Pupils in primary and secondary education differ in many ways, moreover with the actual refugee crisis that has impact in every European country. There is a high need for inclusive education in the European classrooms in order to have every pupil involved and providing the best support possible. We want every pupil to feel socially included, to challenge and support them to reach the proposed learning objectives and to prepare them to be a strong professional and active citizen. These professionals and active citizens should also be equipped with digital competencies.The project TABLIO addresses this challenge by using tablets into primary and secondary education and using them for differentiation and inclusion purposes. This project will argue that more schools should use tablets. Differentiation and inclusion should be introduced in each classroom and school that work with tablets. All learners will benefit from it.The Tablio-project unites 7 partners from 6 European countries: Belgium, Slovenia, Turkey, Netherlands, United Kingdom and Italy. All partners subscribe the local, national and European need for inclusive education with tablets (and broader: digital devices). We want to strengthen in-service teachers and schools of primary and secondary level, but also preservice teachers and teacher trainers. If they are fully equipped with the digital competencies and didactical insights to integrate the tablet effectively in their classrooms, all pupils will benefit from it.The project methodology consists of 3 main phases. Phase 1 focuses on the development of a design toolkit, containing design-principles, design-templates and evaluation criteria for the use of tablets for differentiation and inclusion purposes. We will develop this by doing desk-research and organizing focusgroups on the topic in each participating country. After finishing this toolkit, we will spread an open call in the countries for practices on the use of tablets for differentiation and inclusion purposes. Practices will be described and analyzed via the design toolkit. In a transnational meeting afterwards we will decide which are the 'good' practices. All results will be collected in an online toolkit on a website. This website also functions as electronic learning environment for the dissemination phase. In phase 2 we will develop innovative pedagogical arrangements on using the tablet for differentiation and inclusion. We will follow the principles of design-based-research and work with Teacher Design Teams. In each participating country two teacher design teams will be conducted in order to develop and validate new designs, adapted to a specific classroom context that needs differentiation and inclusion. This will lead to at least 12 new good practices. This website also functions as electronic learning environment for the dissemination phase. In phase 3 we will disseminate the project results in six national Tablio-bootcamps and one international bootcamp. The national bootcamps will take three training days in total, spread over 4 months. We want participants to come out of primary schools, secondary schools and out of teacher training (both teacher trainers as preservice-teachers). Our main aim is to develop new pedagogical arrangements that are transferred to all participants classrooms. The international bootcamp is bundled in three days joint together. New pedagogical designs will be made, but they should be implemented afterwards. Dissemination will also take place via the project website, social media campaign and general communication initiatives.The project is managed via collective meeting once in two months, alternated with a one-to-one meeting once every two months. We undertake several validation loops in order to guarantuee the quality of outputs.The project will have impact in primary and secondary classrooms of participating countries and impact the zeitgeist on inclusive education and the positive impacht of educational technology.towards it. Via the transnational bootcamp we also impact teachers and classrooms from other European countries. Our dissemination strategy is broad and multi-channelled in order to have a broad impact.
Tablio was a 30-month Erasmus+ KA2-project which aimed for realizing educational innovation by integrating tablets for classroom differentiation and inclusion. The Tablio-project developed a design toolkit, demonstrator examples and design templates for 'Inclusive Education' by means of tablets. Inclusive education is about how to develop and design schools, classrooms, programs and teaching & learning activities so that all students learn and participate together (www.inclusionbc.org). Differentiation is a key strategy for the achievement of inclusive education. 24 good practices were described by interviewing teachers in European schools. 12 new pedagogical arrangements were developed throughout the project by the application of teacher design teams and the ADDIE-instructional design method. All practices were validated by peer reviews in which we analysed the practices through the perspective of the theoretical framework of the design toolkit. This toolkit and framework was developed by performing desk-research, focus groups, workshops and collaborative writing activities. The outputs are collected on the website http://tablio.eu. The English and Dutch outputs were also bundled in an e-book with ISBN-number. All outputs are available under a creative commons license on the project website and on the Erasmus+ Project Results Platform. The outputs are multilingual. Besides English, outputs are available in Dutch, Slovenian, Turkish and Italian. 7 partners in 6 countries participated in the Tablio-project: PXL University of Applied Sciences and Arts (Belgium - lead partner), Institut za Napredno Upravljanje Komunikacij, (Slovenia), Istanbul University (Turkey), iXperium Centre of Expertise Teaching and Learning with ICT (Netherlands), TELLConsult (Netherlands), North-West Regional College (Northern-Ireland) and CESIE (Italy). These organisations were a mix of expertise centers linked to teacher education, expertise centers specialised in design thinking, differentiation or inclusion and expertise centers in ICT-integration in education. 20 multiplier events were organized with an explicit focus on transferring the innovative approaches to the classrooms of the participants. Hence, several new approaches resulted from the multiplier events. Also other dissemination activities were carried out by presenting the outputs on European conferences and by the publication of articles. Communication was done in newsletter and on several social media. The project ended with a communication campaign in which we did daily Tablio-updates on social media in the month of May 2019 sharing the good practices developed during the 30 months. We impacted the project staff with a higher expertise level in educational innovation with tablets and differentiation and inclusion. We realised innovations in the schools that participated in the teacher design teams and the multiplier events, in favour of the pupils that benefit from a more inclusive education. Through active participation at more than 30 conferences, through newsletters and social media communication we impacted a wide community of European teachers and other educational stakeholders.