Title: Tablio (Tablet For Classroom Differentiation and Inclusion)
Type of the resource: OTHER
Funded by: Erasmus + (Key 2 Action)
Authors:
Type of disability: ALL TYPES
Target education level: Early childhood
Primary education
Secondary education
Language(s): Dutch
English
Italian
Slovenian
Turkish
IPR: No
OER: No
Overall objectives of the inclusive learning resource
Inclusive learning intervention logic: (What are the overall broader objectives to which the action will contribute?)
The Tablio-project aims to strengthen teachers and school in realizing classroom differentiation and inclusion by the means of tablets and other mobile devices.
Objectively verifiable indicators of achievement: (What are the key indicators related to the overall objectives?)
This project supports mobile device usage through inclusive education.
Sources and means of verification: (What are the sources of information for these indicators?)
In this project, project team firstly made a literature review to determine what is needed to improve current system. Based on the literature outputs, concept map has been created.(://tablio.eu/en/conceptmap). Then, design principles has been determined under two categories: pedagogical and technical principles. In third step, best practices has been considered and out of good practices, recommended applications have been listed. Project piloted in each partner countries and positive feedback received from local schools.
Risks and Challenges:
Specific purpose of the inclusive learning resource
Inclusive learning intervention logic: (What specific objective is the resource intended to achieve to contribute to the overall objectives?)
Tablio Project aimed to make ordinary school system more inclusive through the usage of mobile devices and eligible applications.
Objectively verifiable indicators of achievement: (Which indicators clearly show that the objective of the actions/resource has been achieved?)
In this project, project team firstly made a literature review to determine what is needed to improve current system. Based on the literature outputs, concept map has been created.(://tablio.eu/en/conceptmap). Then, design principles has been determined under two categories: pedagogical and technical principles. In third step, best practices has been considered and out of good practices, recommended applications have been listed. Project piloted in each partner countries and positive feedback received from local schools
Sources and means of verification: (What are the sources of information that exist or can be collected? What are the methods required to get this information?)
In inclusive education, students, schools and teachers need to vary. So this project can not touch on specific issues. Because there are several type of inclusion and all of them requires different way of solution. So, project can be called limited in case of "inclusion"in general.
Risks and Challenges: (Which factors and conditions outside the user's responsibility are necessary to achieve that objective? (external conditions)) Which risks should be taken into consideration?
Expected results on implementation of the resource
Inclusive learning intervention logic: (The results are the outputs envisaged to upscale. What are the expected results?)
This project aims to promote mobile device in inclusive education.
Objectively verifiable indicators of achievement: (What are the indicators to measure whether and to what extent the action/resource achieves the expected results?)
Project piloted and has been used by local schools.
Sources and means of verification: (What are the available sources of information for these indicators?)
Risks and Challenges: (What external conditions must be met to obtain the expected results on schedule?)
Activities
Inclusive learning intervention logic: (What are the key activities to be carried out and in what sequence in order to reach the expected results?)
Literature review, Concept map, design principles, good practices, app list and piloting.
Objectively verifiable indicators of achievement: (What are the means required to implement these activities, e.g. personnel, equipment, training, studies, supplies, operational facilities, etc.)
To be applied by teachers and school administrations.
Sources and means of verification: (What are the sources of information about action progress?)
Risks and Challenges: (What pre-conditions are required before the use of the resource starts? What conditions outside the user's direct control have to be met for the implementation of the planned activities?)
Attachment:
URL: https://tablio.eu/en
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