Digital and Inclusive Pedagogical Competences of Educators Erasmus Project

Project Title

Digital and Inclusive Pedagogical Competences of Educators

Project Key Action

This project related with these key action: Cooperation for innovation and the exchange of good practices

Project Action Type

This project related with this action type : Partnerships for Digital Education Readiness

Project Call Year

This project’s Call Year is 2020

Project Topics

This project is related with these Project Topics: Access for disadvantaged; Disabilities – special needs; Open and distance learning

Project Summary

NEEDS:
Teacher education on the one hand focuses on the aspects of digital technologies that are generic to the teaching profession (we will especially consider 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 from the pandemic impact on schooling: children with special needs that get lost in the new teaching reality (support teachers not present in person, different daily structure, etc.) as well as those that do not have the means to participate in online teaching (lack of hardware, software). For this, few actions have been undertaken in Europe, neither are they harmonised.

SOLUTION:
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 considerable issue, that we would like to tackle with this proposal is to enrich the teacher’s competences on how to implement regular teaching of lesson into digital content – what didactic
approaches to use, what activities might be suitable and what are the open source solutions, which they may use in order to accomplish it.

This project will enable the development of a model for embedding digital resources into teachers’ pedagogical practice. 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).

Dedicated toolkit will be provided that offers (aspiring) teachers the means to create digital learning content and to deploy digital inclusive education practices almost instantly:
• searchable database of inclusive digital teaching practices / learning trajectories / learning environments, including an objective assessment
• detailed searchable overview supporting online digital open source repositories (training material, software, etc.)
• instructive graphs both online, mobile and printable
• supporting explanatory animated videos

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

Beneficiaries of the improved learning process will be:
• children:
– with disabilities
– from poor families
– from minorities
• their families

INTELLECTUAL OUTPUTS, which will be developed are:
• IO1: New didactic model for embedding digital curriculum resources into inclusive teachers’ pedagogical practice
• IO2: Handbook “Steps for transferring a course online in an inclusive manner”
• IO3: Set of instructive graphs (online, mobile and printable) and explanatory animated videos to support the implementation of inclusive remote education
• IO4: Supportive portal with searchable database with regards to inclusive remote teaching practices, trajectories, inclusive learning environments and accessible open source repositories (training material, software, etc.)

PARTNERSHIP:
Above mentioned solution is planned to be implemented by a multi-disciplinary consortium, which involves: methodological experts in education (P1, P2, P3), secondary school (P4), primary school (P6), center for special educational support (P8) and 2 ICT developers, who will support the technical solutions (P5 and P7).

EXPECTED IMPACT:
The project will contribute to the conceptualisation of professional inclusive digital and remote teaching competences in the teaching profession. This will operationalize a currently missed dimension in teacher education and prepare the student teachers to develop future and inclusive oriented designs for teaching and learning. The project will also update the inclusive teachers’ profile, taking into account the specific requirements needed for educational implementation in COVID-19 pandemic circumstances, that necessitates remote teaching/learning and ensuring access to above underrepresented groups.

TRANSFERABILITY:
The project has a cross-sectoral dimension, its intellectual outputs will be helpful and easy adaptable for any kind of pedagogical staff in VET/Adult/Higher education.

EU Grant (Eur)

Funding of the project from EU: 270802 Eur

Project Coordinator

UNIVERSIDAD COMPLUTENSE DE MADRID & Country: ES

Project Partners

• SDRUZENIJE NA NA RABOTESHTITE S HORA S UVREZHDANIYA
• 3rd Primary School of Hermoupolis
• ASOCIACIÓN MADRILEÑA DE PROFESIONALES DE LA ATENCIÓN TEMPRANA
• EUFORA PERIVALONTIKI CHIOU MELETONKAI IPIRESION MONOPROSOPI ETERIA IDIOTIKI KEFALEOUXIKIS ETERIAS
• Center for Special Educational Support
• PHOENIXKM BVBA
• SU PAISIY HILENDARSKI