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the project targets the following results, in order to answer significant questions: 1. A model for analyzing teachers' ICT‐pedagogical competency profiles, relating to European frameworks and based on conclusions from topical need analyses in the partner countries. 2. The further education module 'E‐teacher 2.0', developed jointly by the project partners and based on previous best‐practice projects as well as topical surveys. The module will empower teachers within new technologies, facilitate the process of redidactization and arm teachers to spot and integrate new relevant technologies as they emerge. The module will be developed as a generic model, adaptable to local needs, but within an internationally agreed upon framework. 'E‐teacher 2.0' will be trial‐run in each partner country in order to test, evaluate and optimize the module. Specific national versions of 'E‐teacher 2.0' will be developed in each country's language, adapted to local needs. 3. An accreditation of 'E‐teacher 2.0' and/or integration into continuing education in each partner country, with the aim of border-crossing mutual recognition.

The digital-earth.eu project examines the use of geographic media in schools and teacher education. Geo-media is the visualisation of information from different media sources and is concerned with digital content and its processing based on place, position and location. Many geographic media are widely used for navigation and routing purposes. Cartographic communication has never been so easy to implement, therefore 21st century school education needs to include geo-media into daily work. Innovative approaches to teaching and learning are needed to study environments from local to global scale. The digital-earth.eu network links innovative centres around Europe where geo-media use is well developed. Products, resources, experiences and ideas are shared between the centres and opened to the public wherever possible. A digital-earth.eu infrastructure is under development. The European Centre and an accredited network of national and regional Centres of Excellence are developing an online catalogue of materials, courses, publications, links and good practice scenarios, and are publishing a series of core publications. 

Educaplay enables you to create activities and then embed in your blog or wiki. You need to set up an account. The default settings are Spanish, so make sure you select English. Ways to use this in a classroom: - spelling word activities - topic word activities - shared book activities (as shown below) - making crosswords about topics or books - specific grammatical activities like changing tense, adding endings, plurals etc - Comprehension activities

PDFVue is a new online application for annotating and editing PDF files online. It can open PDF files right in your browser without the need of special software. Using PDFVue you can fill PDF forms, add text, highlight text, add sticky notes, draw lines, add shapes, images, links and stamps. Edited PDF files can be saved to your computer or shared with others by forwarding a link. There is also browser add-on which can automatically open any PDF link you come across on PDFVue.

The ICT4U-project aims to enable educators that want to have a more intensive use of ICT in their classroom. Today the students often have more knowledge about the latest tools and therefore there should be a 2-way exchange of knowledge. Moreover many tools exist and teachers do not have time nor expertise to identify the best solution for their needs.

The aim of the project is to transfer positive experience and knowledge in the use of Learning Platforms by European Organisations into the Vocational Education and Training sector. Objectives: - Carry out a survey of Education Organizations in Europe to determine their needs, experiences and preferences regarding Learning Platforms/VLEs. - Advise and support the CDVEC in selecting an organisation wide VLE solution - Share experiences with the VET sector in Ireland and a wider audience in the EU

The eLearning Guild's Handbook of e-Learning Strategy In many organisations, there is a need to better identify and document a comprehensive learning strategy and to answer the question, "What should we be doing in order to support improved learning and performance?" This e-Book will help you make a broad, fundamental connection between learning, e-Learning, and your organisation's mission, business objectives, and the bottom line. Chapters address everything from crafting a focused strategy, to keeping your strategy focused, to change management. Refocus on e-Learning strategy and insure that your e-Learning technology and methodology investments pay off and so you can achieve your e-Learning goals!

Learnovation addresses the needs and problems of the existing "eLearning vision" in Europe by adopting an iterative, open and reflexive approach that will first prepare, then openly discuss and finally target and tailor-disseminate a new articulated visio

One of the major challenges facing ESA is to meet the very diverse educational needs of all our Member States. Supporting European teachers is a complex task, given the different national educational systems and languages. The European Space Education Resource Office (ESERO) project is ESA's primary way to support the educational community.

PING is an online game made for secondary schools, forming a starting point to discuss the subject 'poverty' and what it means to be poor. Ping is aimed at the students of the secondary and third degree. The students become the main characters in the game. They can choose between Jim or Sofia, who, due to certain circumstances, end up on the street and need to find their own path. PING shows that games can help to introduce complex social subjects like poverty in the class room.

Links-up is research project about how 'Web 2.0' technologies - e.g. social networking software - are changing the face of education and training for disadvantaged people. The project puts together a picture of the 'landscape' of 'Learning 2.0 for Inclusion' by reviewing what has been done in the academic and research field, and by practitioners working on the ground in projects that have been using Web 2.0 to work with disadvantaged groups. It uses a series of 'action research' experiments, collaborating with 'host' projects working in the field, to evaluate the added contribution Web 2.0 can make to practices that use learning to support social inclusion.