"There is, a wide recognition across Europe of the need for education transformation, and the transformative potential of ICT integration. At the same time, it is widely perceived that there has been a lack of real systemic change in the integration of ICT in teaching and learning practices. These are some key recommendations ""It is timely to move away from perceiving ICT diffusion and usage as a goal and instead see ICT as an enabler of teaching and learning"". It is not about ICT, but about transformation."" We should move from accessibility to innovative learning through the support of ICT""These are the lessons learned:-Leadership and institutional change for a renewed strategy on learning is needed-We should move towards a new learning paradigm through learner-centred approaches-Digital competences must be seen as core life and employment skills-Professional development of teachers is the key element -the teacher as learner at the centreOffering specific training teachers is one of the key factors to ensure that an education of quality is generally available and effective. It has repeatedly been stated that teachers have a critical role to play in the development of an education of high quality. ""Teacher's competences are seen as critical success factor""The Project consortium designed Professional Development Modules and a manual for good practice examples and guidelines on implementation that contributes to the professional development of teachers and to implement the 21st century skills in the classroomThe Entels project courses brings into teaching practice the use the e-portfolio, 1:1 , Ipads/tablets, testing tools for mobile learning in classroom, multimedia learning objects, geo-linked learning trails, learner generated materials, entrepreneurial education and the use of participatory approaches and ICT-based methodologies.The aim of the project is to bring together practitioners and policy makers from across Europe to determine how to develop effective teacher training (including initial teacher training), the key question is ""how best-to equip teachers with the skills, knowledge and attitudes they need to foster the teaching of 21st century skills to young people"". In that context, participants will have the opportunity to discuss, explore the practicalities with practitioners and develop good examples and guideline on implementation in order to Equip teachers with the specific skills and knowledge.The project results are that teachers participating in the courses will acquire the competences to design Innovative Learning Environments, new and creative ways of implementing the curriculum and basic conditions for the sustainable use of ICT in education. Teachers will be able to analyze and develop innovative pedagogy and assessment approaches and methods to support these diverse individual learning pathways in order to help learners to acquire new skills for new jobs. They have learnt to evaluate their students' key competences and 21st century skills, they are able to use diverse assessment tools: quality standards, e-assessment and e-portfolios. A detailed workplan was set to reach the desired objectives.The collaboration among qualified European partners will make possible implement teachers CPD and disseminate good practices examples and guidelines on experimentation across Europe. The project fits in with the priorities of the Strategy 2020.the Entels courses were piloted and are ready to be delivered now and in the future. A copyright agreement is under way among partners to carry on with the delivery of these 4 module courses ( ICT- Toolkit; Entrepreneurship, Learner -centred approach and Assessment modules) through the CESGA platform, to be delivered in their own context and country and with the possibility of international course collaboration."

The VET mission is to support learners in acquiring knowledge, skills and competences to successfully enter the world of work. Therefore work experience is a fundamental aspect of vocational training across Europe. The Skills 4 Work project aim was to improve work experience pathways for VET students by creating and validating a Work Based Learning implementation model engaging VET organisations and business. The emphasis was on learning from each other’s experience and engaging in a real dialogue with employers by developing the model in close collaboration with local enterprises. Through practical implementation of different work based learning approaches and feedback from enterprises, the project developed hands-on implementation guidelines (model) that will improve significantly the quality of work experience for both the VET students and enterprises in partner countries. The project benefited also VET teachers by creating CPD materials and transnational transfer of good practice through joint peer learning events organised as part of the CPD. Project objectives were:•To learn about existing work experience programmes in partner countries through practical study visits organised for VET teachers as part of the CPD strategy. To foster mutual learning between project partners. •To set up a VET & Employers Working Groups in each partner country to collaborate together on developing and validating WBL implementation guidelines and engaging in a dialogue on meaningful work experience practices. •To develop WBL implementation guidelines (model) for VET.•To develop CPD materials for VET teachers. •To extend employer participation in work-based learning practices across partner countries.•To disseminate project outcomes across EU Member States.The focus of this project was on the practical exercises in Ireland, Slovenia, Germany and the UK that evaluated effectiveness of different WBL models and engaged in collaboration local enterprises. Based on that the following three outcomes were developed aimed at VET providers, teachers and students as well as employers across EU: 1. WBL Implementation Guidelines (Model) for VET2. CPD materials for VET teachers3. VET - Business PartnershipsSkills 4 Work project partners were: H2 Learning from Ireland (project co-ordinator), City of Dublin ETB from Ireland, OSZT IMT from Germany (technical vocational college), CPI from Slovenia, Solski Kranj Centre from Slovenia (vocational college) and SERC from Northern Ireland (Further Education College). A significant outcome from the Skills 4 Work project was that it allowed comparison of partners’ systems with other European countries and sharing of best practice, providing opportunity to explore innovative approaches used elsewhere. For all of the partners the project was complementary to activities already carried out in their organisations, in many aspects the project was innovative. The mixture of partners’ competencies and profile was a significant added value of the project partnership. Working together on this project gave all the partners an insight into how work based learning models operate in each of the countries and how VET teachers are supported to deliver meaningful work experience modules to their students. This project has highlighted the differences that exist between the education and training systems in each of the partner countries. The context and content of work-based learning is different in each country and that was a very interesting element of the project. Each of the partner organisations brought their own perspective to the project and they have used the study visits as a mirror against which to reflect on the current practices in their country. Local context was emerging as a key issue that needs to be taken on board when ‘borrowing’ from another jurisdiction and often it is the discussions that took place around these issues that has led to the deepest learning within the Skills 4 Work project.

"This proposal has emerged from the consortium’s participation in an existing EU project, The SELFIE – Digital Schools Awards Pilot project (A-SELFIE), which is exploring how schools in 5 countries – Slovenia, Serbia, Lithuania, Scotland and Ireland can use the outcomes from their SELFIE self-reflection to enhance sustainable digital education practices. While teacher professional development is an element of this current project, there is an emerging realisation that schools engaged in SELFIE require additional professional learning activities. This is not a current focus of the A-SELFIE Project, but this need is informing this proposal.Teachers have a ""great need"" for better knowledge about integrating ICT into educational practices (Talis, 2018). Teachers want access to professional learning experiences that will enable them to better integrate ICT into their teaching practice. The JRC study found there are new emerging models of teacher Continuous Professional Learning where teachers capture and share their practice using a mix of face-to-face and online modes of learning. In this project we will build a model of teacher professional learning that captures and shares digital education practices, as informed by the SELFIE tool under 6 headings: Leadership; Infrastructure & Equipment; Continuing Professional Development; Teaching and Learning; Assessment; Student Digital Competences.The model will prioritise STEAM Education and Remote Learning & Teaching practices as cross-cutting themes across the 6 headings. Fullan (2001) warned against ignoring the local [school] context as a vital element in innovation. This project addresses the local context by developing schools as pedagogical and educational innovation hubs, where educators will capture and share professional digital education practices using SELFIE. This will be achieved by the creation of The SELFIE Digital Schools Academy (SELFIE DSA). Objectives - the SELFIE DSA will design, build and validate a mentoring scheme to facilitate sustainable change in schools. Following the well-established example of the Digital Schools Awards Mentor Scheme, the project will work with schools willing to embark on an innovation journey, where they will be “connected” with other innovative schools that will act as “digital mentors” in order to explore approaches before implementing or adapting them in their own setting. The project will establish a school mentoring ecosystem where schools will capture their digital practices and share these with other schools in country and beyond. The project will explore how schools can best share their digital education practices using the SELFIE Framework. In this way the project will provide support for social inclusion and equality through connecting schools with mentor schools to enhance their digital practices. The project will be underpinned by principle that teaching is a learning profession and that teachers should continually engage in professional learning. The project will involve 30 NEW schools from 4 countries – Slovenia, Serbia, Lithuania, and Ireland. All these schools will be educationally disadvantaged and we will connect them with the existing 75 schools in the A-SELFIE Project. Teachers and principals from the 30 schools will participate in the pilot project and all schools will be new SELFIE users. They will be supported by a team of mentor schools from our existing A-SELFIE Project. The project will develop a process where participating schools can connect with each other and a range of other professional learning supports. Each of the 30 schools will have a critical friend, a digital education mentor from the A-SELFIE Project, who will work with them to capture and share their digital education practices. The schools, with support, will share digital practices via the platform and engage in professional conversations with other educators in country and across the project. The participating schools will receive peer recognition for their contributions and an Award for their contribution to the project. MethodologyThe project will place a premium on peer-learning and there is an expectation that all participants will learn from each other and in particular from reviewing and reflecting on the digital education practices of the participating schools. Results and impact envisaged and potential longer term benefits There is a growing realisation in Europe of the need to create and implement innovative and flexible professional learning approaches to develop teacher digital competences. This project will explore how the SELFIE Framework can be used to facilitate a peer-learning community where teachers and principals share their digital practices with other schools. In this way it will assist schools across Europe to learn from fellow practitioners how they developed the digital competences of their staff and their students to implement effective digital education practices."

Increasing Self-regulated learning with Technology-Amplified Learning for ALL: Educators going digital (INSTALL-ed) The COVID-19 pandemic has thoroughly disrupted the organisation of daily education in the recent months. The mandated closure of schools in the past months has presented teachers of all educational levels with great challenges. The switch to online and distance learning imposed new technologies and online tools on teachers and students. Concurrently to the practical and content-wise modifications, teachers were expected to support their students from a distance. Students need more than ever before self-regulated learning (SRL) skills in order to successfully adapt to new instructional approaches in which students have an increased autonomy. Especially in online settings in which often teacher presence is low, students need effective SRL skills to be successful (Broadbent, 2017). The availability of SRL skills with students greatly impacts their learning. We believe the timing is right to help teachers support students’ SRL, especially during online education. The project aims to deliver theory based user friendly solutions for online, hybrid and blended learning that teachers and students can use in their everyday school to make learning and teaching more efficient and enjoyable.Therefore, this strategic partnership aspires to support teachers in adapting to the new ways of teaching, with specific attention for students’ SRL in these online learning environments. The partnership will adopt a holistic, multi-stakeholder approach to enable effective systemic impact in primary and lower secondary education. The overall aim of the INSTALL-ed project is to strengthen primary and lower secondary school teachers in consciously using digital tools to support all students' (self-regulated) learning. The first objective is to design professional development for teachers focusing on SRL and digital pedagogical competences. A second objective is to strengthen teachers’ skills to digitally support students’ SRL with concrete yet transferable materials. A third objective is to tackle macro-level obstacles experienced by teachers when digitally supporting students' SRL by 1) directly impacting the edtech ecosystem and 2) educational policy.Linked to our objectives and building upon the innovative experience and expertise of the project partners this project will produce the following outputs:A practice frameworkThe practice framework consists of a position paper and visuals that explain the why, what and how of our project. The output aims to gather, (1) knowledge of the key factors in our project; technology-enhanced learning, online learning formats and SRL promotion, (2) the knowledge and some specific results from the previous projects tMAIL and SLIDEshow focusing on bringing SRL into the classroom and (3) new knowledge of research regarding COVID-19 and education. Output 1 targets teachers, other educational stakeholders and educational researchers.An online teacher trainingThe training aims to enhance teachers capacity to analyze how they currently support SRL skills; train teachers how to analyze their digital practices and learn them to identify their struggles concerning the use of digital tools and promoting SRL; show them whether and how digital tools may help them; train teachers to use the patterns and consequently use the tools and platforms in such a way that it supports students’ learning. Specifically, teachers and other educational stakeholders (such as school principals, ICT coordinators) are targeted. A repository of templates and examplesA central aim to the INSTALL-ed project is to create an answer to the question: What can teachers do to support specific aspects of SRL with tool X,Y, ...?. This is done by providing various templates of already tested prompts and scripts for SRL that can be adapted for various educational settings. Next to these patterns, practical examples for teachers are paramount, showing them how to use digital tools/platforms, what they can do with it, to ultimately show how they can support their students’ SRL development. User storiesOutput 4 aims to produce some recommendations for edtech companies. Specifically, Output 4 will design some user stories and design principles which edtech companies could use in designing future (SRL-proof) tools and platforms. Specifically, the output aims to increase the knowledge about SRL skills, give insight in ideal teacher and student experiences when using digital solutions to support students’ SRL and offer concrete (plans for) improvements of software in favor of SRL skills. A service-design trajectory will be adopted in order to develop output 4. A guide for policymakersFor policy makers in particular policy recommendations evidenced from the INSTALL-ed project will be produced in Output 5. Recommendations on local/regional level and on European level will be formulated.

Technology offers significant opportunities for VET providers but also presents challenges, as by its very nature it changes at a fast pace. In order to maximise the potential technology can have on learning and teaching, the VET workforce must be supported to develop the skills and competences to enhance digital integration into their classroom practices. TELMS project addressed the need for appropriate use of TEL within education provision and the facility to support the staff to embed this in the classroom. Whitin this project a TELMS Programme was developed and delivered to VET teachers from across partner countries. The Programme facilitated partners in establishing an ILT peer mentoring initiatives allowing them to explore how TEL can be embedded across the curriculum using a peer mentoring strategy. It has also promoted professional development of staff in ICT methodologies.The project partnership comprised of H2 Learning from Ireland, an e-learning expert as well as 4 VET organisations: VET College from CDETB in Ireland, South Eastern Regional College, a VET College in the UK; the Solski centre, a VET School in Slovenia; and Malignani, a VET technical institute in Italy. All of the partners had varied experience in digital integration, professional development of staff and mentoring. Only SERC had witnessed the benefits of TEL strategically implemented through a peer mentoring approach and became a natural leader for development of the project Intellectual Outputs. The project was innovative to the partners as it went beyond the mere functionality of the technology and offered deeper pedagogical support and upskilling so that staff could fully realise the instructional potential of the technology to benefit learning and teaching. Within the 2 years of the project duration TELMS has achieved all of the objectives set out in the original project application, namely:1.To develop a Teacher Peer Mentoring Programme in the effective use of ILT & associated learning and teaching strategies, 2.To develop a Teacher Toolkit, 3.To develop TELMS Online Platform, 4.To train 8 mentors at a transnational short-term staff training event in Northern Ireland, 5.To support the 8 mentors to establish & deliver an ILT Pedagogy Mentoring Programme to 16 teachers in the partner institutions, 6.To disseminate project outcomes across EU Member States. The target groups reached within the project were: • VET organisations and providers• VET teachers• VET learners• Policy Makers, Research Bodies and Experts.The project has developed the following Intellectual Outputs::1. Train the Teacher Mentoring Programme - this programme was developed and delivered by SERC during a one week training activity for VET teachers from partner organisations. The programme has built teachers' capacity and ensured that they could mentor their peers in the utilisation of a range of appropriate technologies and associated digital learning strategies.2. TELMS Teacher Toolkit available online through TELMS Online Platform to support the training and provide valuable resources and guidance on implementation of the peer mentoring strategy in the classroom. 3. TELMS Online Platform to facilitate access to innovative training resources for TEL. Participation in the TELMS project gave partners opportunity to upskill their teachers and develop the organisation's capacity by facilitating learning experiences for the staff which ultimately have impacted on the learners; and provided access to new materials to support the teachers' professional development through the implementation of a pedagogy mentoring programme. The project website www.telms.eu contains a wide array of resources and it is expected that the TELMS Online Platform will grow into a permanent and evolving resource that can be used to support the ongoing professional development of VET teachers in digital education and training across Europe.