Rating: 1/52 users

Nowadays, it is widely accepted that information and communication technology (ICT) is used in every step of education. Educators and students face a great challenge and have to cover a distance that separates the knowledge and skills given by schools, today, from the knowledge and skills necessary for the future of the
citizens of the emerging knowledge society.
Moreover, ICT under pedagogical conditions can be one of the most important tools for educators and students to develop cognitive, social and technological skills in order to be able to respond critically and creatively, to supplement the needs of the new social and economic reality that is constantly changing. Therefore, it seems to be more important for students to learn how to be able to communicate, to share, to use information and to solve complex problems, instead of using ordinary skills. The crucial case, which is still open, is that students of the twenty-first century will need to be taught different skills than those learned by the students of the twentieth century therefore it is vital for educators to be able to provide those skills.

If we really believe that the resignation and sterile negation are the other side of the same coin, then we need to look for new, original and innovative ideas that could lay the foundation of an alternative and creative approach to addressing educational issues.
Despite various educational policies and decisions, the educators play a key role in the adoption and development of any educational innovation; for this reason, educators are considered to be the most important factor in education reforms. Therefore, the attitudes of educators towards computers have been addressed and have been described as the key to successful integration of ICT in education.
The aim of the course is to provide knowledge on contemporary educational approaches that draw on the principles of inclusive education and promote equal learning, participation and opportunities for all students, including students with disabilities. It is also an approach on the significance of the contribution of ICT use in the classroom as a learning tool and especially in the education of disabled students as it assures accessibility and active participation for all students. In addiction teachers, trainers and education managers will gain an outlook on best practices and concrete ways to use ICT to empower and support inclusive education.

Main Aims
- understand the concept digital pedagogy and the need for developing a digital pedagogy of your own
- know some of the imperatives that drive change in educational practices
- realize the importance of PBL methodology
- get familiar with ICT, digital storytelling and their emerging role in contemporary education
- gain the ability to create an educational video
- realize the importance of inclusive education
- create digital stories and games
- use web based simulations for educational purposes
- have a clear understanding of what it means to be digital content creator and how that can be developed by teachers

Lectures, exercises, discussions, teamwork, role-playing, study visits

Target groups
Teachers working in kindergartens, primary-secondary schools

- Introductory meeting, explanation of practical arrangements, presentation of timetable, information about course venue.
- Icebreakers, Introduction to the Course
- Cultural Visits

A digital pedagogy for creation, literacy and numeracy in inclusive education
- How digital expectancy will change teaching
- Meaning and Importance of Creativity in Modern School
- Creative technologies and play
- The role of technology in emerging literacy and numeracy
- The importance of inclusive education
- Developing a digital pedagogy for creative, purposeful and experimental learning with technology

ICT and Collaborative Creativity in Modern School Towards Knowledge Society
- Collaborative Creativity (CC) and the Role of ICT
- From Theory to Practice: Encouraging Collaborative Creativity for Primary Students by Using Advanced Learning Technologies
Contextualized Educators’ Training: Digital Storytelling
- Contextualized Teaching and Learning
- Digital Storytelling as an Approach for Teaching and Training (workshop)

Producing Educational Videos: A Field-Based Implementation with Project Based Learning (PBL) Methodology
- Introduction in basic video theory
- Education through moving image: case studies
- Simple programs for making videos
- Project Based Learning Methodology – importance and practice
- Making an educational video (Workshop)

Fostering Students’ Understanding with Web-Based Simulations in an Inquiry Continuum Framework
- Simulations as an Educational Tool
- Use of Simulations in Science Instruction
- Creation of Educational Simulations
Gamification and Game Mechanics-Based e-Learning
- Digital games as a teaching tool
- Realizing the importance of play in education
- Creating a game scenario with simple digital tools (workshop)
- Erasmus+ program: objectives, priorities, actions, forms, budget, tips for applicants
- Planning follow up activities, dissemination and exploitation of learning outcomes
- Course Evaluation
- Certifications

Course organiser
Erasmus Learn by Oloklirosi
Paris, France

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Upcoming sessions

10.10.2022 > 14.10.2022
Register before 18.09.2022
17.05.2023 > 21.05.2023
Register before 30.04.2023

Show past sessions

Rate & review

Reviews only come from verified course participants via the European Commission's Mobility Tool+. If you participated in this course, use the Mobility Tool+ to submit a review. If the course is not listed in the Mobility Tool+ yet, please provide to your project coordinator the following course ID: 129655.

Unfortunately, the course was not helpful. I did not improve my knowledge of the subject. The first part of course, when they talked about comunication they did not connect with theaching, Moreover, they did not develop all the contents of the course. They did not share the presentation or material that I undertood that they would send us. On the other hand, comunication with the organization was good and they were friendly all time. In conclusion, I do not recommend it.

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The course has been a scam: the schedules have not been met and the scheduled contents have not been taught. In addition, one of the teachers was not a specialist in the subject of inclusion, she was not a psychologist, she was a mathematician, and the few contents they taught were not of quality, they were cheap psychology.

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Erasmus Learn by Oloklirosi
Erasmus Learn by Oloklirosi
Rating: 5/540 users


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