Visibility of eTwinning Projects Group July 2026 Newsletter
The main output of the project was a collaborative book. This reflected the way in which the pupils worked throughout the project: by working together, they developed the specific skills targeted. Each pupil put a lot of effort into this book: they first completed worksheets that tested both their knowledge and their creativity. The pupils voted to choose the most inspired piece of work, the one they liked best. They contributed drawings and digital creations so that the illustrated text would be representative. They integrated their own work creatively and logically with that of the other teams, ensuring continuity and meaning. The collaboration was evident.
For the project activities, we used the interactive whiteboard, laptop, mobile phone, licence Mozaweb / Mozaik3D and the electron microscope in the classroom. The digital tools used were: for presentations – Canva; for audio – Vocaroo; for pupils’ worksheets – Diffit and Chalkie; for interactive games – Kahoot!; for expressing and collecting responses – Mentimeter; for thematic maps – Google Maps; for the Ghiocelul Journal – recording data and providing feedback – Wakelet; for image generation – Canva AI, Gemini; for collecting and displaying texts created by pupils – Coggle; for the collaborative story – BookCreator; for questionnaires – Google Forms; for project meetings – Zoom; for quick communication – WhatsApp.
For the project activities, we used the interactive whiteboard, laptop and mobile phone in the classroom; the pupils were active on TwinSpace, constantly posting
not only the outcomes of the activities but, above all, the stages of their work and the creative activities inspired by the project. We used the Forum for clarifications or to develop the project. The project was a source of inspiration for all participants. Issues relating to data protection and copyright were addressed as follows: parental consent was sought and obtained for the pupils’ participation in the project, with all that this entails. Regarding e-safety and netiquette, a dedicated page was included, setting out clear rules which were followed by all participants. In addition, the pupils familiarised themselves with these rules right from the start by taking part in a Kahoot! game, which tested their understanding and retention of these rules.
The educational objectives were set out primarily in the project description:“ a collaborative project for pupils aged between 7 and 12, focusing on observing the reawakening of nature through the study of snowdrops. From January to April, we will transform our classrooms into research laboratories and art workshops. Our aim is not only to learn about botany, but to forge links between children across Europe.” These objectives were achieved, and throughout the project, the pupils developed communication and collaboration skills, as well as cultural, social, digital and linguistic skills. It was, therefore, a form of learning based on the project, but also on civic education( shared values, the study and appreciation of protected plants, cross-border learning). The teaching approaches were varied and
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