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ITE Monitoring Reports:

  • providing summary of latest published research and reports
  • institutional frameworks  for integration of ICT in teacher curricula
  • challenges and recommendations

ITE Literature Review Report - 2017

ITE Monitoring Report 2017

ITE Monitoring Report 2018

Final ITE Monitoring Report 2019

Final Summary Report and Recommendations

ITE Case studies:

  • frameworks for change
  • innovative approaches to integrating ICT in Initial Teacher Education
  • University-School collaboration
  • University-Industry collaboration
  • Teacher educator competences


Case studies 2017: University of Agder (NO), University of Perugia (IT), University of Würzburg (DE)

Case studies 2018: University – School Collaboration: University of Agder (NO), University College Dublin (IE), Newcastle University (UK), Uni of Perugia (IT), Poly Institute of Santarém (PT)

Case studies 2019: Industry – University collaboration: IRIS Connect, Microsoft, SMART Technologies

Case studies 2019 : Defining competences for Teacher Educators  (Oct 2019) and Teacher Educator case studies

Student Teacher Voice:

  • the concerns and requirements of student teachers
  • student teachers call to policymakers and institutions to be digital confident for C21st teaching

Student Teacher Voice Report

Student Teacher Charter

Recommendation and resources to support innovation within ITE

  • the design concept and approach behind developing the ITELab module framework
  • module development, testing and learning
  • recommendations

Recommendation and resources to support innovation within ITE – 2017/18

Recommendation and resources to support innovation within ITE – 2018/19

Final Recommendations and resources to support innovation within ITE - 2019

Course ITE Teaching Module Frameworks (A-B-C) and MOOC 

  • A: Teaching, Learning & Professional Development for Beginning Teachers
  • B: Designing for Learning
  • C: Working with Learners
  • MOOC: The Networked Teacher

In-class teaching modules:

A: Teaching, Learning & Professional Development for Beginning Teachers (EN,IT,NO,PT)

B: Designing for Learning (EN,IT,NO,PT)

C: Working with Learners (EN,IT,NO,PT)

ITE Staff Teaching and Student Hub 

MOOC ‘The Networked Teacher'

MOOC Requirements Report, MOOC Outline, MOOC Content Plan, MOOC Syllabus 2019

Briefing Papers

  • a series of short perspectives

Briefing 1: Ideas for policy action areas covering: digital pedagogical frameworks, Teacher Education competences, support of innovation – 2017

Briefing 2: Innovation in ITE: emerging trends, issues and recommendations - 2018

Briefing 3: Initial Teacher Education Futures: reflections from the ITELab Pedagogical Board - 2019

Evaluation Reports:

  • results and evaluation by University of Würzburg i

Evaluation Plan - 2017

ITE Course Module Evaluation Report – 2018

ITE MOOC Evaluation Report - 2018

Final ITE MOOC Evaluation Report - 2019

Final ITE Course Modules Evaluation Report - 2019

Quality Assurance Reports:

  • QA procedures, the work of the Pedagogical Board and Independent Evaluator

Quality Assurance Plan - 2017

Report on Pedagogical Board activities – 2017

Independent Evaluator Report - 2017

Report on Pedagogical Board activities – 2018

Independent Evaluator Report - 2018

Final Report on Pedagogical Board activities – 2019

Final Independent Evaluator Report – 2019

Dissemination and Exploitation

Dissemination and Communications Plan

ITELab Brochure 2019

Charter for Associate Partners

Initial Exploitation and Sustainability Plan

Final Exploitation and Sustainability Plan (Dec 2019)


Innovation in Initial Teacher Education. Emerging trends, issues and recommendations

ITE Course Module Evaluation Report 2018


ITE MOOC Evaluation Report 2018



Report from Independent Evaluator 2018


ITELab Case Studies (2018): Preparing student teachers for the future classroom - five case studies of university-school collaboration
Featuring examples from Norway (University of Agder), Ireland (University College Dublin), UK (Newcastle University), Italy (University of Perugia) and Portugal (Polytechnic Institute of Santarém).
The case studies show how university teacher education faculties are responding to the drive for more school-based initial teacher education, to ensure that new teachers are not only theoretically but also practically ready for tomorrow's classrooms.  Examples include school and university personnel co-designing study programmes featuring innovative methods and supporting  the development of digital pedagogical skills, jointly designing active learning spaces, and - remarkably - student teachers 'taking over' schools. 
What emerges from these case studies is a blurring of the boundaries between universities and schools, between university staff and teachers, and between student teachers and in-service teachers, for the benefit of all. Imaginative new learning spaces and joint projects help cement these new relationships and ensure that tomorrow's teachers are well prepared for tomorrow's schools.



ITELab Monitoring Report 2 (2018): The publication of the ITELab monitoring report (2018) shows the increasing focus first, on initial teacher education in education policy and practice, and second, on the importance of developing the student teachers' digital pedagogy skills. The report provides: an update on EC and national strategies regarding the integration of ICT in ITE; main areas of ICT in the curricula of respective ITE providers; and challenges of integration of ICT in training programmes. It covers the period June 2017 to June 2018.  Information sources include: on-going literature monitoring by all ITELab partners; and, the results from an information gathering survey sent to partners and associate partners (universities, industry and education ministries).



D3.1 Reccomendations and resources to support innovation within ITE: Digital pedagogical capacity building, the focus of the future ITELab introductory modules, is at the core of the modular framework and modules' design led by Dr Conor Galvin, University College Dublin. The design process is described in section 1 of the paper, with sub-section 1.2 providing details about the module architecture, while sub-sections 1.3 and 1.4 deliver an overview of the work in progress towards ‘'boosting innovation in Higher Education'' – a key objective in this project work-stream.

In section 2, the paper outlines observations on how ITE providers can better exploit CPD resources and gives early recommendations based on the development of the ITELab module architecture and the resourcing of the first Module A which is to be trialed as part of the Spring 2018 beta pilot. The second part considers the ITE curricula and how it can be developed in order to achieve more innovative models of teaching and learning.2.

The paper concludes by giving early recommendations based on first observations of the beta-testing of the ITELab modules and the ongoing development of the project. Recommendations will be developed over the course of the project, reflecting the experience of the full pilot and evaluation in 2019 and discussions in the project's ITE Forum.



D4.2 MOOC Outline: an outline providing a detailed description of the rationale, objectives, structure and content of the MOOC.



D4.1 MOOC Requirements Report: the report outlines the requirements of project partners for training studenet teachers using a MOOC on the pedagogical use of ICT.


Initial Case Studies highlight innovative best practices in the integration of digital technologies in the curricula of ITE institutions. A series of case studies will be developed over this three-year Knowledge Alliance project. This first edition examines how universities in Norway, Italy and Germany are currently successfully integrating ICT across their ITE courses and curricula. 
You will find out about the universities' background, the policies and frameworks, which they apply in order to make this change of ITE curricula happen including their innovative approaches to developing Pedagogical Digital Competences. Read more here.
This European Schoolnet Perspective  paper summarizes the research evidence from the ITELab Literature Review Report, ITELab Monitoring Report and other publications on innovation in education and translates the evidence into ideas for policy action. The Perspective highlights examples of how various universities tackle the issues of insufficient teacher training on the pedagogical use of ICT and its integration in Initial Teacher Education curricula via the ICT competence frameworks to ensure all student teachers are equipped with ICT skills necessary in this digital age. Read more: 
ITELab Monitoring Report 1 (2017) brings together the key findings published in the D2.1 Literature Review Report (March 2017), coupled with early information gathered through surveys and interviews with project partners and wider stakeholders.
The report covers main institutional frameworks for the integration of ICT in teacher curricula at European level, competence frameworks and self-assessment tools, together with examples of ITELab project partner's use of institutional frameworks and how they integrate ICT across their institutions in innovative ways.

The presentation 'Literature review report - Overview of research on the integration of ICT in Initial Teacher Education (ITE)' summarises current background research on which the project's understanding of how training in the pedagogical use of ICT is currently covered within ITE curricula in Europe and evidence of how student teachers are currently trained in using ICT.

As new research on the topic emerges, this section will be updated accordingly.

Please contact us at if you are working in this area or you have suggestions of relevant research we could make available.