Visibility of eTwinning Projects Group Newsletter 2017 No. 7 | Page 33

Visibility of eTwinning Projects Group July 2017 Newsletter ------------------------------------------------------------------------------------------------------ Up, up to the (eTwin)sky! By Ksenija Vidmar-Ninčević To Thalia, Daniela, Cristina, Anna, Branka, Adam… who have inflicted me with passion for eTwinning Abstract The aim of this article is to observe the development of eTwinning portal from 2005 till now, with the particular interest in all the elements that may create a perfect eTwinning Project. What obstacles are we still facing, are there solutions to resolve them? What might be expected from eTwinning community of European schools in the years to come and, a short presentation of two eTwinning awarding Projects that may serve as a sample of what we really would like to happen in a near future - to see eTwinning up, up to the (eTwin)sky! eTwinning has become my passion from the very moment I registered myself among Slovenian teachers, as Croatia was still not one of eTwinning members! Tackled by the fascinating teacher Dr Thalia Hatzigiannoglou during our first work on one of eTwinning Projects many years ago, it became clear that this platform for teachers from Europe could benefit us, teachers, and our students, as well a lot. Launched in 2005, as a lifelong program within Comenius, eTwinning was changing in accordance to social, educational and technological circumstances. In the second phase (2008-2013) eTwinning was led by the motto: The community for schools in Europe. Indeed, the number of schools, teachers, and countries was constantly growing up. This platform served as an inspirational source for all the teachers eager to be involved in some eTwinning Project, in online Conferences and expert talks, chat rooms for teachers, many interest groups gathered over the similar objectives. I was growing up together with all the numerous events and, of course, running quite many eTwinning Projects. Some of them were realised with my co-founder, or, as a member in someone else's Project. There was a variety of topics: environmental, maths, chain reaction Projects, those connected to postage stamps which offered endless possibilities as they were covering all the possible fields. Our students were thrilled: their multiple intelligences were growing provoked by immensity of topics. Their ICT competences became upgrading as well as their communicative skills. Then, in 2014 our eTwinning portal has become the largest online community of teachers in Europe: there were 37 countries which contributed eTwinning flourish so beautifully. From this year (till 2020) eTwinning is a transversal action in ERASMUS+ - the world of students-centred projects! Aren't all the efforts teachers make on the benefit and development of their students? Despite the fact that our School in Zadar, Croatia, was given 15 EQL prizes for projects we were still passionately running, there was (and is) always one constant issue that remains unanswered: what makes a perfect eTwinning project? What elements should 'click' to produce one perfect project? In theory it all looks quite possible if not close to perfection. First, an eTwinning project should be constructed with a well-planned platform. Then, it should involve a strong team of teachers and students dedicated completely to meet all the targets in a defined time. Team members should be dedicated, willing to take risks, their decisions should be made together, time is very important as it enables completing the Project goals. There are 2 main ones: encouraging greater use of computers for communicating between schools and promoting intercultural dialogue. The founders' role here is essential: these two should constantly be focused on ongoing the process of Project realization. Teachers should show their inspiration, are determined, resourceful, dedicated, adaptable in any situation, cooperative and passionate. Clear communication is essential: between co- founders, students involved in the project, other project members during the processing the Project. The lack of the clear communication would make a mess and lead the Project in wrong direction. What if some of the activities seem not to work effectively as was planned? Therefore, adaptable approach is necessary. We, teachers, do not like to listen to our students. They are our partners who, either by intuition, or something else we, teachers, forget to realise, are great in giving a critical opinion. So - learn to learn. Provoke them, support them, awaken them – you will be amazed how capable they may become in accomplishing their goals. Their curiosity and creativity is an unexplored gold mine. Foster their independency and allow them freedom to choose (project topic, the activity they like doing, the tool they want to explore and put in use). 33