We wanted to adapt Fullan's framework for educational change at the school level. To build on staff competencies by researching and observing the experiences of leading European education systems and transfer successful models to schools. Raise awareness of innovative learning models and their place in leading European educational institutions to build competencies for the confident, critical and responsible use of digital technologies for learning, workplace and social participation. We wanted to develop teachers' skills in classroom management and the creation of educational resources and the 1:1 model. To create sustainable structures and models for digital transformation innovation using tablets and personal devices in education. To learn about Flipped Classrooms, Inquiry and Game-based learning approaches and the role of mobile devices in them. To develop a school digital safety policy to implement an adequate digital literacy policy. To systematically and appropriately manage digital innovation at the school level. We hope to create new international collaborative partnerships and develop collaboration between school leaders, teachers, students and the public.
The goal of I.OU was to become a leader in integrating innovative practices and mobile technologies into the curriculum and lesson plans. The staff technology needs assessment at the end of the 2018-2019 school year reported a trend in which the teacher is still the primary user of technology, and it is used primarily for presenting and working in an online environment, expressing oneself through writing, and communicating electronically with others. Only 10% use technology to collaborate with students, and the percentage of those thinking about using it to solve problems and explore ways to manage them is almost zero. Analyses pointed to the need to learn about best school practices for using mobile technologies to change the approach to teaching, to research and implement working models for secure and centralized management of personal digital devices in school, to build competencies for confident, critical and responsible use of digital technologies, and to build on project results in good pedagogical practices. We submitted our project proposal with these motivations and the expectation of adding value to teachers' professional competencies.