Innovation from necessity: digital technologies, teacher development and reciprocity with organisational innovation

Figures & data

Table 1. Timeline and overview of main meetings and workshops.

Date & Location	Event description	Participants
January, 2019/Anadolu University, Turkey	Kick-off project; partner institutions coming together; knowledge exchange and identification of limitations, barriers and underpinning project methods, while addressing the objects and delegating responsibilities to different partners.	Hosts from IT and computer sciences in Turkey; 4 UK teacher educators and researchers; 2 German linguistic teachers and researchers; various Palestinian classroom teachers, project leads, researchers and linguists.
April, 2019/Wolverhampton University, UK	Observations of language teaching in UK post-16 colleges; University of Wolverhampton-led workshops showcasing good practice on pedagogical practice and embedding of digital technologies used in and out of classrooms for learning and assessment.	15 Palestinian teachers and department or faculty leads and UK teacher educators.
July, 2019/Various Palestinian HEIs	Palestinian meetings and field visits to sites, exploring current resources; exploring a needs analysis report; establishing pedagogical values for transformative teaching and learning practice.	All visiting partners from Turkey, Germany and UK.
October, 2019/Wolverhampton University, UK	Visit with tours showcasing problem, project- and inquiry-based learning in different disciplines; technology for differentiation; assessment for learning.	Approximately 15 Palestinian teachers and department or faculty leads visiting the UK, (including new visiting staff who didn’t attend the first trip).
March, 2022/Various Palestine HEIs	Final data collection and field visits for evaluation of language laboratories, meeting students and teachers to see resources in situ and gauge impact of project.	2 German linguistics teacher/researcher and 2 UK teacher educators and research staff.
May, 2022/Anadolu University, Turkey	Conclude the project; focus on achievements and future collaborations and continued research.	All partners from UK, Germany, Palestine and Turkey.

Figure 1. Model of innovation in technology-enhanced pedagogy (MITIP).

[Readers of the printed journal are advised that the full colour version of this image can be viewed online].

Figure 2. The MITIP model used to describe the TEFL-ePAL project and its outcomes.