1. Pilot Country Update
Spain

2. Piloting Galicia- Spain
Through the Mahara platform to implement the ATS2020 approach.
There was a difference between schools, most of schools have 1:1 computer in the classroom, but not in all cases

3. Some numbers
Participating schools:27 (seven primary and 20 secondary involvement)
Participating teachers:57. trainers: 4. Training events: 5
Participating students: 1250
Piloting: form December 2016 to May 2017
The two case studies schools were chosen accordingly to the type of schools: rural and city location and number of students.
One is primary and secondary: CPI O Cruce (experimental group 21 students -1 special needs-, 1 teacher). Core subject First Foreign Language: English.
Only secondary: IES Rosalía de Castro experimental group 31 students – 2special needs-, 1 teacher). Core subject of Spanish Language and Literature.
Both have more than one teacher involved: 4 teachers in each.

4. Models of implementation
We adapted to the schools’ needs and some schools:
Had only experimental and control teachers
Most of them have one teacher that does both experimental and control classes and
We have also taken on a one-line school to implement the eportfolio experimental approach.

5. Learning environment
Why did we chose Mahara? Because the Galician Consellería of Education has implemented a platform for all schools and teachers interested . The fact we have chosen Mahara is because we would like teachers to continue to use the ATS2020 e-portfolio approach after the project life cycle.

6. Learning cycles
Learning cycles: Galician teachers implemented 122 in all.
Skills focused: there was no focus in just one transversal skill but the combination of the proposed transversal skills in the ATS2020 project.
Subject areas: variety of the Curricula: Spanish, English, Science, P.E., Music and Maths.

7. LDs examples (2 exemplar)
Booktrailers: Video story telling
EMPLEO DE LOS NÚMEROS RACIONALES PARA ELABORAR UN MENÚ SEMANAL SUJETO A PRESUPUESTO.

8. ePortfolios examples (2 exemplar)
Examples of e-portfolios:

9. Experience to share/Videos
Ría do Burgo Padre Feijoo

10. Challenges
Regarding the technologies and the basic digital literacy competence of students/teachers
To train/ensure digital competences in order to use ICTs in teaching and learning processes. The absence of these competences restricts their opportunities in the learning processes. (both in teachers and students) It involves resistance to innovation.
To ensure the provision of equipment in classrooms not only in common spaces or laboratories, so that technology could be a resource for both teachers and students, not only for the former.
To promote the use of ICTs in all disciplines as a learning resource (provide with infrastructures, spaces and appropriate means; and stimulate, reduce ratios, make examples of good practices visible and reward them, recognise the duplication of preparation, planning and follow-up effort required by the technologies in classrooms)

11. Challenges Regarding the implementation of the ATS2020 model:
To promote its interdisciplinary application, that is, to extend it beyond the classroom of a single teacher and to be focused on the development of learning activities that address competences of several subjects involving the entire teaching staff who work with the group (of the course). Only in that way is it possible to change the methodological and learning culture.
To incorporate more technological tools, complementary to the e-portfolio, which support all classroom functions and activities (not only aimed at formative assessment, reflection and self- management of learning, but also at group work, collaborative creation and synchronous communication, among others). The application of innovative Pedagogical Models, such as ATS2020, requires articulated, flexible and customisable technological environments, where the e- portfolio is an essential resource, but it is not the only one.

12. Positive notes
The Model worked successfully in Spanish schools (Galicia). Despite being very different schools, the results obtained in terms of academic performance and teachers and students’ level of satisfaction were excellent. The resources provided to implement the model were also successful, along with the dynamics of teamwork that took place in the classroom, the formative supervision carried out by the students, and the quality of the final productions.
Other successful elements were the reflexive and self-regulation processes, initiated by the students. Significant levels of reflection and meta-learning were observed among all participating students, especially those with lower starting levels.
Finally, another successful aspect is that the experience led to greater classroom cohesion, improvement of the relational climate, and improvement of the teacher-student relationship.