A review of research literature on innovation and digital technologies highlighted a number of emerging technologies and pedagogical approaches with potential to impact on educational practice.
We have drawn three project themes to explore from these over the course of the three-year project.
Within each year are further sub-themes.
Extending learning beyond traditional classroom spaces and combining children’s digital and physical exploration of the world.
Supporting learners with disadvantaged backgrounds by managing transitions positively through collaborative outdoor learning experiences.
The sub-themes for year 1 are:
Each of these topics is covered within the Technology Outdoors online course which you can undertake at any time!
There’s also the below Google+ community where you can share ideas and talk to all members of the community:
What is STEM to STEAM?
STEM to STEAM concerns adding the Arts to the integrated and applied study of Science, Technology, Engineering and Maths (STEM), creating inter-disciplinary challenge-based online learning resources.
STEAM is a way of bridging the conventionally-held disconnect between the science and arts and leveraging on the principles of arts to maximise the output from STEM learning.
Creativity, wonder and imagination, which lie at the heart of the arts, blended with the critical thought and enquiry of STEM.
It allows students to connect their learning in these critical areas together with arts practices, elements, design principles, and standards to provide the whole pallet of learning at their disposal.
Please see the Google Slide deck – How can STEAM education help children to become STEAM literate
Using curriculum contexts to teach language competencies and cultural sensitivity with aim of meeting the language needs of a diversity of learners, including learners for whom English is an additional language (EAL/EFL).
Links to further content will appear here.
The progression of this project can be viewed from different perspectives:
- a) Over the course of three years, participants and stakeholders will investigate themes across subjects and cultures through adopting different viewpoints. Each year there will be a formative evaluation with the purpose of improving the project the following year. Summative evidence of the specific focus areas will be collected aiming at informing the international conference “Digital Learning Across Boundaries – Super Playdate” that will take part in the last year of the project as part of the dissemination.
- b) Each year the project will have a taxonomic progression building on the 21st century skills.
- c) Each year will involve a new group of trainee teachers and pupils who will obtain ICT competences and become part of a digital leaders programme in their institutions. This will gradually lead to the project being disseminated to a larger number of people across different educational levels.