One could foresee what the main goal of our project was by just reading the title: Technological Update in School Management Teams. As an association, we wanted to give relevance to some Erasmus priorities: digital skills and competence, continuous teacher training and awareness of environment and climate change. As a result, we itemized several objectives that we wanted to achieve by implementing this project. The partnership set five objectives to be achieved in the project that were the following ones: • To foster the digital transformation of our schools, both in the school management procedures and in the teaching learning methodologies. • To use digital technologies, thus equipping the school facilities with the appropriate tools (digital blackboards, laptops…). • To bring about a digital transformation in the classroom by using digital environments: G-Suite, Moodle, Classroom, … • To plan a training program in order to provide our staff (administrators, teachers, and non-teaching staff) with the appropriate digital skills. • To achieve several of the objectives of sustainable development of the UN, specifically number 4 (Quality Education), 11 (cities and sustainable communities) and 13 (climate action)
Our main objective to apply for this project was creating a network of school managers in different countries so that we could cooperate with one another in the field of technological updating. By taking part in this project, we aimed at internationalizing and extending our scope and thus contributing to the Continuous Professional Development (CPD). Besides, we knew that setting up work relationships with other bigger and experienced head teachers associations such as ESHA(European School HeadTeachers Association) and MAMAK(Directorate of Education Ankara) would certainly give us the chance of creating links under the umbrella of Erasmus and improve the quality of school leadership in our schools. When carrying out a needs analysis of the schools belonging to our association, we realized that we lacked a better structure in terms of technological updating of our schools. Therefore, by devising this project, we thought that we would be able to lay the groundwork for the digital transformation of these ones. We wanted to know how other centres in Europe worked on the use of specific hardware in the field of education, what teacher training programs, as well as digital plans, they had and the kind of software they had in their hands