"<< Background >>Too many children, especially girls, are held back by discrimination, biases, social norms and expectations that influence the quality of education they receive and the subjects they study. Therefore, our project promotes gender equality and addresses differences in relation to the access and use by all children, with the purpose of including girls. In our situation, the mindset of “who technology is for"", and the ""who is inviting you to learn"" has a big effect on who is interested in taking part in the learning. The issue of stereotypes in gender discrimination has its roots in the history, culture, education, and psychology of people in our societies. A study (2010) conducted under the Meta-analysis project funded by the European Commission reported that issues on science and gender stereotypes were considered fundamental because 2458/4549 entries in a database of literature about women in science are related to stereotypes and identity. According to https://cacm.acm.org/ “ICT- and STEM-related professions are among the top five occupations facing skill shortage in Europe. A contributing factor to this challenge is women's persistent underrepresentation. Women account for less than 2% of all women in the European labor market in the ICT sector (see https://bit.ly/2K4Imdv).The use of ICT in schools is the norm in most countries and brings along many advantages for educators and students alike. The use of e.g. interactive technology and other resources brings along an endless list of possibilities and pedagogical opportunities. The students have an abundance of knowledge at their fingertips, and thus the role of teachers has shifted from that of the source of all knowledge to that of facilitator of access to different forms of knowledge. This requires teachers to direct learners to the appropriate sources and to assist them in becoming critical thinkers and independent learners. According to https://cacm.acm.org/ “ICT- and STEM-related professions are among the top five occupations facing skill shortage in Europe. A contributing factor to this challenge is women's persistent underrepresentation. Women account for less than 2% of all women in the European labor market in the ICT sector (see https://bit.ly/2K4Imdv). Similarly, women's involvement in innovation and entrepreneurship constitute less than 25% of science and engineering professionals and only 14% of associate professionals.Re. a study by Amazon, sept. 2020, STEM education as a diversity driver in tech, a student's passion for STEAM subjects needs to be cultivated and nurtured. The study recommends that STEAM subjects are made available to all. With so much attention given to STEM over the past few years, this is a high priority for most schools, although how successful achievement has not yet been reached. The study highlighted that many schools had basic programs in place, which expanded upon rudimentary computer and science classes with outdated curricula and generally the teachers don't quite know what they can do. Even schools that use technology, such as iPads and Chromebooks, to teach are still yet to be at the forefront of STEM. In many schools, technology came in, at best, to replace paper, and COVID-19 has uncovered many of the technological shortcomings schools face around the world. The consortium experienced that teachers weren't able to meet the new ICT demands that the lockdown required of them, and many waited to attend a workshop, to find out how they can do distant online teaching, before they could teach online. This is not sustainable way to think, when working with technology, which is constantly evolving and changing. The ideal situation would have been, to have a go and trust their capacity to solve the problems as they arise together with the pupils. Many children relied on receiving an email with a list of print out tasks, meant to kill time, rather than based on a didactical/pedagogical plan.<< Objectives >>The objectives of the Click ‘til U Get it! Project is to address a democratic deficiency in relation to diversity in the STEM sector. We therefore wish to promote technology through STEAM subjects in school education, especially by also making lessons accessible and relevant for all types of School children aged 10-13, both girls and boys from different socio-cultural backgrounds. The outputs will deliver and promote these innovative methods and tools based on The European Framework for the Digital Competence of Educators (DigCompEdu) to develop the professional and pedagogic competences of educators in regards to selection, use and understanding of digital resources and how to use them in a didactic context, how to teach technology and promote teaching, guidance, collaborative and self-regulated learning in order to facilitate information and media literacy, communication skills, content creation, and problem solving. The resources', which focus on integrating technology in school subjects will introduce a modern and dynamic model for presenting teachers with the tools to become confident course designers, critical thinkers, inclusive communicators, efficient collaborators (with colleagues and learners), and creative 21st Century innovators in their own classrooms.We aim to create a series of resources for workshops on an online learning platform, which will help teachers change the language they use to communicate, and the way they present and develop content that influences the underlying mind-sets. We wish to make teachers aware of how they are preparing their students for society; whose knowledge they are imparting; and if they expect different results depending on the socio-cultural backgrounds or gender of the students, and for schools to check themselves and ensure that all their learners, attending the same school, have similar experiences and outcomes. The teacher training materials along with the resources for children, aim to change gender stereotypes attached to STEM fields. The results will actively work to stimulate a norm critical mind-set in educators in school education. The training will also form the teachers' abilities in the Click until you get it method, making them more dynamic and flexible with regards to adapting to changes and development in their respective fields. Overall, we wish to change the way that children are being influenced in regards to what kind of job identity they will develop later on in life, and to help avoid that they arrive to a conclusion that ""this subject does not give me positive affirmation on my abilities"", resulting in the child losing out on gaining recognition for their efforts based on actual results, and at risk of inadvertently being defined by a teachers' limited norm mindset.School education will have access to theoretical and methodological foundations to achieve norm critical and gender neutral technology lessons integrated in STEAM classes. The mindsets of teachers will be influenced by an increase and more diverse group of Role Models and influencers. These will inspire teachers and students with career learning. changing mindsets/attitudes and breaking down preconceived ideas of ""who"" works in this field.Teachers will have access to a methodological framework for technology in the classroom - following a “click until you get it '' pedagogical approach. There will be a set of ready to use lesson plans that teachers can bring to the classroom and inspire their lesson design based on our concept via an online learning platform for teachers and role models. These will provide resources and inspiration as well as online courses, supported by audio-visual resources and a SoMe dissemination strategy based on awareness raising, and influencing with the purpose of changing mindsets.<< Implementation >>As described in Project Management; PR leaders will each organise the evaluation and QM of their PR, and lead the work to be carried out. The joint learning event will ensure the partnership grows and learns together and from each other. The partners' competences will be at the center of the event, ensuring that we not only deliver to the PRs, but also to the group as professionals from different sectors and cultural backgrounds. This will create a foundation for the shared understanding of the project content, personnel and management alike, as well as finding a common language for the development of the outcomes. Before work starts on the development of PRs, the consortium will assess the end users' situation with pre-project needs enquiry among teachers in the field. This will help us to take the temperature on the teachers' situations, attitudes and abilities after a year with covid-19 restrictions and all the challenges they have met. These will be analysed for the basis of a platform from which the materials will be developed. The development of PRs will then take place in cross-sectoral/international teams, and will be done via online collaboration, scheduled and organised in collaboration with PR leaders. There will be brainstorming sessions led by Coneqt, so partners get the chance to ideate together, and share their ideas. Piloting workshops, will be included during development periods, where teachers and learners will test our resources in classroom situations. There will be an evaluation template for feedback to enable us to keep track of developments and partner feedback. All results will be analysed and concluded in a quality report. PR leaders will also take time to communicate with PM during monthly QAB (quality assurance board) meetings, to coordinate tasks and discuss solutions when difficulties arise. They will also be responsible for external feedback, and will create a template for evaluation of outputs for end users. Feedback will be collected and used to compile the quality report. Useful feedback and constructive criticism will be taken into account, and the leaders will distribute tasks & milestones, and engage in discussions with their teams to ensure that the output is adapted based on the end users' needs and feedback. Applicant partner, output leaders, and all partners will be required to attend regular video meetings, to ensure a stable work flow and constant communication. There will also be testing of online resources and we will promote the online workshops for people who cannot attend physically at MEs and to gain a broader scope of end users. Multiplier events will be held in each partner country, to disseminate and ensure exploitation of results. Project meetings of shorter duration will be held with the partners in EU mainland, to avoid too many trips of far distances. One learning event of a weeks duration will be held in Guadeloupe, as we need to learn first hand the situations of the outermost regions of France/Europe really look like in order to ensure that the results match their realities. Monthly online meetings and webinars run by the partners for the partners will inspire, and help partners develop PRs and keep on top of the learnings that we have gained in the process, as well as to keep the partners on track and awake, avoiding the project development standing still.<< Results >>In order to address negative stereotyping of children, we will look at what we believe to be one of the roots to the problem. From a CTUGI perspective, gender roles play a big part in the career choices that young people make. These are influenced by ""the who"" that is teaching and ""the what"" they teach and recognise as being a ""good student"". In STEM fields, in particular when technology is concerned, there is very little diversity. Most are men, and so is the case in the classroom, and teachers may not always be aware of the message they are sending. The project results will focus on creating awareness about;a) what is the role of the teacher;b) how teachers design and deliver content;c) how teachers take into consideration the different needs of girls and boys in a motivation for learning context;d) critical and responsive attitudes to innovation and professional improvement.To encourage more teachers to get involved with technology in the classroom, specially to diversify the types of teachers who include technology in the classroom, we will deliver training resources for teachers on learning to learn together with the students. The learning to learn method, will replace the ancient model of going to a course to learn how to use one specific tool, which in these technological developments, will most likely become redundant before the year is over. It is not sustainable for the education sector finances; it's money out the window and the competence very often becomes outdated before it had the chance to have a good effect. In stead, by focusing on providing the skills to BE a 21st century teacher, the sustainable choice is to help make teachers more flexible and independently able to keep up to date with developments. Existing resources for technology tends to appeal more to boys than girls, so creating spaces for technology content that speaks to a more diverse group of children, and inspires teachers, is also essential to us. Children need to see people who can be role models for their future career choices. By exposing children to a more diverse group of people, we will help them to envisage themselves in their shoes much better if they can identify with the person in some way. With the introduction of role models who are men and women in STE(A)M we will address stereotypes and preconceived notions of ""who can have a career in this field"". This will be strengthened by a special focus on the training of role models, which includes an experiential ""career learning"" approach for children. At the end of the project funded period, the following results will be freely available on an open source online learning platform:- A conceptual framework with theoretical and methodological foundations of the concept for practitioners and decision-makers related to the field of STEM;- Online courses for the recruitment and preparation of role models; the future STEM influencers, inspiring teachers and children via experiential career learning methods, changing of mindsets/attitudes and breaking down preconceived ideas of ""who"" works in this field;- Online courses for teachers about the use of norm critical teaching and how to learn to learn about technology with the students;- A methodological framework for educators including lesson plans that teachers can bring to the classroom and inspire them in designing lessons based on our concept:- Audio-visual resources supported by a SoMe strategy based on awareness raising and influencing with the purpose of changing mindsets.- Online learning platform for teachers and role models which provides resources and inspiration as well as online courses; The results will be designed on a concept based on solving real-world problems through activities that have been designed to motivate, regardless of gender and entice a more diverse group of children to follow the STEAM route, changing attitudes of students and teachers alike, which will spread through the system at higher levels."

The Future of Jobs, published by the World Economic Forum in January 2016, starts with a revealing estimation: “65% of children entering primary school today will ultimately end up working in completely new job types that don’t yet exist”.Today, it became an evidence that a large portion of the core skills required in jobs were not prioritized in our learning paths. While for instance technical skills will still be of high importance, they will for sure need to be supplemented with strong transversal, social and collaboration skills.Denmark and Finland, two of the world´s biggest players in innovation, recognized the role of learning in shaping a new society and the need to transform learning in order to answer to the rising needs. In the Innovation Strategy “Denmark, a nation of solutions”, the government reflects on and sets an agenda to focus on innovation in education as a first step towards more innovative employees and entrepreneurs, setting the ability to be innovative as a fundamental element of all education levels, from primary schools to PhDs. In the “Mission for Finland”, the country sets the objectives for 2030 and defines the goal to become a “silicon valley of social innovations” and “a country that has managed to export its unbeatable education”.In this context, the Project Learningshift was designed to be a pioneer initiative, capable of empowering educators as facilitators and change-makers in the learning (r)evolution that is taking place.In the Future of Learning, published by the European Commission, the authors highlighted the three key concepts that should guide learning in the future: personalisation, collaboration and informalization. Despite the fact that these terms are not new, the urgency of placing them at the centre of the learning design and facilitation still lacks priority and action.The need and the expectations are clear. It´s now up to the ‘how’ and the method that should guide educators and learning communities in this process of change towards a more desired, meaningful and sustainable learning paradigm.As the Future of Learning report states: “For a talent revolution to take place, governments and businesses will need to profoundly change their approach to education, skills and employment, and their approach to working with each other. Businesses will need to put talent development and future workforce strategy front and centre to their growth. Firms can no longer be passive consumers of ready-made human capital. They require a new mindset to meet their talent needs and to optimize social outcomes. Governments will need to re-consider fundamentally the education models of today”.Given this context, the focus of the Project Learningshift was therefore on:• Rethinking education systems and redesigning a 21st century curriculum;• Incentivizing lifelong learning, ensuring that individuals have the time, motivation and means to seek retraining opportunities across their lifecycle;• Collaboration as a mandatory requirement due to the complexity of the change management needed.To that end the project delivered the Future of Learning Lab, a MOOC designed to provide the context and process for educators to act as facilitators and change makers towards a 21st century learning experience, and some other relevant outputs, such as the Future of Learning Manifesto, summarising the principles, values, competences and pedagogical approach for a 21st century learning experiences, and the Future of Learning web-based community of practice.The Project involved 6 partners from 4 countries - Portugal, Denmark, Finland and Lithuania –enabling a valuable exchange of experiences and knowledge and more universal and transferable results across Europe.- Advancis – Business Services Lda (Coordinator) (Portugal)- CICCOPN (Portugal)- AUTENS (Denmark)- Aalborg University (Denmark)- Kaunas University of Technology (Lithuania)- Tampere University of Applied Sciences (Finland)

"After a successful Comenius project featuring the UK and Denmark finished, we launched a second bid with Erasmus and included a third country, Finland. The idea of 3T was to look simultaneously with Danes, Finns and British teachers at each others systems, considering the areas of ""Time, talent and technology"" which is a quote taken from Finnish educationalist Pasi Sahlberg. The original bid said ""How do we use time efficiently and to maximise the pupil experience in our schools? The idea of 3 systems going through change and shaping that change and finally having productive and proactive people involved in the project who can disseminate outwards both locally and nationally to maximise the impact of the findings"" The real crux of the objective was to consider our own practice whilst looking at the other systems, and to make meaningful change back in your home country. There are 11 partner schools, 4 in the UK (two primary, two secondary) 3 Danish schools, (two through schools and a teaching school) and 4 Finnish schools (A University education department, and 3 through schools one of which was partly selective) most staff were involved in management, lots of Deputy or Assistant heads, but also a few class teachers and some heads. The main 6 exchanges took part from June 2017 to October/November 2018, with two countries simultaneously visiting the other and feeding back and presenting on their findings. This process repeated in year two with quite a lot of new participants. In between there were trans national meetings where lead schools met, reviewed and planned the next steps. The results are wide ranging, and reflect some hugely influential changes across many schools. We measured the impact via questionnaires taken after each leg, the analysis of which is up on the results platform, many if not all of the presentations are also up to see and view by Danish, Finnish and UK participants on each final day, reports were written on schools throughout the first year which are also on the results platform, there's a thesis of around six and a half thousand words written by Peter Thornes that was on the platform in May, there's the 500 word document that was put together in Year 2 of participants transferable practice that they've trialled and the journey they've been on. This was widely shared on websites, via presentation and has also been added to the results platform, hard copies were also sent out to each country to circulate and all of the heads in Bedford Borough were given a hard copy after its presentation in the Spring. As well these there have been numerous opportunities to share the innovative practice via presentations locally, the sharing of videos taken from presentations, a live broadcast at the Finnish closing debate, the Twitter site and various websites including Innokas (The university of Helsinki's site) and The BBLE/AEFP (Bedford Heads group and the University of Bedfordshire's fellowship programme) To be honest many projects are still running, and partnerships and ideas never mentioned in the original bid that are self funded including pupil exchange programmes (where Danish and UK pupils actually experience a school day like their exchange partners), a problem solving partnership between Finnish and UK pupils and a huge exchange of teaching practice shared between professionals from all three countries. The longer term benefits are having critical friends from other cultures, a wide web of influences and people who are around at the tap of a button to compare and collaborate with. The BERA conference at the University of Bedfordshire is going to see a 3T presentation in September and the University of Helsinki and Bedfordshire are going to write a study of the work this year, although this might not be finished in time, I'm happy to upload it following the end of the project. You can see the changes in UK schools where they are trialling ideas like breaks between lessons (FInland) and ""no teacher days"" (Denmark), there's now Danish schools who are doing morning briefings (UK) and displaying their school values in their reception (UK), there's FInnish schools doing ""Positive phone calls home"" (UK) and the UK trying more informal ways of delivering lessons (Finland). The changes are continuing and I'll try to capture as much as I can on the two sites, and continue to spread the word via websites, social media and presentations."