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

Visibility of eTwinning Projects Group July 2017 Newsletter
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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).
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