Digitalization can support inclusive teaching (Autenrieth & Nickel, 2020; Brüggemann, 2019). To successfully use digital learning materials in class, teacher attitudes towards the use of digital tools, devices and materials in the classroom matter (Schmidt-Hertha, 2020) and teacher training is necessary (Buchner, 2018; Lorenz & Endberg, 2019). To successfully implement (digital) materials in lessons with a diverse student body, often, the material needs to be adapted according to student needs, which can be achieved through differentiation (Kurth et al., 2015).

This paper introduces the project "RegiNaDiff” (Regional, Sustainable and Differentiated in Class. Starting the green transformation in School; 11/2021 to 01/2023) that combines different opportunities to provide inclusive teaching and learning. In the project, we trained teachers to produce, differentiate and digitalize content lesson materials to then implement it in their classrooms in order to teach inclusively.

In the predecessor project RegioDiff (Discovering the regions of Styria: Differentiated materials for inclusive content lessons in Grade 4; Paleczek, 2020), we developed a digital learning environment that provided students with differentiated texts and evidence-based tasks (Hattie, 2008; Spörer et al., 2009) on different topics. The implementation was evaluated, and the learning environment was adapted according to teacher and student feedback. One of the feedbacks provided by the teachers was that they would need more topics that are compatible with the curriculum as well as meeting their students individual learning needs and interests.

Therefore, we trained the teachers to produce their own digital materials in the project RegiNaDiff. Guided in a teacher training, teachers wrote texts on different sustainability topics. Then they differentiated them into four difficulty levels, enriched the material with tasks known to support reading comprehension: reading strategy, reading comprehension and cooperative tasks as well as a glossary for difficult words were added. In RegiNaDiff, we developed an editor that enabled the teachers to digitalize and embed this differentiated and enriched material in the browser-based learning management system that then could be used in their classrooms.

Twelve teachers from Grades 4 and 5 participated in the project-based teacher training in spring 2022. Working cooperatively in pairs, they created a total of seven different topics (e.g., second hand, environmental pollution, electricity) with texts and tasks in four different difficulty levels. We accompanied this process with a mixed-methods approach to answer the following research questions:

a) What part of the process (writing, differentiating, digitalizing) was most challenging for the teachers and why?

b) How did the teachers experience working with the editor in digitalizing their own content lesson materials? What adaptations regarding the usability of the editor did they suggest?

c) How did teachers perceive the teacher training and continuous feedback from the project team? How can future teacher trainings on creating differentiated digitized materials be designed to support teachers in the best possible way?

d) How did teachers and students evaluate the materials? Which elements of the digital texts (e.g., reading comprehension tasks, words in the glossary, cooperative working) did they like or dislike and why?

In order to obtain in-depth information regarding the teacher training (three half-days between 02/22 and 05/22) and the implementation of the materials, we used a mixed-methods approach consisting of questionnaires and interviews. Twelve teachers (age: M=31, SD=10,99, one male) participated in the teacher training. At the time of the training, they were teaching as a classroom teacher in primary (3rd and 4th grade: n=7) and secondary schools (5th grade: n=5), supporting teacher or German as a second language teacher. One teacher taught in both primary and secondary school. However, she had no whole classroom and therefore, she only participated in two training days and could not implement the materials in a class. Through teacher questionnaires, information was collected on (1) previous experiences using digital media in the classroom and differentiating teaching materials, (2) the development of the materials and the clarity of the work assignment, and (3) the digitalization of the differentiated materials, the usability and intuitiveness of the editor regarding specific elements during the digitalization process (e.g., inserting pictures and audios, choosing the right task, differentiation in the editor) as well as how the teacher training and the support from the project team was perceived. The questions were answered either in an open response format or on a 5-point Likert scale (1=strongly disagree to 5=strongly agree). To get deeper and more specific insights two rounds of semi-structured interviews were conducted (11:06h material) via online meeting tools in April and June 2022. The first interview was focusing on the development, differentiation, and digitalization of the materials in consideration of their previous knowledge and experiences. The second interview took place after the implementation of the materials in the classroom and gathered information on the conditions of the material implementation. In addition, they were asked for ideas and suggestions for adaptation regarding the project itself and the teacher training. We also conducted group interviews with students (n=145) to find out (1) if they liked the materials, (2) if they were satisfied with the difficulty level they had worked on and with the diverse elements of the digital material (e.g., glossary words, tasks, pictures, cooperative tasks). In two student questionnaires, we learned about how they liked working with the tablets and the digital materials, and whether they liked the specific topic, learned something new and whether they would like to work with the digital material more often.

Challenges The teachers reported the differentiation to have been the biggest challenge. This related on the one hand to assessing the appropriateness of the text in relation to each difficulty level, and on the other hand to deciding which information to maintain in the easier levels. Another challenge was to appropriately describe the glossary words without making them even more difficult to understand. Digitalization The teachers liked working with the editor and perceived it to be very intuitive. However, they also made suggestions for further simplifications of the editor (e.g., adding a "back" button, as deleted content could not be restored). Some issues could subsequently be fixed (e.g., the retrospective change of task type) and the digitalization process could therefore be made less time-consuming. Feedback and Support The teachers expressed satisfaction regarding the teacher training. The continuous feedback from the project team on the various steps during the development process was experienced as important and helpful. In order to maintain and ensure support in the creation, differentiation, and digitisation of teaching materials, it proved necessary to keep offering the teacher trainings in the future. Evaluation The participating teachers are convinced that the texts are well suited for use in inclusive classrooms and appreciate the differentiation levels, enabling all students to work on the same topic. Although there were challenges, the teachers were proud of their texts and rated them as high-quality (8 or 9). (8 or 9). The students liked working with the tablets and digital materials. They would appreciate working digitally more often and they recognized the importance of sustainability issues in their daily lives.

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