Strategies, Models and Tools for Continuing Professional Development for Teachers in e-Learning Erasmus Project

Project Title

Strategies, Models and Tools for Continuing Professional Development for Teachers in e-Learning

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 : Strategic Partnerships for school education

Project Call Year

This project’s Call Year is 2017

Project Topics

This project is related with these Project Topics: New innovative curricula/educational methods/development of training courses; ICT – new technologies – digital competences

Project Summary

As the project was approaching its final phase, the world was struck by a global pandemic forcing the use of digital technologies as the only viable option for learning across the curriculum. The results of the initial endeavours varied widely, not just between countries but also on a local level with Education authorities in the UK offering varying levels of provision. In RCT where the coordinator is based, live video conferencing was initially banned entirely whereas in neighbouring Cardiff secondary school lessons utilised meeting platforms to connect with students.
Member states are still adapting their existing ICT curriculum to include coding and computational thinking throughout compulsory schooling or implementing ambitious overarching digital competence frameworks, but understandably, the process is somewhat on hold in many places.
The pandemic has created an additional major problem for those responsible for training teachers, in particular creating opportunities for continuing professional development. Much of the recent in-house training has focused on the basics of using platforms to deliver online learning and less on the content or pedagogy of the online learning.
Just 6 months prior to the Covid-19 outbreak, the European Commission published a study which reported less than 1 in 5 students across EU28, Norway, Iceland and Turkey attended a school with access to high speed internet, that students overall, and particularly female students, rarely engage in coding/programming activities. The results also showed that most teachers engage in ICT training in their own time, with only only between 12% and 27% of European students being taught by teachers who participated in compulsory ICT training.
Over the coming year, schools will gradually open back up and the situation relating to teachers’ digital competencies will still remain an issue.
Despite the so-called Digital Pivot and the increased use of technology platforms for delivering lessons there is still an unprecedented level of demand, the training of teachers still needs to get smarter and more efficient.

Project Results
1) A critical analysis of different strategic approaches together with tools to measure progression and quality to support those education professionals who are responsible for developing and implementing strategies for integrating digital technologies into the curriculum at all educational levels
2) A Trainers Handbook detailing and evaluating different modes and models of delivery and including guidelines for their implementation, examples of good practice, case studies etc
3) A trainers tool kit of materials and resources, programme outlines, content and activity ideas.
4) Recommendations and amendment to the above to allow the results to be transferrable to other education sectors, specifically VET and Adult Education.
5) Establishing and facilitating a community of practice for those involved in helping teachers to deliver the new digital competences and helping them to integrate the use of technologies for learning in their classroom.

The groups who benefit directly are staff development professionals, teacher trainers, institutional managers and those responsible for strategy at regional or consortia level. It is estimated that there are about 400 direct beneficiaries and 1200 indirect beneficiaries who are teachers and teaching support staff.

The main project outputs are;
A toolkit comprising a team-map planning chart, a digicompedu linked route map with in-built self reflection and evaluation questions, a review of policies and strategies, a mind map of policies and strategies, a detailed assessment and planning tool with incorporated quality assurance, and a self-assessment tool for educators,

A handbook for teacher trainers and other staff with responsibility for providing CPD in digital learning technologies and related areas.

A web based bank of downloadable open education resources (OERs) for teacher education.

A series of five special reports to address the specific challenges and opportunities for promoting digital competences in the field of VET.

Adaptations and comments on the outputs relating to the field of Adult Education

The project team worked closely with regional and local staff and curriculum development agencies together with Local Advisory Groups.

The immediate impact is the increased capacity to provide high quality staff development at local level and the longer term impact will be better integration of technology enhanced learning in the classroom.

EU Grant (Eur)

Funding of the project from EU: 291483,8 Eur

Project Coordinator

PONTYDYSGU LIMITED & Country: UK

Project Partners

• CENTRUL NATIONAL DE POLITICI SI EVALUARE IN EDUCATIE
• UNIVERSITAET BREMEN
• Instituut voor KennisManagement