Spark Projects is a charitable company registered in the UK (No. 11524316)

Activities are run by Spark Projects, in collaboration with Hellenic Hope, a registered UK Charity (No. 1150596)

Spark Projects is a non-profit organization
bringing technology
to disadvantaged children in Greece
opening a door to the world of technology
Most children grow up surrounded by technology, and it is easy to take it for granted.
But some children are not so lucky: they grow up in homes and areas where technology is little used. Equipment and connectivity are lacking and there are few people they can learn from. And so they are left behind, missing what are, more and more, basic skills in modern life.
We want to bridge that gap.
In partnership with non-profits, we run technology classes for disadvantaged children.
We aim to give sound foundations in ICT and help them grow. We use activities to show how central technology is in our lives and why it matters to them: the challenges, but also the opportunities.


our teaching principles

​Use engaging, interactive teaching

We try to use activities that children care about. That is, activities they are likely to repeat on their own, after class, like editing music or writing and illustrating a story.

Since not all children are alike, we try to customize our activities and program to each group's needs and interests, being careful not to lose sight of our goals and targets.

We use extensively group projects, like putting together a class journal, to foster teamwork, communication and social skills.

Ultimately, we care about impact. We combine traditional teaching, interactive activities and modern teaching techniques like gamification, design thinking & flipped classroom, with one goal: how to help the most.

Nurture analytical thought

At the core of technology is logic. We show them how to break down a problem into pieces, prioritize tasks and design a solution. We introduce children to coding, starting with simple coding languages like Scratch, as a standalone activity or in robotics classes.

But analytical thinking is not specific to technology: we demonstrate how it is just as important in the analogue world. We choose complex, non-technical  projects from their lives and break them down together, step by step.


Most of children's interaction with technology revolves around videos, social media and games. But this is only scratching the surface. We show children how technology has changed daily life, how it's changed what is possible, and how they could some day be part of that change, too.

To do this, we introduce inspiring technology through approachable people. We look to engage high school / university students to offer support and advice to our classes, and participate in joint activities like game design and robotics. And we aim to bring in technology experts to give live demos, like a developer building a game or an architect designing a house, and we invite children to participate.




run activities

collect data

Make changes in response to data 

in order to

provide more support where needed

improve teaching methods

create more enthusiasm

improve activities

Track the right metrics, like:

Engagement in class

Engagement after class

Confidence with new tasks

Performance on standard tasks

Lasting impact: after 3-12 months & beyond

Have specific goals

that can be monitored and tested

Data from multiple sources:



Host organizations

Direct student feedback


... and aiming at lasting change

Lasting change, by helping children from challenging backgrounds embrace technology.

To do simple tasks, but also for tasks they never thought possible. To create, collaborate and communicate, to find and share information. To see technology as an indispensable tool. And to see how technology  breaks down old barriers, opens new possibilities and can be a window to a different life.

Leveraging our resources...

Our efforts start in the classroom but do not end there. For children to make real progress,

they need to care and feel confident. And, like with any activity, they need to spend time. 

Beyond Spark activities, we encourage children to spend hours of practice and exploration, on their own and with their friends. To help them, we choose activities they care about. We try to provide individual laptops, accessible at their host organizations. And we are available to guide, help and answer their questions.

How much are we helping? What can we do better? 
What can we do more of? What else would help?
We use a rigorous process to find the answers:
First, we need the right, specific questions.;
We then need the right information that can answer these questions;
We need to collect the information easily and frequently, and analyze it consistently to identify problems and opportunities; and, finally, 
We need to adjust our activities, our teaching methods and indeed everything around Spark, in response to our analysis.