Visibility of eTwinning Projects Group July 2017 Newsletter------------------------------------------------------------------------------------------------------
confident in their own capacities, more motivate and in an“ always warm and friendly!” environment.( Kristina Kaucic, Croatia)
Throughout the years after some changes and improvements on the tools offered by the platform, we can say that the existing tools contribute to the Professional and Personal Development of teachers allowing interaction, sharing and collaboration.
English and German and a Masters in American Studies. She was a Teacher Trainer for in-service teachers. She was the National Coordinator of eTwinning for 6 years. Currently she is a member of the Pedagogical Advisory Team of eTwinning and eTwinning Groups moderator.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
The eTwinning platform encourages the continuous learning of teachers on a free and voluntary basis. Many teachers regularly use eTwinning Events to learn collaboratively, both as content facilitators and recipients. Teachers no longer only seek training in order to advance in their careers.
Teachers’ professional development is no longer confined to the school or teacher training centers. Technology development has enabled learning to occur anywhere at any time. eTwinners have learned that anyone can be an expert on any subject and that they can learn from and with each other. As in any other community not all contribute on the same level, but more and more moments of sharing and collaboration among members of eTwinning are being registered in this community.
Bibliography: Crawley, C., Gilleran, A., Scimeca, S., Vuorikari, R. & Wastiau, P.( 2009). Beyond School Projects- A report on eTwinning 2008-2009. Brussels: Central Support Service of eTwinning European Schoolnet.
European Schoolnet( 2013). Survey of Schools: ICT in Education. Benchmarking access, use and attitudes to technology in Europe’ s schools. Executive Summary. Acedido em 21 de Fevereiro 2017, em http:// www. eun. org / c / document _ library / get _ file? uu id = 9be81a75-c868-4558-a777- 862ecc8162a4 & groupId = 43887
Kearney, C. & Gras-Velázquez, À.( 2015). eTwinning Ten Years On: Impact on teachers’ practice, skills, and professional development opportunities, as reported by eTwinners. Brussels: Central Support Service of eTwinning European Schoolnet.
Rita Zurrapa comes from Portugal. She has a degree in Modern Languages and Literatures /
Blogging reasons in eTwinning projects by Alexandra Duarte
1. Since blogs first emerged at the dawn of the new millennium, they have had great acceptance and their growing popularity has led to the development of a vast array of genres; there are also blogs on virtually every topic from recipes to photography, pets to hobbies, fashion to sports, from health to education- these last being often referred to as educational blogs or simply edublogs. Indeed, it did not take long for educators, teachers and professors worldwide to apply the promising potential of this new tool to their own practices( Bartlett-Bragg, 2003; Campbell, 2004; Downes, 2004). As reported by Hungerford-Kresser, Wiggins, & Amaro-Jimenez( 2012), an increasing number of teachers has been successfully blogging with pupils from kindergarten to high school, thus taking advantage of this tool’ s affordances.
The eTwinning platform has long acknowledged the blogging relevance for projects by contemplating the blogging feature in every twinspace.
2. But what exactly is a blog? A blog( shortened form of weblog) is a website with posts or entries appearing in reverse chronological order; in other words, with the most recent blogpost at the top. Blogs can have one or more authors( as it often happens within projects), can be used for a vast array of purposes and can be enriched by adding images, podcasts, videos and hyperlinks to the written word; they are popular, fast and easy tools for people to communicate.
15