Technology from everyone to everyone and each one of us 2.0

The project began in 2018 with the creation of the EUROPEAN PICTOGRAPHIC LANGUAGE OF COMMUNICATION (EPCL) and the EPCL TRANSLATOR (TEC++US App). The initial results showed a high acceptance rate among both young and adult people without disabilities. To address these challenges and improve the overall effectiveness of the tools, the partnership decided to launch TEC++US 2.0 project. This new approach aimed to fill the gaps identified in the initial project and enhance the skills of teachers and educators in using the EPCL and EPCL Translator methodology. The focus was to support materials, including tutorials, worksheets, and online resources, to facilitate a universal designed classroom that promotes digital inclusion. The goal of TEC++US 2.0 is to further advance digital inclusion in both physical and online classrooms. By leveraging the existing network, materials, and tools developed in the first phase, the partnership aimed to bring in new players and gather additional expertise to achieve its objectives. The activities planned in TEC++US 2.0 were expected to make a positive impact on language learning and inclusion for children and young people, as indicated by the positive evaluations from stakeholders.

The project aimed to achieve the following results: - Improve the teaching and learning of languages, fostering linguistic diversity, and cultural sensitivity within the EU. - Promote quality, innovation, excellence, and internationalization in educational institutions through transnational cooperation. - Develop projects optimizing the use of computers and media to facilitate intercultural mobility and sharing. - Promote technological inclusion as a facilitator. - Encourage projects that utilize technological resources. - Assist teachers and educators in understanding the full potential of the existing tools. - Enhance language blended learning and eLearning through specific online activities using the EPCL. - Improve the language learning skills of all students. - Enhance techniques for language learning in blended and eLearning environments. - Create online and printable activities complementing the EPCL and EPCL Translator in both physical and online classrooms (Project Result 1). - Develop a training course for teachers on the usage of the EPCL and EPCL Translator in universal designed classes (Project Result 2). - To monitor progress and achievements, the partnership has established quantitative and qualitative indicators.

To ensure a successful implementation process, our project adopted a systematic approach involving various tasks across different departments. We leveraged proven methodologies and enlisted professional help to guide us through the implementation journey. The following activities were implemented in a sequential manner: - Negotiation and Partner Agreement: Initiated with a meticulous negotiation process, defining guidelines, deadlines, and a payment schedule for the entire implementation. - A partner agreement was signed during the first of three transnational meetings, setting the foundation for collaboration. - Roadmap and Project Scope: We developed a roadmap outlining the project's scope and potential contributions to the educational system and the inclusion of every student in school activities. - Collaborative Work Activities: Engaged in collaborative work through online project meetings and Learning, Training, and Teaching Activities (LTTAs). LTTA C1 - Language Learning and Inclusion: Focused on understanding the needs in classrooms to work in a universal design spirit. Explored existing work by teachers with their students to gather insights into inclusion and techniques. LTTA C2 - Material Production and Blended Learning: Addressed the production of materials usable in classrooms, emphasizing blended learning and eLearning. Provided training on creating material suitable for online use and preventing challenges faced during the pandemic. LTTA C3 - Universal Designed Tool and Language Learning: Highlighted the importance of language learning for students with learning disabilities, dislocated individuals, and minorities. Shared examples from partner teams to improve decision-making in final products. LTTA C4 - Training Plan for EPCL Usage in Blended Learning: Focused on promoting a training plan for teachers in using the EPCL in blended learning classrooms. Emphasized the importance of visual arrangements in graphics, videos, and materials. Included a training session on video editing for creating tutorials in various languages. LTTA C5 - Dissemination and Project Results Strategy: Addressed the dissemination of project results, considering it a key goal. Conducted specific training to effectively promote the project with the target audience. Discussed individual work plans within organizations, including checks on implementation status and timelines to achieve set objectives. - Regular Online Meetings and Transnational Meetings: Key partners representatives met regularly online to discuss project progress. The 1st TPM was organized to: 1. First face-to-face contact between partners; 2. Establishment of bilateral cooperation agreements; 3. Proactively identify and address issues and risks; 4. Provide relevant information on communication and visibility criteria; 5. Instructions for using the eTwinning platform within the scope of the project; 6. Sustainability Plan and Budget Control analysis; 7. Objectives to be fulfilled until the next meeting; 8. Scheduling dates for training meetings and online meetings; 9. Maintain open lines of communication and strengthen team building. The 2nd Transnational meetings was organized to project progress discussions: 1. Coordinators and representatives of the institutions meet to review logistic aspects of the project 2. Evaluate ongoing work 3. Review mobility tool and project results platform. 4. Objectives to be fulfilled until the next meeting; 5. Scheduling dates for training meetings and online meetings; 6. Maintain open lines of communication and strengthen team building. 7. Update dissemination - Testing and Training Programs: All partners 1. tested new results with test groups within their institutions or stakeholders' institutions. 2. Conducted training programs focused on educating users about the new system and its usage. - Implementation: After testing and training were complete, the system was ready to go live. Throughout the implementation process, the project maintained a systematic approach with regular check-ins, collaboration, and training initiatives to ensure the successful realization of objectives.

The TEC++US 2.0 project has yielded two main results, addressing the identified needs that arose from TEC++US 1.0. The primary objective was to enhance the usage of the European Pictographic Language of Communication (EPCL) and the EPCL Translator through the creation of complementary support materials. These materials were designed in the spirit of universal design, aiming to facilitate their use with all students in language classes, promoting inclusive participation. Result 1 The project initiated several training sessions to equip participants with the necessary expertise in inclusion, language teaching, pedagogy, and ICT. This training served as a bases for the creation of support materials. The support materials were crafted with a universal design approach, ensuring they can be effectively utilized by all students in language classes. This inclusivity is intended to maximize the participation of every student at their full potential; The support materials encompass a range of activities, including but not limited to presencial class activities, online games, and online or blended learning activities. The project remained open to emerging options, acknowledging the multiculturalism and transdisciplinary nature of each partner's expertise; Once the activities and materials were defined, teams engaged in testing and refining them to ensure effectiveness in diverse educational settings; Following the testing phase, the project proceeded to develop tutorials, promotional material, and translations to facilitate the implementation and understanding of the support materials. Result 2 Training Plan for Language Teachers and Educators: The project anticipated a broader impact, extending beyond language learning. The outcomes are expected to influence: Reflection on language and identity; Minimization of discrimination risks (especially for migrants, refugees, and minorities); Reduction of inequalities in access to social services; Recognition of the importance of home language and the acquisition of the host country language; Connection between language and psycho-social well-being; Implementation of mother tongue-based programs to reduce trauma in migrant and refugee children during transitions; Addressing language diversity challenges for educators; Promotion of language learning as a part of students' rights to education. Result 3 (extra) Improvement of TEC++US App, published in iOS, now available for iPhone and Android with several extra features like online games. Result 4 (extra) Inclusion of Ukrainian language in all materials. Four Axes Defined by the Partnership (QIKE Axes): Qualification: Overcoming scientific and technological backwardness, emphasizing the scientific and technological competences of the teams involved, and recognizing the role of communities in creating quality products and engaging in research and development activities; Integration: While the primary focus is on participation rather than inclusion, it is anticipated that students facing difficulties will perform better after using the EPCL, EPCL Translator, and support materials. This improved performance contributes to a higher level of "inclusion" in the classroom; Knowledge: Qualifying participants for the knowledge society by enhancing ICT and language skills throughout the project, creating a comprehensive and diversified approach, and mobilizing the dissemination of information; Education: Injecting new impetus to innovation by facilitating user adaptation to challenges posed by globalization through the diffusion, adaptation, and use of new technological products, forms of communication, and learning. TEC++US 2.0 aimed to bring tangible improvements in language learning, inclusion, and educational practices through the creation and implementation of effective support materials and a comprehensive training plan for language teachers and educators. The anticipated impact was met and was extended to various aspects of individual and societal well-being, aligning with the overarching goals and axes defined by the partnership.