As indicated by the Eurydice report, instructors, similar to every single other resident, must have the advanced aptitudes vital for their own lives, however most importantly for their expert life and work in computerized society. Advanced proficiency and the capacity to utilize computerized advances in a smooth, basic and mindful way is basic for educators in the current troublesome worldwide setting. In any case, educators need a lot of explicit abilities to misuse the capability of computerized innovations for changing learning. These capabilities spread all territories of educator work, including instructing, evaluation, Communication and participation with associates and guardians and making and sharing substance and assets. They can be depicted as computerized abilities explicit to instructors. The particular educational utilization of advanced innovations is important to encourage learning. This is additionally called 'computerized instructional method' or 'carefully upheld educating techniques'. This is acceptable it is realized that joining computerized advances into instruction makes new open doors for inventive learning, upgrades creative educating and improves understudy learning the outcomes. Nonetheless, if computerized advances are to have such a positive effect, certain conditions must be met. These incorporate guaranteeing that instructors are both skillful and positive make the vital changes. Also, there is some proof that improper or risky utilization of computerized advances can even negatively affect instruction the procedure. An OECD production on the chances and dangers of advanced progress demonstrates that the utilization of computerized content by instructors who don't have the suitable advanced aptitudes can occupy students and educators themselves and therefore negatively affect learning results. As per the second Survey of Schools, European Commission, 2019, p. 48), taking a gander at the benchmark 'ICT progress in training', nearby 'hardware related elements', plainly educators see an absence of sufficient aptitudes and instructive models for utilizing ICT in the learning procedure as significant obstructions. The examination additionally demonstrated that educators should be propelled and persuaded that they use ICT in educating has clear points of interest. They additionally need to get academic and specialized help to ensure they can utilize computerized innovation in ordinary practice. The targets of the IMONED venture are all inclusive for all EU nations which as of now face a noteworthy absence of instructors' capability and aptitudes in separation learning. So as to accomplish the greatest anticipated effect, we chose to execute the undertaking in a transnational consortium with a nitty gritty update of accomplices who are straightforwardly associated with the issues of schools and colleges with separation learning. Also, the nations chose for this task demonstrate truly low adjustment to surprising conditions nations are expected to give instant arrangements. As a mechanical help, one of our accomplices is an innovation college that will deal with both the venture's ICT as an afterthought, just as because of the methodological propriety of the created material. The IMONED undertaking will accomplish its objectives by creating 3 fundamental outcomes (scholarly outcomes): IO1 - New and innovative curriculum of the distance learning and training methodology. . IO2 - Technological abilities and devices for sorting out separation learning and tools for creating content for separation learning. Notwithstanding these OI, the venture will likewise sort out a pilot meeting to recognize potential upgrades, just as a last spread workshop, which will be devoted to expanding information, yet in addition showing educators how to utilize our items for compelling use.
With the development of the programmed activities in IMONED, we wanted to identify and develop optimal digital training tools to improve the competences of secondary school teachers at a European level. We finally implemented these tools by creating six (6) training modules and five (5) topics that mainly support the development of an effective distance learning and education aimed primarily at the project's target group, the middle-aged teacher. It should be noted that, in 2019 - before the pandemic - this target group was identified as being the least knowledgeable about distance education (compared to younger teachers, with more digital skills than middle-aged teachers), since before Covid, education and training were mainly face-to-face and there was no need to use digital training tools. The IMONED project also aimed to meet the long-term needs of teachers to improve their skills and competencies in the development of modern educational content and ongoing self-development in innovative and modern technologies and tools.
The IMONED project was devised throughout 2019, before the confinement by the Covid-19 pandemic, by identifying needs for improvement of digital competences in secondary school teachers, mainly those with little experience or skills with the use of technologies for training and distance education, thus responding to the priorities of the Erasmus+ program "Strengthening the profiles of the teaching profession" and "Innovative practices in the digital area". Based on the second School Survey, European Commission, 2019, p. 48 (https://digital-strategy.ec.europa.eu/en/library/2nd-survey-schools-ict-education-0) we confirmed the lack among teachers of sufficient skills and training models to use ICT in learning, demonstrating the need for academic and specialized help to use ICT in teaching. After several online meetings prior to the presentation of the project in April 2020 (Covid pandemic) between the Polish partner SEDA, and the Spanish partners FUE-UJI and Florida, it was agreed to submit the proposal after searching and identifying the appropriate partners to develop the project according to the different tasks to be implemented by each one.