Differentiation in TeCoLa: Inclusive Pedagogical contexts

Abstract

This report-Tr3 presents the experiences regarding several telecollaboration projects that have been carried out at primary, secondary and vocational schools in Europe within the framework of the Erasmus+ project TeCoLa: Pedagogical differentiation through telecollaboration and gamification for intercultural and content integrated language teaching (2016-2019, www.tecola.eu). Within TeCoLa 40 teachers and around 750 learners from 10 countries, have participated in telecollaboration exchanges using different virtual environments. Diverse data have been gathered: chat logs, recordings, surveys, and interviews to disentangle how learners and teachers experience telecollaboration. We show in this report how issues such as inclusion and diversity have been addressed in TeCoLa and present the results of three cases, focusing on learners’ and teachers’ voices.