In January, the Digital First project brought together more than 50 teachers from across Lithuania for two intensive online professional training sessions. These sessions were designed to prepare educators for the upcoming pilot phase, during which innovative teaching scenarios grounded in heuristic and imaginative functional approaches to digital technology will be tested in real classroom settings.
Scheduled for the spring term, the piloting activities will involve several Lithuanian primary and secondary schools. During the training, teachers explored a wide range of digital tools and methodologies, gaining practical experience in integrating them meaningfully into teaching and learning. Particular emphasis was placed on pedagogical practices that foster responsible, critical, and purposeful engagement with digital technologies, thereby supporting teachers in creating thoughtful, future-oriented learning environments.
Designed to be interactive and practice-oriented, the training focused on meaningful technology integration, imagination-driven learning, and inclusive approaches to teaching in digitally enriched classrooms. An important part of both sessions was the presentation of teaching scenarios, which teachers will further implement and adapt in their own classrooms with their students.
Gamification, Technology Exploration, and Artificial Intelligence
The first training day focused on heuristics, gamification, and inquiry-based exploration of digital technologies, with a particular emphasis on the role of artificial intelligence in education. Teachers were introduced to a range of AI-supported tools, including Teachable Machine, AI-powered translation tools, and programmable devices such as the micro:bit. Through guided demonstrations and hands-on activities, participants explored how these technologies can be meaningfully integrated into teaching and learning, while also reflecting on ethical considerations, data literacy, and the responsible use of AI in the classroom.
As part of the practical exploration, teachers investigated a curated set of online platforms and resources that support creative and inquiry-driven learning with technology. These included Teachable Machine (https://teachablemachine.withgoogle.com/) for building simple machine learning models, Make AI Robots (https://makeairobots.com/) and PictoBlox (https://makeairobots.com/) for introducing AI concepts and physical computing through block-based programming, XLogoOnline (https://xlogo.inf.ethz.ch/release/latest/#/) for developing algorithmic thinking, and Tynker for learning programming and computational thinking (https://www.tynker.com/dashboard/teacher/#/t/home/active) as a game-based environment . Participants analysed the pedagogical potential of these tools, discussed age-appropriate applications, and considered how they can be aligned with curriculum goals and learning outcomes.
A key component of the training was the collaborative analysis of ready-to-use learning scenarios designed for different age groups and educational levels. Teachers analysed and discussed ready-to-use learning scenarios designed for different age groups that encourage students to explore real-world problems through data collection, experimentation, and reflection. These scenarios encourage students to explore real-world problems through data collection, experimentation, and reflection, fostering inquiry-based learning and critical thinking. Teachers discussed how the scenarios could be piloted, adapted, and implemented in their own classrooms, ensuring flexibility for diverse learning contexts and learner needs.
So, the first training day provided a strong foundation for classroom experimentation, equipping teachers with both conceptual insights and practical resources to translate innovative digital approaches into meaningful and responsible educational practice.
Creative Use of Technology and Multimodal Learning
The second day of the training programme focused on the creative use of digital technologies, multimodal learning, and the principles of Universal Design for Learning (UDL). Teachers examined how combining different modes of learning, e.g. visual, auditory, textual, and interactive, can enhance comprehension, strengthen memory retention, and promote inclusion for learners with diverse needs. Drawing on recent neuroscience findings, the sessions highlighted why multimodal approaches are particularly effective in contemporary, heterogeneous classroom environments.
A strong focus was also placed on creativity within informatics education. Participants explored imagination-driven pedagogical approaches and engaged with practical strategies such as perspective-taking, role transformation, and alternative ways of thinking. Through hands-on, scenario-based activities, teachers experienced how creative methodologies can support deeper engagement and meaningful learning. Digital tools such as Minecraft Education and Tynker were introduced as examples of game-based learning environments that foster computational thinking, problem-solving skills, and learner motivation while encouraging active participation.
Shared Learning and Professional Community
Throughout both training days, teachers shared experiences, discussed real classroom challenges, and collaboratively developed ideas for future implementation. The interactive, collaborative format encouraged peer learning, mutual support, and reflective practice, helping participants build confidence in experimenting with innovative digital and pedagogical approaches.
Overall, the training clearly illustrated how the Digital First project supports educators not only in strengthening their digital competencies but also in cultivating creative, inclusive, and inquiry-oriented teaching practices. Importantly, the programme established a clear and practical link between professional development activities and their application in everyday classroom settings.
