in touch with everything which is going on. In a sense it can be a good idea that bottom-up initiatives are taken up but the leadership show have a clearer pictures of what is going on. In this case additional meetings may be organized across the board so that sharing of such projects reaches SMT levels as they can be shared to other departments too.

# data[].attributes.body
Specific question 1
Grades-leaders 3, teachers 2.6, students 2.5 This shows that teacher a good in recognizing the need of their students which is ok based on the amount of time they spend together. They have more acurate information than the leaders.
Factors inhibiting the use of techology
lack of funding-leaders 80%, teachers 60%, trainer 50%. This is expected as leader is more avare of the funding than teahers or trainers.

# data[].attributes.body
1. CPD Opportunities
School leaders - 1
Teachers - 2.6
This difference may be caused by the fact that teachers find out about professional training and attend different training sessions or courses, on their own, without letting the school leaders know about them, as they do not consider them it is important. To decrease this gap, it may be good for the school to have a coherent and an organized CPD plan, so that all the teachers and school leaders be informed about the CPD opportunities. Moreover, it would be good if both teachers and school leaders share information about CPD opportunities.

2. Creating digital resources
School leaders - 1
Teachers - 2.6
This difference may be caused by the fact that teachers create and use their own digital resources, but they do it individually, without letting the others know about them (other teachers or school leaders).
A solution may be for the school to have a virtual library where all the teachers who create digital resources share with the others.

# data[].attributes.body
About the question for “technical support” school officials do not feel they offer enough support, ranking it 1,6 - while teachers and students rank it similarly -2,5 and 2,8. One reason might be that school leaders have higher standards and expectations involving digital learning..

The reason why school administrators, teachers and students gave different answers to the question of "instructure and equipment" can be explained by the fact that students do not have sufficient financial means to access the Internet. For teachers and administrators, there is no such problem.

# data[].attributes.body
G8-Assesmnt practices - reason for this should be in the fact that leaders do not assess students
C2 - discussion on the use of technology - students and teachers are the one who discuss these topics most  although school leaders can and should be part of discussion, they usually are occupied with some other work
D5 - CPD opportunities - teachers are aware that they no longer depend on school leadership for their own education since there are many online courses, webinars and similar so they see their own education differently

# data[].attributes.body
- Infrastructure and equipment:
Students are the ones who more appreciate the different devices that schools provide, probably because they usually enjoy their use and application in the different lessons to make the most of their learning.
teachers however are aware about the lack of different devices because they sometimes feel teachnological equipment does not work the way it shoul do it.

-Teaching support:
Again, teachers and school leaders think that the support we receive is not enought. It requires more time and training to develop fullfull technological development.
However, students don't always realize about these aspects and they think that using or having different devices in class means we receive the appropiate support.

# data[].attributes.body
According to the  obtained results:
1º  Part C. Infrastructure and Equipment Questions.  Students are those who more appreciate the huge variety of online libraries/repositories that Internet offers. On the contrary, management team and teachers have a similar view and lower than students. Perhaps, pupils know how to look for information in a better way than the rest os school community because they use the net at any time.
2º  Part E. Pedagogy: Supports and Resources. We find the biggest difference in this question. While management team think that updating and innovating teaching and learning practices are acceptable, teachers improve the figure in their daily work and students give the best score understanding that teachers offer them a huge variety of resources.
3º  Part H. Student Digital Competence. There is a completely agreement among the three interviewees in relation to check the quality of the information.

# data[].attributes.body
In my opinion, the discrepancy between the answers comes from the different vision of the manager and the teachers. I believe that the objectives of the school should be known by all those involved in the education of children and the manager should take into account the needs of teachers and educators.

# data[].attributes.body
I think the main reason for the discrepancy in results is the lack of communication between the school administration, teachers and students
And after the departments about the field application and their lack of knowledge of the challenges facing teachers
There should be constant communication with the administrations and informing them directly of feedback on the performance of students and their interaction with technology tools.

# data[].attributes.body
In H4, teachers rate student responsibility worse than school leaders.
On p. 21, on the other hand, school leaders rate funding much worse than teachers.

In both examples it becomes clear that the participants partly have difficulties in actually or directly observing what is asked. The judgements of unreliable observers have a questionable value.

The questions could therefore be provided with a weighting of the answers, which is greater the more a certain aspect falls into the domain of a certain group of participants (school leaders, teachers, students, etc.).

# data[].attributes.body
The reasons for the differences in the answers to the question “technical support”: Teachers and school administration have the opportunity to receive technical support through cooperation between colleagues. However, students may have difficulty finding help in obtaining technical support.

The reason why school administrators, teachers and students gave different answers to the question of "Internet access" can be explained by the fact that students do not have sufficient financial means to access the Internet. For teachers and administrators, there is no such problem.

# data[].attributes.body
I have chosen to analyze three comparative results: from the Teaching pedagogy section, because it interests me specifically.

Specifically, the responses obtained in terms of promoting creativity have been higher among teachers than among the management team and students, perhaps because the teacher thinks that he has chosen this type of creative activity, but the student does not. it seems to be true and the management team possibly believes that their faculty should be further trained in this.

In the response to the commitment achieved among the students, these are the ones who have responded with the highest score, while the teachers do not see them as committed and the management team even less, perhaps because in this school there is still no culture of commitment from the student body. student are their learning in the traditional way we adults understand it.

On the question of student collaboration, there is an agreement between teachers and students, but again the management team shows less confidence in this aspect, perhaps, again, the age difference and the difference in commitment between managers and the teachers with the students make the result distorted.

Finally, on the question of the transversality of the subjects, again it is the management team that disagrees, answering that they do not trust that their teachers and students are working in this sense, perhaps it would be necessary to find the way in which the three groups they had a space to discuss these differences and try to correct them.

# data[].attributes.body
E. Teaching Support
E.2. Creating digital resources
Leader: 1
Teachers: 2.6
E.3 Using virtual learning environments
Leader: 1.3
Teachers: 2.8
The discrepancy between the leader's and teachers' answers could be explained by the fact that the schools' leader hasn't experience in the implementation of digital technologies into the learning process.

# data[].attributes.body
Assessment Practices

There is considerable discrepancy between what school leaders think (1,9), what teachers believe (3) and what students feel (2,4). It seems teachers and students are on the same page here, whereas school leaders aren't. This can be due to the fact that assessment is summative rather than formative. Assessment OF learning involves looking at assessment information at the end of the teaching and learning process to rank students' achievement levels against a standard. Assessment FOR learning embeds assessment processes throughout the teaching and learning process to constantly adjust instructional strategy.

Teaching Support

School officials do not feel they offer enough support, ranking it 1,6 - while teachers and students rank it similarly -2,5 and 2,8. One reason might be that school leaders have higher standards and expectations involving digital learning.

# data[].attributes.body
There are some discrepancies speaking about equipment and infraestructures. School learders are more conscious about the problem than teachers since they are worried about the devices which can be found at school.
There are also some problemsnew ways of teaching. There is not communication among teachers about how technology is used in the different classes. There are teachers who use computers in their everyday classes while others do not.

# data[].attributes.body
INFRAESTRUCTURES AND EQUIPMENT
There are some discrepancies. I would suggest that they have to do with the lack of funding. School leaders are much more aware of that problem, while teachers seem to settle for the devices they have at school. I guess that they value that because they can do their tasks effieciently. No doubt school leaders ask for more, they would prefer better equipment with better internet connection offering teachers more comfort.

NEW WAYS OF TEACHING
As I have mentioned before, in my school there is not such communication among teachers about the use everyone does of technology in their classes. I guess discrepancies in this may have to do with that. There are some teachers who are willing to use technology, and trying out new ways of accesing teaching through them, but some other teachers (who are not that interested) do not know anything about it and try to rely on traditional teaching methods. Some of them may not be confidence when using technology, but having other techers' back up can be of great help. Time is also very important- many techers stick to their compolsory tasks to do, but they do not spend any more time improving or changing their way of working with technology. Thus, if teachers do not know anythign about their peers' performances, school leaders are even much more disconnected from that.

about the use everyone does of technology in their classes

# data[].attributes.body
Two aspects caught my attention:
1. Teaching Support
It gives some importance to online educational resources teachers may use to prepare their lessons according to new methodologies; I don't understand why the use of Open Educational Resources was not part of the SELFIE report of this school, because I think they are really useful and free...
2. Factors inhibiting the use of technology
to the point "Insufficient Digital equipment" there is a 73.3% of teachers who complained about this, because they are the first who really try to use them in class and try to integrate their lessons with technologies, apps and devices.

# data[].attributes.body
B. Infrastructure and equipment
B3-Internet Access  (1- School Leaders / 2.5- Teachers)
These discrepancies can happen because there is no investment and appreciation, through updates / replacement of equipment, and teachers tend to use their own equipment.
D. Continuing Professional Development
D5 -CPD Opportunities (1- School Leaders / 2.6- Teachers). With the pandemic, teachers had access to a lot of training and formed support groups and exchange of experiences that often do not take place in a formal way or coordinated by the school.

# data[].attributes.body
2.7 New Ways of teaching. School leaders do not know how teachers work, they are not involved in the CPD of their staff.
A1. Digital strategy. Teachers are clear that there is a plan in place, but school leaders do not recognize such a plan.
B1. Infrastructure. Teachers know digital devices and the internet connection they have very well, while school leaders do not, which could indicate that they do not use digital technologies.

# data[].attributes.body
1-: Leadership: Teachers voted more for the idea that we have a digital strategy in our school. School leaders do not believe in the importance of school digital strategy. If this is not corrected, the digital school cannot be implemented in practice.

2-: Pedagogy: Implementation in the classroom: The school leader thinks that the students are not supported by the teachers. Teachers, on the other hand, support them.

# data[].attributes.body
To the question on "Internet access" the average answer of school leaders was 1, while that of teachers was 2.5 and students 2.2.
This discrepancy could be explained by the fact that users (teachers and students) know better than the management, the level of accessibility of the Internet in school.

To the question on “Technical support”, the average answer of school leaders was 1.7 while that of teachers was 3.1 and that of students 2.5.
This discrepancy could be explained by the fact that teachers and most students find technical support through collaboration between colleagues, while management relates to the person designated to provide this support.

# data[].attributes.body
In the question regarding the “technical support” the average response of school leaders was 1.7 while the one of teachers was 3.1. This means that there needs to be better treatment by the leader in order to deal with all the problems that make it difficult for teachers.
In the question regarding the “partnerships” the average response of school leaders was 1.3 while the one of teachers was 3.1. This means that there must be better cooperation between teachers and  the leader.

# data[].attributes.body
A school can be better: 1) When the teachers were meanfull of the way that technology have been used and also have the good background at school.
2)The reasons could there be for such a discrepancy is the poor techological structure of the school. That could be make it better with more economical boost.

# data[].attributes.headline
What reasons could there be for such a discrepancy? What could be done to decrease it?   Rita Verbelli, Italy

# data[].attributes.subject
What reasons could there be for such a discrepancy? What could be done to decrease it?   Rita Verbelli, Italy

# data[].attributes.body
H2 Responsible behaviour
In our school, students learn how to behave responsibly when they are online - Teacher
In our school, I learn how to behave responsibly and respect others when I am online – Student
The teacher has reiterated the importance of good behaviour with a practical example. More examples have to be made to reinforce learning the social skills needed in an environment different from real life.
H7 OP Digital skills across subjects
We ensure that students develop their digital skills across subjects – Principal
Our school leaders ensure that students develop their digital skills across subjects - Teacher
In our school, I use technology in different subjects - Student
There should be an approach that integrate the different points of view between the school’s actors. What is important for the teacher and the principal should be also shared by the student who has in this case a limited view.