Visibility of eTwinning Projects Group July 2026 Newsletter
Within the project we used various tools to create final or intermediate products of our choice or suggested by partners: Canva, Genially, CapCut, Padlets, Artsteps, Bookcreator, weebly-Site, WakeletKahoot, Wordwall games, GenimiAI, ChatGPT, etc. Students used other tools in different Padlets with which they presented their work: Postermywall, Canva, Vivavideo, etc. The project aimed to use AI to demonstrate the usefulness of artificial intelligence as well as its dangers. ChatGPT, OpenAI, were used. With the help of digital web2.0 tools, students used the internet usefully and realised that it is a very handy way to find information and useful solutions for anything. Many students use the internet for useless purposes although they have technical skills, but by participating in the project they discovered another side of IT technology. For cybersecurity, we presented the Code of Conduct, Online Behaviour Etiquette, the dangers they are exposed to if they use the risky internet, the need to foresee and be cautious about irrational use of social networks, and the connection and reporting to a coordinating teacher.
https:// view. genially. com / 69872f5b3116d 33a6b92b3a9 / presentation-aifutureethics-in-every-codenetiquette-andcopyright-and-e-safety https:// www. youtube. com / watch? v = C0wg k0 _ ioXM https:// www. canva. com / design / DAG9ooA 7JdA / mgEBR6Rjih1V3fXXvVSupg / edit
The pedagogical approach was necessary and aimed to develop European-compliant educational competencies, personal and professional development of students to broaden their vision for their future. The pedagogical methods used in the project were similar to those applied in the classroom, with frontal or individual organization, in teams or in the classroom, through presentations, tests, teamwork, use of AI and debates, team analysis and finding solutions, online assessment tests in the classroom( Kahoot and Wordwall etc.).
There were also tasks presented for solving problems and students had limited time and online materials to complete these tasks, then uploaded them to the Padlets or project pages. Students created digital products, manifestos, answers to questions, videos, presentations, manifestos, analyses using videos, AI posters, digital stories, photo collages or personal creations, using various digital tools. Students trained their role as technicians and content creators. Then each student uploaded the task into the specific Padlet. For the students new to eTwinning, the coordinating teachers conducted explanation sessions about connecting on ESEP, communicating on the Forum, project meetings during
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