11/01/2014
The desktop research of OER in less used languages started with exploration of existing OER repositories in the partner languages of the project, Dutch, Frisian, Greek, Latvian, Lithuanian, Polish, and Swedish together with English as a reference language.
06/12/2013
This white paper is published jointly by Intel and European Schoolnet, and is the second in a series of publications resulting from the Intel Educator Academy events in Europe Middle East and Africa (EMEA).
14/11/2013
This Reach Out Toolkit is aimed at managers and coordinators of Science, Technology, Engineering and Maths (STEM) formal and informal education projects. It will help you awaken your stakeholders’ interest in your STEM project results and facilitate their use.
01/11/2013
Issue n. 2 on the use and obstacles of ICT in mathematics and science classes.
29/10/2013
This report has as its primary aim to ensure that from a content and pedagogical point of view, the Go-Lab portal represented by the various laboratory experiments promoted in this portal can be seamlessly integrated into the curricula of European countries.
07/10/2013
The magazine summarises the developments and results of the iTEC project up to date. The articles that follow provide an overview of the iTEC project to date: its scenarios, innovative Learning Activities and tools, its mix of vision and practice, its engagement with partners and communities, its outcomes and results, and its remarkable journey towards widespread sharing and adoption.
01/10/2013
Issue n. 4 on using the internet safely and responsibly.
11/09/2013
Tools and advice to work together in a safe, smooth and secure way. Whether you are a teacher, education administrator, involved in industry or a policy maker – anyone engaged in collaboration between industry and schools can benefit from the information in this code.
01/09/2013
This report presents and analyses data obtained from the pilot evaluation of four European science fairs.
26/07/2013
This report presents a meta-analysis of the main findings from the evaluation of the first three cycles of iTEC. The hyphotesis was that the iTEC products and processes can impact on key educational policy areas.
