Visibility of eTwinning Projects Group July 2025 Newsletter
instruction, and the active participation of all children( Badikian, 2017).
Students worked in heterogeneous groups with clearly distributed roles and responsibilities, reinforcing interdependence and group cohesion( Matsaggouras, 2000). Their ideas and imagination were utilized and encouraged, while their expression was supported through multimodal media, including images, sound, video, spoken and written language( Livingstone & Blum-Ross, 2020).
Active learning methodologies were applied, such as task & project-based learning( Karageorgakis, 2019), inquirybased instruction, and experiential approaches integrated with the meaningful use of technology( Haddad & Draxler, 2014).
Web 2.0 tools and Artificial Intelligence resources, such as ChatGPT, were implemented as digital assistants for students, with careful pedagogical planning to ensure inclusion. These tools supported the creation of innovative and creative content and enhanced learners’ agency( UNESCO, 2021).
Moreover, students ' voices literally were heard in presentations and podcasts, thanks to audio recording apps, allowing them to express their unique perspectives. The continuous interest and motivation of all students to participate in the activities transcended individual challenges and learning differences, fostering empathy, communication, collaboration, agency, and responsibility.
Cross-curricular integration The“ Safe Net Kids” project was integrated into the Skills Workshops( Ergastiria Dexiotiton) of the 4th grade, in accordance with the National Curriculum, applying a cross-curricular approach to knowledge acquisition( Vidakis, 2002). The project’ s thematic content enabled students to engage with multiple subject areas, including Language Arts, ICT, Visual Arts, and Social & Civic Education. Through this engagement, they developed both knowledge and competences related to safe online behavior and active digital citizenship( Pedagogical Institute, 2001).
Specifically:
• In Language Arts, students produced original oral and written texts, collaborated in small groups to design posters with slogans, wrote comic strip dialogues, and recorded podcasts— strengthening their multimodal literacy.
• In ICT, students cultivated skills in safe web navigation and digital communication. They also used AI tools to compose and record original songs related to the project’ s key themes and to digitize their creative work.
• In the Skills Workshops, students explored issues of digital rights and responsibilities. After viewing educational videos, they discussed potential challenges and proposed solutions, drawing from their personal daily experiences and viewpoints.
• In Visual Arts, students creatively illustrated key concepts such as " safety," " excessive internet use,"
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