Project Number
2021-1-BG01-KA220-SCH-000029974
Funding
ERASMUS+ ΚΑ220 SCH - Cooperation Partnerships In The Field Of School Education
Duration
01/11/2021 - 31/10/2023
Partnership
High School of Mathematics Academician Kiril Popov, Bulgaria (Coordinator)
Institute for Technology Transfer and Innovations-ITTI, Bulgaria
Creative Thinking Development-CRETHIDEV, Greece
Istituto Europeo Per Lo Sviluppo Socio Economico Associazione - ISES, Italy
Genista Research Foundation, Malta
Virtual Campus LDA, Portugal
Óbuda University, Hungary
Plan International, Spain
Centre For Advancement Of Research And Development In Educational Technology Ltd-CARDET, Cyprus
Links
Teachers go digital. Digital skills, technologies and pedagogies for teaching and learning in schools.
DIGITEACH aims to ensure learning continuity for all schools’ learners – with particular attention for those with special education need (SEN) and on who suffer of Attention Deficit Hyperactivity Disorder (ADHD) by deploying digital tools and methods to deliver quality and inclusive education.
DIGITEACH will use an innovative pedagogy approach on the use of new technological tools not only technology-oriented but teacher oriented involving about 210 school teachers / educators among each country partner (30 participants per country).
DIGITEACH project aims to deploy digital tools and methods to deliver quality and inclusive education and support school teachers / educators in delivering online classes by promoting the use of open, technological and innovative educational resources.
DIGITEACH is not focused just on exploring “new technological tools”, but in developing Knowledge Building environments (KBE) in general that enhance collaborative efforts to create and continually improve ideas.
Inspiring on the Engaging Learning Environment (ELE) model of designing new learning environments, DIGITEACH thinks of learning as an iterative and cyclical process made up by different phases including diagnosing of contexts and current knowledge, going through and facilitating various inquiries in which new knowledge and understanding is produced, and assessing learning gains and knowledge as an integral part of learning.
