Development of a digital environment in the institutions of the Berettyóújfalu School District Centre (Q3898220): Difference between revisions
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In order to stop digital disconnection and to contribute to creating opportunities, the use-oriented deployment of a modern IT education tool and applications is essential. Building on this, it is necessary to create opportunities for widespread use of digital pedagogical methods in public education in order to create opportunities for the development of basic skills beyond the natural development of digital competences through the use of digital technology. In addition to many outstanding areas, the work of educators also shows a number of areas to be developed, which usually require more advanced equipment use, more sophisticated methods and a richer infrastructure. In order to make the most of life-long learning and ICT developments that strengthen the core skills of ICT of key importance for the labour market, the development of learners’ digital competences requires the renewal of teaching staff’s methodological culture in relation to the use of ICT tools both in lesson and extracurricular classes, the uptake of ICT tools, the integration and use of ICT as a pedagogical tool in the development of key competences. The primary pedagogical objective is to raise awareness and use tools and methods to support the development of digital competences supporting learning and teaching, to implement digital pedagogical tools and methods and to integrate them into teaching and learning practices across a range of areas of interest. One of the essential prerequisites for this is the renewal of a pedagogical methodological culture, the potential means of which are problem-oriented teaching, education for thinking based on action, discovery teaching and learning, development based on understanding and activity. In practice, the project will be implemented in three locations. The Ebesi Arany János Hungarian-English School of Primary and Basic Art with Two Languages of Teaching is the first implementation venue. In the field of supporting the development of literary comprehension, the implementation of complex digital innovation in the teaching of ethics, in the teaching of folk and national knowledge, in the teaching of physics in the field of supporting the development of problem-solving thinking, in the teaching of IT in the field of the development of creativity, in the teaching of technology in the field of natural science. This includes the accredited training of the involved teachers in the methodology, the preparation, adaptation and application of digital learning materials, teaching materials, and permanent professional support, mentoring and maintenance in cooperation with the professional intermediate bodies. The second implementation venue is Imre Thököly, Hajdúszoboszló. The new methodology will be introduced in the teaching work of LEGO®Education with the application of the LEGO® StoryStarter package in the field of support for the development of mathematical competency in the teaching of mathematics in the lower part of the teaching work, the MoreToMath methodological package developed by LEGO®Education, and the GEOMATECH methodological package in the upper section. This includes the accredited training of the involved teachers in the methodology, the preparation, adaptation and application of digital learning materials, teaching materials, and permanent professional support, mentoring and maintenance in cooperation with the professional intermediate bodies. The third venue is the Hőgyes Endre High School and Vocational Secondary School. The new methodology will be introduced with a methodological package for secondary school students in the field of teaching work, using the LEGO® StoryStarter package and supporting the development of mathematical competence in the teaching work of GEOMATECH Interactive, digital mathematical tasks and curricula for secondary school students. This includes the accredited training of the involved teachers in the methodology, the preparation, adaptation and application of digital learning materials, teaching materials, and permanent professional support, mentoring and maintenance in cooperation with the professional intermediate bodies. In all three institutions, the institutional development — detailed in the professional plan — is designed in such a way as to meet all obligations and include all pedagogical and methodological elements. (English) | |||||||||||||||
| Property / summary: In order to stop digital disconnection and to contribute to creating opportunities, the use-oriented deployment of a modern IT education tool and applications is essential. Building on this, it is necessary to create opportunities for widespread use of digital pedagogical methods in public education in order to create opportunities for the development of basic skills beyond the natural development of digital competences through the use of digital technology. In addition to many outstanding areas, the work of educators also shows a number of areas to be developed, which usually require more advanced equipment use, more sophisticated methods and a richer infrastructure. In order to make the most of life-long learning and ICT developments that strengthen the core skills of ICT of key importance for the labour market, the development of learners’ digital competences requires the renewal of teaching staff’s methodological culture in relation to the use of ICT tools both in lesson and extracurricular classes, the uptake of ICT tools, the integration and use of ICT as a pedagogical tool in the development of key competences. The primary pedagogical objective is to raise awareness and use tools and methods to support the development of digital competences supporting learning and teaching, to implement digital pedagogical tools and methods and to integrate them into teaching and learning practices across a range of areas of interest. One of the essential prerequisites for this is the renewal of a pedagogical methodological culture, the potential means of which are problem-oriented teaching, education for thinking based on action, discovery teaching and learning, development based on understanding and activity. In practice, the project will be implemented in three locations. The Ebesi Arany János Hungarian-English School of Primary and Basic Art with Two Languages of Teaching is the first implementation venue. In the field of supporting the development of literary comprehension, the implementation of complex digital innovation in the teaching of ethics, in the teaching of folk and national knowledge, in the teaching of physics in the field of supporting the development of problem-solving thinking, in the teaching of IT in the field of the development of creativity, in the teaching of technology in the field of natural science. This includes the accredited training of the involved teachers in the methodology, the preparation, adaptation and application of digital learning materials, teaching materials, and permanent professional support, mentoring and maintenance in cooperation with the professional intermediate bodies. The second implementation venue is Imre Thököly, Hajdúszoboszló. The new methodology will be introduced in the teaching work of LEGO®Education with the application of the LEGO® StoryStarter package in the field of support for the development of mathematical competency in the teaching of mathematics in the lower part of the teaching work, the MoreToMath methodological package developed by LEGO®Education, and the GEOMATECH methodological package in the upper section. This includes the accredited training of the involved teachers in the methodology, the preparation, adaptation and application of digital learning materials, teaching materials, and permanent professional support, mentoring and maintenance in cooperation with the professional intermediate bodies. The third venue is the Hőgyes Endre High School and Vocational Secondary School. The new methodology will be introduced with a methodological package for secondary school students in the field of teaching work, using the LEGO® StoryStarter package and supporting the development of mathematical competence in the teaching work of GEOMATECH Interactive, digital mathematical tasks and curricula for secondary school students. This includes the accredited training of the involved teachers in the methodology, the preparation, adaptation and application of digital learning materials, teaching materials, and permanent professional support, mentoring and maintenance in cooperation with the professional intermediate bodies. In all three institutions, the institutional development — detailed in the professional plan — is designed in such a way as to meet all obligations and include all pedagogical and methodological elements. (English) / rank | |||||||||||||||
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| Property / summary: In order to stop digital disconnection and to contribute to creating opportunities, the use-oriented deployment of a modern IT education tool and applications is essential. Building on this, it is necessary to create opportunities for widespread use of digital pedagogical methods in public education in order to create opportunities for the development of basic skills beyond the natural development of digital competences through the use of digital technology. In addition to many outstanding areas, the work of educators also shows a number of areas to be developed, which usually require more advanced equipment use, more sophisticated methods and a richer infrastructure. In order to make the most of life-long learning and ICT developments that strengthen the core skills of ICT of key importance for the labour market, the development of learners’ digital competences requires the renewal of teaching staff’s methodological culture in relation to the use of ICT tools both in lesson and extracurricular classes, the uptake of ICT tools, the integration and use of ICT as a pedagogical tool in the development of key competences. The primary pedagogical objective is to raise awareness and use tools and methods to support the development of digital competences supporting learning and teaching, to implement digital pedagogical tools and methods and to integrate them into teaching and learning practices across a range of areas of interest. One of the essential prerequisites for this is the renewal of a pedagogical methodological culture, the potential means of which are problem-oriented teaching, education for thinking based on action, discovery teaching and learning, development based on understanding and activity. In practice, the project will be implemented in three locations. The Ebesi Arany János Hungarian-English School of Primary and Basic Art with Two Languages of Teaching is the first implementation venue. In the field of supporting the development of literary comprehension, the implementation of complex digital innovation in the teaching of ethics, in the teaching of folk and national knowledge, in the teaching of physics in the field of supporting the development of problem-solving thinking, in the teaching of IT in the field of the development of creativity, in the teaching of technology in the field of natural science. This includes the accredited training of the involved teachers in the methodology, the preparation, adaptation and application of digital learning materials, teaching materials, and permanent professional support, mentoring and maintenance in cooperation with the professional intermediate bodies. The second implementation venue is Imre Thököly, Hajdúszoboszló. The new methodology will be introduced in the teaching work of LEGO®Education with the application of the LEGO® StoryStarter package in the field of support for the development of mathematical competency in the teaching of mathematics in the lower part of the teaching work, the MoreToMath methodological package developed by LEGO®Education, and the GEOMATECH methodological package in the upper section. This includes the accredited training of the involved teachers in the methodology, the preparation, adaptation and application of digital learning materials, teaching materials, and permanent professional support, mentoring and maintenance in cooperation with the professional intermediate bodies. The third venue is the Hőgyes Endre High School and Vocational Secondary School. The new methodology will be introduced with a methodological package for secondary school students in the field of teaching work, using the LEGO® StoryStarter package and supporting the development of mathematical competence in the teaching work of GEOMATECH Interactive, digital mathematical tasks and curricula for secondary school students. This includes the accredited training of the involved teachers in the methodology, the preparation, adaptation and application of digital learning materials, teaching materials, and permanent professional support, mentoring and maintenance in cooperation with the professional intermediate bodies. In all three institutions, the institutional development — detailed in the professional plan — is designed in such a way as to meet all obligations and include all pedagogical and methodological elements. (English) / qualifier | |||||||||||||||
point in time: 8 February 2022
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Revision as of 12:12, 8 February 2022
Project Q3898220 in Hungary
| Language | Label | Description | Also known as |
|---|---|---|---|
| English | Development of a digital environment in the institutions of the Berettyóújfalu School District Centre |
Project Q3898220 in Hungary |
Statements
84,999,646 forint
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273,361.422 Euro
0.0027336256 Euro
10 December 2021
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99,999,583.529 forint
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85.0 percent
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1 February 2018
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30 July 2021
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BERETTYÓÚJFALUI TANKERÜLETI KÖZPONT
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A digitális leszakadás megállításában, illetve az esélyteremtéshez való hozzájárulás érdekében elengedhetetlen az informatikai oktatás modern eszközrendszerének és az alkalmazásoknak használat-orientált megjelenése. Erre építve meg kell teremteni a digitális pedagógia módszereinek széleskörű alkalmazásának lehetőségét a köznevelésben, annak érdekében, hogy a digitális technológia használatával a digitális kompetenciák természetszerű fejlesztésén túlmenően egyéb, alapkészségek fejlesztésének lehetősége is megteremtődjön. A pedagógusok munkájában a sok kiemelkedő mellett számos fejlesztendő terület is látható, melyek általában fejlettebb eszközhasználatot és szofisztikáltabb módszereket, illetve gazdagabb infrastruktúrát igényelnek. Az élethosszig tartó tanulás és a munkaerő-piac számára kiemelt fontosságú IKT alapkészségeket megerősítő IKT fejlesztések minél nagyobb hatásfokkal történő hasznosulásához, a tanulók digitális kompetenciáinak fejlesztéséhez szükség van a pedagógusok tanórai és tanórán kívüli IKT eszközhasználatával összefüggő módszertani kultúrájának megújulására, az IKT eszközök kihasználtságának növelésére, az IKT, mint pedagógiai eszköz beépítésére és felhasználására a kulcskompetenciák fejlesztésében. Az elsődleges pedagógiai cél a tanulást-tanítást támogató digitális kompetenciák fejlesztését támogató eszközöknek és módszereknek széles körben történő megismertetése és alkalmazása, a digitális pedagógiai eszköz és módszer implementálása és tanítási-tanulási gyakorlatba történő beépítése több érdeklődési területet érintve. Ennek egyik elengedhetetlen feltétele a pedagógiai módszertani kultúra megújítása, melynek lehetséges eszköze a problémaközpontú tanítás, vagy a cselekvésből kiinduló gondolkodásra nevelés, a felfedeztető tanítás-tanulás, a megértésen és tevékenységen alapuló fejlesztés. A projekt a gyakorlatban három helyszínen fog megvalósulni. Az Ebesi Arany János Magyar-Angol Két Tanítási Nyelvű Általános és Alapfokú Művészeti Iskola az első megvalósítási helyszín. A szövegértés fejlesztésének támogatása területén az erkölcstan illetve a hon-és népismeret tanításában, a természettudományos megismerés támogatása területén a fizika tanításában, a problémamegoldó gondolkodás fejlesztésének támogatása területén az informatika tanításában, a kreativitás fejlesztése területén pedig a technika tanításában komplex digitális innováció megvalósítása. Ennek részét képezi a bevont pedagógusok akkreditált képzése a módszertanban, digitális tananyagok, tanári segédanyagok készítése, adaptálása és alkalmazása és állandó szakmai támogatás, mentorálás biztosítása és fenntartása együttműködésben a szakmai közreműködő szervekkel. A második megvalósítási helyszín a hajdúszoboszlói Thököly Imre Két Tanítási Nyelvű Általános Iskola. A szövegértés fejlesztésének támogatása területén az oktató munkában az alsó és a felső tagozaton a LEGO® StoryStarter csomag alkalmazásával, a matematikai kompetencia fejlesztésének támogatása területén a matematika tanításában az oktató munkában az alsó tagozaton a LEGO®Education által fejlesztett MoreToMath módszertani csomaggal, a felső tagozaton a GEOMATECH módszertani csomaggal kerül bevezetésre az új módszertan. Ennek részét képezi a bevont pedagógusok akkreditált képzése a módszertanban, digitális tananyagok, tanári segédanyagok készítése, adaptálása és alkalmazása és állandó szakmai támogatás, mentorálás biztosítása és fenntartása együttműködésben a szakmai közreműködő szervekkel. A harmadik megvalósítási helyszín a Hőgyes Endre Gimnázium és Szakközépiskola . A szövegértés fejlesztésének támogatása területén az oktató munkában a LEGO® StoryStarter csomag alkalmazásával, a matematikai kompetencia fejlesztésének támogatása területén az oktató munkában a GEOMATECH Interaktív, digitális matematikai feladat- és tananyagrend-szer középiskolások számára, a természettudományos megismerés támogatása területén a GEOMATECH – Interaktív, digitális természettudományi feladat- és tananyagrendszer középiskolások számára módszertani csomaggal kerül bevezetésre az új módszertan. Ennek részét képezi a bevont pedagógusok akkreditált képzése a módszertanban, digitális tananyagok, tanári segédanyagok készítése, adaptálása és alkalmazása és állandó szakmai támogatás, mentorálás biztosítása és fenntartása együttműködésben a szakmai közreműködő szervekkel. Mindhárom intézményben úgy kerül kialakításra a - szakmai tervben részletezett - intézményi fejlesztés, hogy megfeleljen minden kötelezettségnek, tartalmazzon minden pedagógiai és módszertani elemet. (Hungarian)
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In order to stop digital disconnection and to contribute to creating opportunities, the use-oriented deployment of a modern IT education tool and applications is essential. Building on this, it is necessary to create opportunities for widespread use of digital pedagogical methods in public education in order to create opportunities for the development of basic skills beyond the natural development of digital competences through the use of digital technology. In addition to many outstanding areas, the work of educators also shows a number of areas to be developed, which usually require more advanced equipment use, more sophisticated methods and a richer infrastructure. In order to make the most of life-long learning and ICT developments that strengthen the core skills of ICT of key importance for the labour market, the development of learners’ digital competences requires the renewal of teaching staff’s methodological culture in relation to the use of ICT tools both in lesson and extracurricular classes, the uptake of ICT tools, the integration and use of ICT as a pedagogical tool in the development of key competences. The primary pedagogical objective is to raise awareness and use tools and methods to support the development of digital competences supporting learning and teaching, to implement digital pedagogical tools and methods and to integrate them into teaching and learning practices across a range of areas of interest. One of the essential prerequisites for this is the renewal of a pedagogical methodological culture, the potential means of which are problem-oriented teaching, education for thinking based on action, discovery teaching and learning, development based on understanding and activity. In practice, the project will be implemented in three locations. The Ebesi Arany János Hungarian-English School of Primary and Basic Art with Two Languages of Teaching is the first implementation venue. In the field of supporting the development of literary comprehension, the implementation of complex digital innovation in the teaching of ethics, in the teaching of folk and national knowledge, in the teaching of physics in the field of supporting the development of problem-solving thinking, in the teaching of IT in the field of the development of creativity, in the teaching of technology in the field of natural science. This includes the accredited training of the involved teachers in the methodology, the preparation, adaptation and application of digital learning materials, teaching materials, and permanent professional support, mentoring and maintenance in cooperation with the professional intermediate bodies. The second implementation venue is Imre Thököly, Hajdúszoboszló. The new methodology will be introduced in the teaching work of LEGO®Education with the application of the LEGO® StoryStarter package in the field of support for the development of mathematical competency in the teaching of mathematics in the lower part of the teaching work, the MoreToMath methodological package developed by LEGO®Education, and the GEOMATECH methodological package in the upper section. This includes the accredited training of the involved teachers in the methodology, the preparation, adaptation and application of digital learning materials, teaching materials, and permanent professional support, mentoring and maintenance in cooperation with the professional intermediate bodies. The third venue is the Hőgyes Endre High School and Vocational Secondary School. The new methodology will be introduced with a methodological package for secondary school students in the field of teaching work, using the LEGO® StoryStarter package and supporting the development of mathematical competence in the teaching work of GEOMATECH Interactive, digital mathematical tasks and curricula for secondary school students. This includes the accredited training of the involved teachers in the methodology, the preparation, adaptation and application of digital learning materials, teaching materials, and permanent professional support, mentoring and maintenance in cooperation with the professional intermediate bodies. In all three institutions, the institutional development — detailed in the professional plan — is designed in such a way as to meet all obligations and include all pedagogical and methodological elements. (English)
8 February 2022
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Ebes, Hajdú-Bihar
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Identifiers
EFOP-3.2.3-17-2017-00003
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