In Cyprus, three multiplier events took place with great success, as follows:

• Multiplier event 1: “Introduction to the pedagogical framework of embodied learning via the use of innovative and interactive technologies” (March 28th, 2019)
• Multiplier event 2: “Promoting inclusive education via embodied learning technologies: The INTELed Teacher Professional Development programme” (May 25th, 2019)
• Multiplier event 3: “Contemporary teaching approaches and their pedagogical value in the 21st century education” (June 8th, 2019)

As part of these multiplier events, all interested stakeholders (e.g. in-service teachers, pre-service teachers, teacher educators, researchers, policymakers) had the opportunity to gain a better understanding of the role of embodied learning technologies in promoting academic outcomes and equal opportunities for ALL students (with and without disabilities), under the umbrella of inclusive education.

During the first part of the multiplier events, the participating teachers were introduced to the pedagogical framework of embodied learning as well as to current embodied and motion-based technologies. During the second part of the events, the participants were introduced to the INTELed project, its goals and its philosophy and obtained more information about the INTELed professional development programme and the school pilots carried out during 2018-2019. The participating stakeholders were also informed about the INTELed CoP and invited to join it. 

For more information:

www.inteled.org/the-1st-inteled-multiplier-event-in-cyprus

www.inteled.org/2nd_meeting_cy/

• to present the added value of well-designed technology-enhanced learning initiatives including the INTELed embodied game-based learning which are aligned to the 21st century challenges and have impact on the lives of children with disabilities or underprivileged ones;
  
• to discuss lessons learned from the efficient and effective application of the INTELed Teacher Professional Development (TPD) program, which had as a main goal to train Special Education Needs (SEN) teachers to effectively apply embodied digital game-based learning sessions to elementary school children with special educational needs.

All the conference presentations had shown via theory and practice how modern pedagogical considerations and modern technologies can contribute to meeting teaching and learning needs and to empowering children.

Thus, the conference program included two parts: 

The first part opened with a keynote speech by Professor Angela Salmon who presented real classrooms experiences from sessions which had been designed and enacted using the pedagogical framework of Thinking Routines, which has been developed within the Project Zero at Harvard College of Education in the USA. Prof Salmon made references to educational cases which involved students with disabilities and highlighted how sessions that are designed following the Thinking Routines framework and active learning pedagogy can help children a lot.

 

After her keynote speech, two plenary presentations had been made.

• Dr. George Konaris discussed the challenges and initial results of the Spark Project initiative funded by the Hellenic Hope, which is a UK-registered non-profit organization, that aims to promote digital literacy in disadvantaged children in Greece. 
• Professor Symeon Retalis presented an overview of the INTELed project, the main achievements and the experiences gained from applying the INTELed TPD program, as well as from the systematic application of the Kinems embodied learning platform for helping children with learning disabilities improve their skills.
  

The second part contained presentations by in-service teachers who participated to the project. They discussed the key findings and shared experiences with the audience.

For more information:

www.inteled.org/con_pow_ef

1. The importance of movement in teaching and learning: movement is very important especially for those pupils whose studies are based on static ways of learning.
   
   
2. Best practices in the use of technology at school: many Italian schools don’t have so much technologies, and they still work using Erickon lessons plans. As for the use of technology, the technological board (LIM) is preferred as well as the touch screen and the use of tablets. Some of the technological and game-based platform currently used by Italian teachers are: Kahoot (for middle school); Socrative (for high school); Edmondo (for both teachers and students). In most cases, students lead these activities in a peer-to-peer approach where SEN students are assisted and help by their classmates. The Italian Ministry of Education (MIUR) has also launched a plan for integrating “Service Learning” into schools, in order to combine learning and services. As consequence, the participants are trained in engaging with real problems and how to solve those.
   
3. How such activities (with or without the use of technology) promote inclusive education: Kinect games allow students to play in pairs, so to improve interaction between students and involve SEN students in a peer-to-peer approach, helped by their classmates.
   

At the end of the reflective activity, all the participants agreed on the importance of movement for learning and would like to test the embodied games in their classrooms from September 2019, as well as introduce robotics in their lesson plans (beebots and ozobots).

For more information: 

www.inteled.org/inteled-multiplier-event-in-italy