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Teacher education focuses on the aspects of digital technologies that are generic to the teaching profession (e.g. the DigCompEdu framework). Of equal importance though is that teacher education also must be sensitive to the more specific disciplinary practices and features characterizing each individual school subject and in particular those practices that can address the challenges faced in a COVID-19 rocked educational system across Europe. This is the more important when we consider those most affected by the pandemic impact on schooling: children with special needs that get lost in the new teaching reality (e.g. support teachers are not present in person, different daily structure, etc.) as well as those that do not have the means to participate in online teaching (e.g. lack of -affordable- hardware, software). For this, few actions have been undertaken in Europe, neither are they harmonised.

There is an obvious need for digital and inclusive pedagogical competences of educators, especially in the countries tackled in this proposal: Spain, Bulgaria, Greece and Belgium. Our project aims to design and enact inclusive learning activities, where the scientific disciplines, the professional disciplines (pedagogy and subject didactics), and inclusive practices add up to a coherent whole. This also refers to the design of inclusive learning environments and learning trajectories. It is in the design that generic, inclusive and subject-specific aspects of the technologies merge and are operationalized in a fully inclusive educational practice. Another important issue that we would like to tackle with this proposal, is to enrich the teachers’ competences on how to transform regular teaching of a lesson into a digital/virtual format, what didactic approaches to use, what activities might be suitable and what existing open source solutions may contribute/support, etc.

This project will enable the development of a model for embedding digital resources and novel pedagogical approaches into teachers’ pedagogical practices. This model will consist of two dimensions: one dealing with the types of factors associated with teacher take-up of digital content; and the other concerned with the characteristics of various stakeholders and the nature of digital curriculum resources (the content) and supporting technology (the tools).

A dedicated toolkit will be provided that offers (aspiring) teachers the means to create accessible/inclusive digital learning content and to deploy digital inclusive education practices almost instantly:

  • a searchable online database of inclusive digital teaching practices / learning trajectories / learning environments, including an objective assessment;
  • a detailed searchable overview of supporting online digital open source repositories (training material, software, etc.);
  • instructive graphs, online, mobile and printable;
  • supporting explanatory animated videos.

Target groups:

  • (aspiring) teachers in primary and secondary education
  • support teachers and staff

Beneficiaries:

  • children: with disabilities; from poor families; from minorities
  • their families

Start date: 01 June 2021
End date: 31 May 2023

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