Visibility of eTwinning Projects Group July 2013 Newsletter
-----------------------------------------------------------------------------------------------------I did not expect the reactions I saw! E n t h u s i a s
m to the fullest, as well as surprise accompanied by
exclamations like: They are like us!
We realized similarities and differences and
enrich our knowledge as a natural extension
of the contact through the web (and not
trough the torture of memorization).
Then came the Creative Classroom eTwinning group
and along with it an impressive variety of
knowledge and experiences. Through the courses
we were discovering ways to work not only on the
projects, but also in the classroom; we were able to
pinpoint not only the possibilities and the
potentiality of our goals, but also their (and our)
weaknesses. That actually means understanding
the possible and the impossible in practice.
There was something in it for both children and
teachers, since, as you can probably imagine, it was
not easy for us adults to work collaboratively.
During the program, the students processed
information, prepared questionnaires, formed
opinions, expanded their knowledge so as to
respond to specific topics concerning the course and
the program (e.g., European rivers and seas and
their characteristics, the European Union etc.).
With the help of books and the teacher, the
students formed in practice the course I was to
teach them. The tools we found extremely helpful
included an interactive whiteboard, Google docs,
TwinSpace wiki, Google hangout, and various
others.
We inspired and were inspired!
In the academic year 2012-2013, the decision to
take advantage of the e-Twinning projects in my
teaching material was implemented. My personal
bet was to guide students themselves to form
the course.
The two classes of grade B were involved in two
separate programs regarding geography. We could
run the program in parallel with the course, and
vice versa, whereas we had the chance to master
web2.0 tools which helped us communicate and
cooperate so as to achieve our goals.
The classes of grade C were involved in a project
regarding physics.
The strong incentives to participate creatively
in this process included the desire to master
something innovative, the contact with other
schools via video calling, the response of the
other groups, the opening of school to society.
The students came in contact with Greek members
of the European Parliament and interviewed them.
They used the social media to gather information on
eminent Greeks. They interviewed their teachers on
the same topic. They observed phenomena and
tried to relate them to the physics they had been
taught. The aim of all these activities was to share
information with other schools. We achieved this
goal to a certain extent through the TwinSpace
platform and through discussions with the help of
Google hangout. Sometimes we converted a lesson
into a presentation by using Camtasia, presenting it
to partner groups followed by a short quiz to
consolidate knowledge. These quizzes became
part of the quarter and final exams.
During this year I think I won some students
on the level of participation and the
development of their self-esteem, thanks to
the eTwinning activities.
The next goal will be to improve their
performance in the course.
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