In a changing world dominated by applications, software products and computers, it is usually said that in the future, not knowing the language of computers will be as challenging as being illiterate or innumerate are today. Computational thinking teaches you how to tackle large problems by breaking them down into a sequence of smaller, more manageable problems. Students who learn it across the curriculum can begin to see a relationship between subjects, as well as between life inside and outside of the classroom.
Are you interested in introducing Bring Your Own Device innovative practices in your school? Then check out the new 'Bring Your Own Device for Schools: Technical Advice for School Leaders and IT Administrators' report.
Creating a collaborative educational environment can build a community of key stakeholders who are all working toward one common goal: improve and raise the quality of education. On the other hand, encouraging students to reach out to each other to solve problems and share knowledge not only builds collaboration skills, it leads to deeper learning and understanding.
Since its opening in 2012, the Future Classroom Lab of European Schoolnet has inspired many institutes and organisations to build similar flexible learning spaces in Europe and beyond. A few years ago, the National Institute of Educational Sciences in Beijing created its own version, inspired by the Future Classroom in Brussels. Since then, the NIES has built a network of educational institutes in China to promote the ideas of active learning. One of the members of the NIES network is the Jiangbei Teacher Institute of Chongqing, which will open a new flexible classroom in November 2017. To support this launch, the Teacher Training Institute invited European Schoolnet to run a summer school for 60 teachers and teacher trainers.
Europeana DSI-2 pilot: Embedding Europe’s digital cultural heritage in Education Summary of pilot activities04/10/2017
Europeana Education is an initiative to embed Europe's digital cultural heritage in education. Its digitized collection of cultural heritage - from 43 countries and searchable in 23 languages - can provide multiple perspectives on historical, political, economic, cultural, and human developments across Europe and beyond. As part of the Europeana DSI-2 project, European Schoolnet carried out a validation pilot involving 20 teachers (one primary and one secondary teacher per country) from ten different European countries (Czech Republic, Greece, Portugal, Austria, Ireland, Estonia, Italy, Finland, France and Hungary).
The European Coding Initiative, along with the Future Classroom Lab Ambassadors, is organising an international online coding jam on 20 October 2017, where teams from schools and learning labs across Europe and beyond will have the chance to build and share their projects.
Aren't we all special? Don't we all have different needs? The term "special needs" usually covers those for whom a special learning need has been formally identified because they are mentally, physically or emotionally disadvantaged. The integration of ICT in education in general and especially is such cases can be proved highly beneficial. The Future Classroom Lab workshop "Make learning accessible: Special Educational Needs in my classroom" held on 23-24 September 2017 in Brussels, led the participants to develop their own ideas about inclusive learning and the effective use of technology.
Various studies show that newly-appointed teachers face many challenges and difficulties in their new teaching roles, leading them to burn out or even leave the profession. Although induction programs are available in most European countries, teachers often feel left alone in the crucial period which starts with the very first day in school.
ITELab Monitoring Report 1 summarizes the research evidence from the ITELab Literature Review Report (March 2017) and information provided by project partners and other stakeholders via surveys and interviews.
Recently, a Texas-based company, Triseum, joined the Future Classroom Lab and became the first industry partner to have game-based learning as its core business. To better understand how schools in Europe can exploit game-based learning, Triseum is using the FCL Validation Service and funding a small pilot with schools in around five countries. Selected schools will develop and test pedagogical scenarios and learning activities using two Triseum games, ARTé: Mecenas™ and Variant: Limits™.
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