Visibility of eTwinning Projects Group July 2017 Newsletter------------------------------------------------------------------------------------------------------
were completed through collaboration. The students created online quizzes in mixed groups. The best questions were chosen and their answers were processed. Tools such as Padlet, Linoleum, and Quizlet were used in order to distribute the quizzes to students from all partnering schools. In addition, debates were organised, and as a result of them conclusions regarding the topics were reached and discussed.
Communication between students was enabled through debates and group objectives. The inter pares evaluation of the results of the students’ work, as well as the dissemination of the results of the project, was done at a meeting involving both the parents and the students.
eTwinning became an integral part of the teaching carried on in the three schools involved. The project was integrated in the curriculum of the 11 th grade, which studies European history in the 20 th and 21 st centuries. One of the topics involved was that of responsible used of the computer and the internet in day to day life. The students were split into teams with different tasks: documentation from various sources( scientific papers, other online resources etc.), application of surveys, and the presentation of the country, city and school of each team involved. The students were active in all stages of the project since the beginning, starting with planning, development, and evaluation. Our project is a result of individual work( personal profile, communication via chat or email), group work( establishing the means of presenting, editing), and international work( questions between partner schools, answering said questions, adding information to Padlet together etc.). The students honed their English language and digital skills. The project“@ ctive @ nd Digit @ l Citizenship Dimensions“ involves different disciplines: Civic Education, History, English, IT, hence the project helped develop the students’ skills in all these areas. The abilities they formed are: development of civic behaviour through exercising social skills, development of communication skills in English, along with digital abilities( use of technology to communicate, exchange information, and sustain critical thinking and creativity).
Project management was at a high, truly professional standard, because participating schools were experienced in designing and implementing projects within the eTwinning workframe. The three schools established at the start of the project its objectives, the topics to be discussed, the tasks, the resources, and the means and methods of cooperation. The activities of the project were included in the school curriculum. The tasks were divided equally and unanimously between project partners by the teachers. This way, every participant had a role in the projects, each having their own task to fulfil. The participant schools continuously publish their activity on the eTwinning online space, and the results are evaluated together( Zoomerang forms, Google). The students worked on the project both individually and in larger groups, where communication and cooperation were greatly supported and encouraged. The participant schools also wrote about the results of the project in the schools’ magazines, online on their websites, and in the local press( e. g. Echoes Ecouri).
All throughout the project, communication between partners( students and teachers alike) was essential. In order to communicate, we used the TwinSpace forum, online chat, video conferences, emails and Facebook. Many of the work activities
94