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This paper deals with a problem of digital competence acquisition and certification. In order to overcome the problem of still inadequate number of digitally competent students and the tools that merely focus on skills acquisition, this paper proposes the CRISS platform which is a unique cloud-based digital learning solution, based on the most advanced pedagogical methodologies and technological solutions Its purpose is to allow guided acquisition, evaluation and certification of digital competence in primary and secondary schools in Europe. The platform is based on the CRISS Digital Competence (DC) Framework created as an adaptation of a well-established European digital competence framework, DigComp. The platform's architecture includes seven different modules that support the CRISS DC Framework and employ advanced techniques such as learning analytics, intelligent tutoring and certification. The platform will enable teachers to track the work of their students acquiring the digital competence with a detail insight into their learning paths. CRISS platform is piloted in around 90 schools, with 600 teachers and 3400 students during the school year 2018/2019. [For the full proceedings, see ED621557.]

The increasing popularity of tablets in society generally has sparked much interest in their educational potential and while a number of studies on the use of tablets in schools have been conducted world-wide most of these have been conducted in English-speaking and well-resourced education jurisdictions such as the UK, Australia, New Zealand and the USA. Studies conducted on the use of tablets in non-English speaking and educationally under-resourced countries are less wide-spread. This research conducted as part of an EU Erasmus+ Project (Micool), focusses on the introduction of iPads in a remote, rural region of Portugal where persistent under investment in education, particularly educational IT, has been acutely felt for almost a decade. Using a case study methodology this study reveals how many of the benefits associated with using mobile technologies in other educational jurisdictions were also replicated here, and how innovative teachers, despite working within a very traditional and rigid system, used the devices to suit their specific curriculum and classroom needs. Furthermore, this study will also reveal how international events such as the financial and economic collapse of 2008/2009 negatively impacted national education policies in a European country, the effects of which were acutely manifested in this school, particularly when it came to IT provision and support. [For the complete proceedings, see ED579282.]