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ETWINNING

In the network to get to know, without borders for dialogue /Nella rete per conoscersi, senza frontiere per dialogare

Il progetto nasce dalla necessità di rendere consapevoli gli/le alunni/e della grande opportunità che offre la rete per la condivisione di esperienze ed attività nello spazio comune europeo superando

1. Project summary
Summary: 

Formare cittadini attivi e responsabili pronti a condivisioni future

2. Country (City / Region)
State: 
Italy
City: 
Lauria
3. Company/organization/institute presenting the project
Organization: 
Direzione Didattica 1° circolo Lauria
4. Type of organization
Select type: 
School
5. Project coordinator
Name and Surname: 
Carmina Ielpo
E-Mail: 
carmina.ielpo@istruzione.it
6. Website
The website of the project: 
http://twinspace.etwinning.net/launcher.cfm?lang=en&cid=33011
7. Please select the category in which you candidate your project
Youth Education Project. Select Project Users by age: 
Up to 10 years
Helping youth step in the job market: 
NOT Helping youth step in the job market
Creativity and Social Innovation: 
Creativity and Social Innovation
8. How long has your project been running?
From: 
01/10/2008
9. Targets and Elements of Innovation
Please explain the targets and the background of your project: 

Gli obiettivi del progetto sono:
• essere sensibili alle esigenze della vita sociale comunitaria, così come sono sancite dalla Carta Europea;
• acquisire la consapevolezza della pari dignità sociale e della eguaglianza di tutti i cittadini; - iniziarsi a comportamenti mentali e pratici di autonomia di giudizio, di responsabilità e di decisione;
• acquisire consapevolezza e competenza pratica nel campo della solidarietà; - affinare la sensibilità alle diversità e alle differenze;
• acquisire e consolidare atteggiamenti di confronto costruttivo con persone, popoli e altre culture;
• essere sensibili ai problemi della salute, della prevenzione, dell’igiene personale, del rispetto dell’ambiente naturale, del corretto atteggiamento verso gli esseri viventi, della conservazione di strutture e servizi di pubblica utilità;
• approfondire lo studio della lingua inglese

What does it try to achieve and how: 

La comunicazione avviene attraverso la piattaforma eTwinning, nel forum, con scambio di informazioni e attività. Vengono usati il pacchetto office ed altri software per video, foto e disegni.
Gli alunni, guidati dalle insegnanti hanno preparato gli articoli le presentazioni in P.P, i filmini e le raccolte fotografiche dei loro lavori in lingua madre ed inglese, li hanno pubblicati su MagazineFactory, attrezzo interattivo messo a disposizione nel Portale eTwinning che dà a insegnanti e studenti l'opportunità di lavorare in classe come un vero staff giornalistico e di pubblicare una propria rivista on-line.
I bambini hanno usato internet per documentarsi ed approfondire le loro conoscenze sui temi da sviluppare. Le insegnanti usano spesso la posta elettronica per scambio di idee e comunicazioni veloci

Which opportunities/problems does it address to: 

Gli/le alunni/e condividono conoscenze in relazione al loro ambiente di vita, ai diritti del cittadino e alla solidarietà, ed utilizzando il problema come motore della scoperta e della conoscenza, rilevano aspetti positivi e problematiche, comunicano le loro esperienze, i loro sentimenti ed attraverso i temi comuni individuano uguaglianze e differenze sociali e civiche e riflettono sull’importanza dell’esercizio della cittadinanza attiva

Please explain what is unique or special in your project: 

Questo progetto è speciale perché viene sviluppato da più scuole geograficamente distanti tra loro. I docenti e gli alunni interagiscono, superando le difficoltà linguistiche, su temi comuni. Gli alunni sono sempre più attenti alla cura della documentazione e dell’elaborazione del loro prodotto che dovranno inviare ai compagni europei e leggono con viva curiosità ed attenzione i lavori dei compagni, interagiscono con piacere e spontaneità. L’uso delle tecnologie è considerato lo strumento attuativo della didattica laboratoriale e collaborativa in ambiente costruttivistico

10. Results
Describe the results of your project as per today: 

Attraverso questa attività gli alunni hanno imparato a strutturare veri e propri articoli giornalistici, hanno curato con più attenzione la lingua madre ed hanno imparato in modo divertente l’inglese; usano con più sicurezza gli strumenti multimediali che diventano sempre più indispensabili e di uso quotidiano. Ha assunto grande importanza lo scambio di esperienze con compagni europei, spesso hanno sviluppato gli stessi temi tanto da sentirsi un unico gruppo. Lo staff ha concordato gli argomenti da trattare, ha scambiato materiali didattici, ha messo a disposizioni competenze e ha confrontato metodologie e strategie didattiche. L’interazione tra i ragazzi ha permesso un’acquisizione di conoscenza maggiore di quella ottenuta solo in classe. Il lavoro di gruppo, la partecipazione di tutti, il prendere decisioni insieme, è stata una metodologia di lavoro che ha predisposto verso la responsabilità individuale e di gruppo, con l’esercizio del diritto e del dovere di una cittadinanza responsabile. La possibilità di essere informatori reciproci della propria realtà sociale e culturale ha aumentato e stimolato l’interesse degli allievi verso la conoscenza di somiglianze e differenze dello spazio comune europeo

How many users interact with your project per month and what are the preferred forms of interaction: 

L’interazione avviene periodicamente in maniera spontanea e programmata da parte di tutti gli utenti: insegnanti di classe, docenti referenti, alunni di tutte le scuole interessate.
I referenti eTwinning concordano gli argomenti da trattare, strategie didattiche e metodologie da adottare nel forum. Le decisioni concordate vengono comunicate ai docenti di classe negli incontri settimanali di programmazione. Gli alunni lavorano nelle classi singolarmente e per piccoli gruppi, interagiscono con i compagni europei nel forum guidati dagli insegnanti

How has it improved the quality of educational and/or training services: 

I temi condivisi, l’interazione tra i/le ragazzi/e, il lavoro di gruppo, la partecipazione di tutti, il prendere decisioni insieme, il confronto con realtà diverse permette un’acquisizione di conoscenza maggiore di quella ottenuta solo in classe. Il prendere decisioni insieme è una metodologia di lavoro che predispone i/le bambini/e verso la responsabilità individuale e di gruppo, con l’esercizio del diritto e del dovere di una cittadinanza responsabile. La possibilità di essere informatori reciproci della propria realtà sociale e culturale aumenta e stimola il loro interesse verso la conoscenza di somiglianze e differenze dello spazio comune europeo, si sentono protagonisti del processo educativo.

Describe how you measure (parameters) these results: 

Le attività di aula sono state documentate con i modi ed i tempi della programmazione di classe: diario di bordo; rubriche di valutazione, griglie di osservazione degli obiettivi misurabili: comportamento, collaborazione, interesse, serietà d’impegno, capacità di comunicare attraverso codici verbali e non, ampliamento del patrimonio lessicale, coerenza di interventi, questionari, verbalizzazioni scritte e orali; riflessione in itinere e finale sulle proprie esperienze per dar loro un significato. certificazione delle competenze

11. Sustainability
What is the full duration of your project: 
From 1 to 3 years
What is the approximate total budget for your project (in USD): 
Less than 10.000
What is the source of funding for your project: 
Grants
12. Transferability
Has your project been replicated/adapted elsewhere: 
No
We are available to help others starting or working on similar projects: 
We are available to help others starting or working on similar projects.
13. Background information
Background: 

Partner del progetto:
Scuole fondatrici: Colegio Público Tremañes (Spagna), Direzione Didattica 1° Circolo Lauria (Italia)
Altre scuole partecipanti: Agrupamento de Escolas Professor Lindley Cintra (Portogallo); Gimnaziul de Stat (Romania); Holy Trinity Rosehill (V.A.) C.E. Primary (Regno Unito); Primary school of Katarraktis (Grecia)

Privacy Law
Do you authorize the FMD to the treatment of your personal data?: 
I do authorize the FMD to the treatment of my personal data

Les couleurs de la vie

 

Una passeggiata tra i colori offerti dalla natura e dalla vita stessa.
1. Project summary
Summary: 

 

Il proggetto nasce dalla proposta della Grecia all’Italia , a cui si aggiungono ben presto il Portogallo e il Marocco.Una passeggiata tra immagini. Il progetto vuole affidare alle immagini l’obiettivo di stregare, incantare, risvegliare la curiosità, stupire.  I colori fanno da contrappunto ai numerosi colori offerti dalla vita e dalla natura. Colori che accompagnano le stagioni : il verde della primavera, i colori delle molteplici fioriture, il bianco della neve, i blu del mare e del cielo. E i colori della vita : il rosso della passione, il giallo della leggerezza … Ma ancora il grigio della montagna, i colori della notte e quelli … del tempo passato! E infine i colori … in tutte le lingue.
2. Country (City / Region)
State: 
Italy
City: 
Caltanissetta
3. Company/organization/institute presenting the project
Organization: 
Liceo Ginnasio “ Ruggero Settimo “ _
4. Type of organization
Select type: 
School
5. Project coordinator
Name and Surname: 
Rossana Pintus
E-Mail: 
ttsantoro@tin.it
6. Website
The website of the project: 
www.colorieimmagini.blogspot.com
7. Please select the category in which you candidate your project
Youth Education Project. Select Project Users by age: 
Up to 18 years
Helping youth step in the job market: 
NOT Helping youth step in the job market
Creativity and Social Innovation: 
Creativity and Social Innovation
8. How long has your project been running?
From: 
27/10/2007
9. Targets and Elements of Innovation
Please explain the targets and the background of your project: 

 

L’obiettivo è quello di effettuare con gli studenti una ricerca che mostri come l’Europa non si una mera e artificiale costruzione amministrativa. Bisogna arricchirsi reciprocamente affinché i giovani si rendano conto di avere culture diverse ma anche radici comuni. E così, partendo dai colori dominanti nel proprio Paese, dai colori della propria bandiera, hanno cercato di esaminarli in quanto simboli internazionali, nazionali, tradizionali e quotidiani, nei loro molteplici aspetti della vita per poi confrontarli con quelli dei loro partner europei. Si è cercato di esaminare ogni colore da diversi punti di vista – chimico, gastronomico -  e inoltre di capire se i colori evochino dappertutto gli stessi sentimenti …
What does it try to achieve and how: 

 

Le TIC hanno rappresentato un non indifferente elemento di motivazione per gli studenti . La posta elettronica , l’uso di MSN ha offerto agli studenti l’opportunità di comunicare molto rapidamente e di superare la propria timidezza personale in quanto immuni dalla valutazione tradizionale dei prof che, spesso, ne sanno meno di loro. Si è fatto un ampio uso dello spazio etwinning che gli studenti hanno molto apprezzato e al quale hanno avuto libero accesso grazie ad una password esclusivamente predisposta per la classe. Durante lo sviluppo del progetto gli studenti hanno usato numerosi strumenti informatici ed apparecchi tecnologici, applicazioni e programmi offerti da Internet sia per la creazione di attività ( webquestions ) che per la collaborazione e i contatti interpersonali tra studenti e con i docenti responsabili. Hanno usato YOUTUBE, ANIMOTO, BLOGGER, SLIDE.COM, e anche WORD, POWERPOINT, WINDOWS MOVIEMAKER, ADOBE PHOTOSHOP, SLIDESSHARE. Alcuni studenti hanno fatto uso, per le loro ricerche, di Internet Explorer , wikipedia,e di svariati motori di ricerca (GOOGLE, ALTAVISTA, ). Hanno appreso cosa sono le pagine wiky e hanno lavorato sul Blog , realizzato da loro stessi imparando a gestirlo in maniera sempre più autonoma e ricca, vincolati solo da alcune idee generali e regole direttrici . Naturalmente sono stati necessari, per la realizzazione di certi lavori lo scanner, la macchina fotografica, la videocamera digitale. Inoltre sono stati inviati messaggi e-mail tra partner ed anche SMS tramite telefonino.
 
Which opportunities/problems does it address to: 

 

Il progetto è stato destinato, sin dall’inizio, ad una classe precisa, con gli stessi prerequisiti linguistici, la stessa età e che potesse condividere gli interessi degli studenti degli istituti partner. Il Progetto è stato molto vario e dinamico grazie anche all’inserimento di un Paese del continente africano : il Marocco che ha costituito un’opportunità importante di conoscenza e confronto con un paese extraeuropeo. Il progetto ha concentrato la propria attenzione sul valore comunicativo dei colori che, oltre ad essere esteticamente gradevoli e piacevoli agli occhi, svolgono funzioni rilevanti nella comunicazione. Abbiamo potuto constatare che  il primo livello di comunicazione è dato proprio dai diversi colori. Essi trasmettono il nostro umore, le nostre sensazioni, il nostro carattere. Esso ha dato agli studenti un’ occasione per sviluppare liberamente e senza alcuna restrizione la loro creatività e la loro immaginazione. Per fare ciò sono stati usati come strumenti  : la lingua francese , le nuove tecnologie e la fotografia, potente strumento espressivo nelle mani di chi comunica con l'immagine. La fotografia non solo rappresenta, ma "esprime" le cose in un "certo modo" scelto dal suo autore. Il progetto ha subito suscitato grande interesse per la libertà del tema, per la dimensione multipla rappresentata dai i numerosi e svariati strumenti utilizzati : fotografia, video disegni, strumenti multimediali
 
Please explain what is unique or special in your project: 

 

 

Il docente si è arricchito tramite il confronto con ambienti di lavoro diversi, la messa in discussione di metodi e metodologie, la capacità di far fronte a un compito riuscendo a mettere in moto e orchestrare le proprie risorse interne e ad utilizzare quelle esterne in modo coerente e fecondo.
Gli studenti hanno migliorato la capacità di lavorare in gruppi multiculturali e in lingua straniera, a rispettare consegne e scadenze, a collaborare e condividere, trasformare opinioni in decisioni . Hanno imparato a organizzare il proprio apprendimento mediante una gestione efficace del tempo e delle informazioni, si sono resi consapevoli del proprio processo di apprendimento e dei propri bisogni. 
Ma soprattutto  , quello che ha reso il Progetto speciale , è che esso si è concretizzato in un reale scambio di classi con la Francia ( Amiens/Caltanissetta- Caltanissetta/Amiens ) che ha consentito agli studenti di conoscere personalmente i propri partner e di entrare a far parte della loro cultura ed abitudini, compreso  un breve soggiorno a Parigi con la visita dei più importanti monumenti, già frutto di studio da parte della classe, guidati a livello personale da una signora, parigina DOC che ci ha permesso di scoprire lati inediti di Parigi. Durante i reciproci periodi di soggiorno gli studenti, organizzati per gruppi biculturali hanno creato cartelloni, hanno arricchito di foto le pagine del blog, hanno creato degli Ikebana, hanno preparato prodotti multimediali, le attività si sono integrate e completate. L’impatto è stato molto positivo le aspettative ampiamente soddisfatte e ha visto nascere amicizie che si sono prolungate nel tempo e che hanno dato vita a successivi incontri personali e crescere l’interesse per la Francia, la sua lingua e la sua cultura. 
 
10. Results
Describe the results of your project as per today: 

 

Gli studenti sono stati messi di fronte alle loro esperienze linguistiche e culturali , imparando a capire che possono diventare protagonisti più consapevoli del loro successo nell’apprendimento delle lingue, delle nuove tecnologie, delle varie discipline, attraverso la continua riflessione sui risultati raggiunti ( numerosi questionari di autovalutazione sono stati sottoposti agli studenti nel corso del progetto ). Essi hanno imparato ad affrontare la lingua con spontaneità, felici di scoprire la loro capacità di comunicare al di fuori di un contesto strettamente scolastico e provando una sensazione di successo nell’apprendimento delle lingue , nella padronanza delle nuove tecnologie, che ha fatto aumentare la fiducia in loro stessi.
Gli insegnanti hanno messo a fuoco le potenzialità educative di questo nuovo modo di operare, constatando come esso faciliti la realizzazione di un nuovo e più motivante approccio metodologico.
Il progetto ha permesso di associare diverse,  importanti funzioni : quella pedagogica e  documentaria, quella creativa, basata sulla fantasia, inventività, l’estro, chiamando in causa fattori determinanti per l’apprendimento : la motivazione, la capacità di interpretazione critica,  l’autovalutazione, l’autonomia .
Esso ha accresciuto la motivazione dello studente, la consapevolezza delle sue capacità/potenzialità, promosso la sua autonomia.
 
How does it fulfill the users’ needs: 

 

Il progetto ha suscitato entusiasmo dall’inizio alla fine. Esso è stato   vario   e dinamico per l’inserimento del Marocco . Gli argomenti sono stati diversificati e molto stuzzicanti. Gli studenti sono stati confrontati alle loro esperienze linguistiche e culturali , hanno capito che possono diventare protagonisti   del loro successo  , felici di scoprire la loro capacità di comunicare al di fuori di un contesto strettamente scolastico .
How many users interact with your project per month and what are the preferred forms of interaction: 

 

I docenti e gli studenti delle classi europee, ovverossia, Italia, Portogallo, Francia e Marocco sono stati in costante contatto. Un incontro via skype tra i responsabili del progetto si è effettuato con cadenza settimanale oltre a l’invio di frequenti mail. Gli studenti sono stati liberi di contattarsi in base alle loro esigenze ma, per i più pigri, era previsto un incontro quindicinale obbligatorio per fare il punto dell’evoluzione del Progetto
How has it improved the quality of educational and/or training services: 

 

Esso ha
  • Promosso le competenze interculturali e le abilità di comunicazione,
  • Incrementato le competenze legate alle TIC, 
  • Consentito l'innovazione pedagogica,
  • Creato un ambiente di apprendimento accattivante per insegnanti,  studenti e l'intera scuola,
  • Fornito la base per progetti a lunga scadenza che possono svilupparsi nel  tempo attraverso nuove idee e strumenti del  Web 2.0.
  • Gli insegnanti hanno messo a fuoco le potenzialità educative di questo  modo di operare, constatando come  faciliti la realizzazione di un più motivante approccio metodologico.
How has it improved the participation of professionals, children, youth and other stakeholders: 

 

Il progetto è stato il frutto di una ineccepibile e costante collaborazione non solo tra i docenti dello stesso Istituto ( lingua francese e conversazione, informatica, arte, fisica, inglese, spagnolo ) ma anche con  i docenti degli istituti partner. La scelta dell’argomento centrale e delle unità individuali è stato il frutto di questa cooperazione avvenuta tramite posta elettronica, conversazioni via skype, MSN e SMS. Ogni paese ha poi scelto la propria tecnica per svilupparlo nella sua piena libertà in funzione dei propri obiettivi, livelli di preparazione linguistica e informatica degli studenti, nonché del numero delle ore a disposizione e di facilità di accesso ai laboratori. Durante tutto lo svolgimento del progetto c’è stato entusiasmo e vitalità. Gli studenti impegnati nel progetto fanno tutti parte della stessa classe cosa che ha facilitato l’andamento e l’organizzazione dei lavori.
Describe how you measure (parameters) these results: 

 

Gli studenti hanno lavorato nel laboratorio linguistico in gruppo o individualmente. Alcuni lavori sono infatti stati completati a casa organizzando incontri nelle proprie abitazioni. Ognuno ha messo a disposizione del proprio gruppo e condiviso le proprie conoscenze informatiche e linguistiche attraverso uno sforzo collettivo e una formazione tra pari. Un importante contributo è stato dato dal docente di informatica che ha suggerito le strategie più efficaci per superare determinate difficoltà. Gli studenti hanno potuto valorizzare e approfondire le loro conoscenze nella lingua francese, applicarla nella pratica, effettuare traduzioni, conversare e confrontarsi con i partner, utilizzare la lingua in contesti reali di comunicazione , apprezzare le diversità linguistiche. Alcuni ostacoli linguistici sono stati superati attraverso la promozione di pratiche innovatrici. Glossari plurilingue hanno favorito l’apertura ad altre lingue . L’arte ha fatto riflettere sull’importanza del codice cromatico  . Sono stati sottoposti frequenti Test di valutazione e autovalutazione.
11. Sustainability
What is the full duration of your project: 
From 1 to 3 years
What is the source of funding for your project: 
Grants
12. Transferability
Has your project been replicated/adapted elsewhere: 
No
What lessons can others learn from your project: 

 

 
We are available to help others starting or working on similar projects: 
We are available to help others starting or working on similar projects.
13. Background information
Background: 

 

Credo che la qualità del progetto sia stata la  sinergia tra diverse caratteristiche del progetto stesso che lo hanno visto nascere, crescere e realizzarsi nel tempo con una sempre crescente motivazione da parte degli studenti. Sicuramente svolgere un’attività didattica divertendosi, senza accorgersi dell’ora che passa e così acquisire nuove competenze e conoscenze è senz’altro stata per me una grande soddisfazione.
Barriers: 

 

In realtà non ci sono stati veri problemi perché la motivazione era grande in ogni Paese. Devo dire che quindi, per la buona riuscita di qualunque progetto è molto importante, anzi fondamentale, trovare i partner giusti. Anche l’appoggio dell’istituzione scolastica e delle famiglie coinvolte è stata molto importante soprattutto al momento dell’accoglienza dei partner durante il soggiorno dei francesi a Caltanissetta.
 
Solutions: 

 

Con la collaborazione, il dialogo e il confronto. Di grande importanza è stato anche il sostegno e l’appoggio dell’Istituzione scolastica, l’intesa e la sintonia tra partner, comprese le famiglie,la disponibilità a accettare cambiamenti.
 
Future plans and wish list: 

 

Il progetto ha ottenuto dapprima il Label nazionale, come anche il Portogallo, e la Francia, cosa che ci ha dato accesso al Label europeo. Speriamo, grazie a questo successo, di poter essere tutti presenti e di ritrovarci all’incontro annuale internazionale organizzato dalle Agenzie etwinning.
 
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Learn the world of profession

The project uses a method of WebQuest, which aim is to provide students with a way of team learning based on the idea of constructivism, build their own knowledge based on the Internet, where most

1. Project summary
Summary: 

From January to March 2008 in our school we wrote project and organized a competition for youth for the best multimedia presentation "know the world of professions", which is implemented using Web Quest. The positive reception by the youth of our schools through the Internet and using available information sources on the Internet, and no school in our cooperation with European schools, was born in me the idea of extending this form of youth work to the European schools in the eTwinning. In November 2008 my idea gained adherents among European schools / Turkey and Bulgaria /, jointly engaged young people to act, and so it was our project Learn the Word of professions, which has been awarded the National Quality Label in Turkey and Poland. This project also raised competition in the National Service in the school library and obtained the second place in the country. Maria Mendela from Zespół Szkół Ekonomiczno-Chemicznych in Trzebinia is applyinf to the project today. I `m author and project`s coordinator. European students worked on TwinSpace from March to April 2009. 30 April our project finished on TwinSpace. Students have to develop a career path for rear but interesting professions, according to information given by the teacher, available on the Internet. Rules of the project: 1. The competition is open to all the students of partnership schools 2. The main objective is to learn about the world of professions, in particular, to present new and little known professions. 3. The task is to identify the jobs , which might not be widely known , but still are interesting and worth of attention. 4. The information to be collected by the participants are: - the nature of the job - the necessary qualifications for the job - education needed for the job - kinds of schools which offer preparation for doing the job - workplace Publication of the work / presentations Power Point, including movies and images / are to be published on the website.

2. Country (City / Region)
State: 
Poland
City: 
no city
3. Company/organization/institute presenting the project
Organization: 
Zespół Szkół Ekonomiczno-Chemicznych w Trzebini
4. Type of organization
Select type: 
School
5. Project coordinator
Name and Surname: 
Maria Lidia Mendela
E-Mail: 
maria.mendela@gmail.com
6. Website
The website of the project: 
http://www.zsech.edu.pl
7. Please select the category in which you candidate your project
Youth Education Project. Select Project Users by age: 
Up to 15 years
Helping youth step in the job market: 
Helping youth step in the job market
Creativity and Social Innovation: 
NOT in Creativity and Social Innovation
8. How long has your project been running?
From: 
16/01/2008
9. Targets and Elements of Innovation
Please explain the targets and the background of your project: 

The project uses a method of WebQuest,which aim is to provide students with a way of team learning based on the idea of constructivism, build their own knowledge based on the Internet, where most or all of the information come from interactive online resources,as well as additional materials.The students' task was to identify the little-known, interesting and a decent spread of professions. They weren't given a ready answer, they had to create and perform it in the form of a multimedia presentation. They were only given the information source. WebQuest is an ideal form of team work in the lagoon of information. It develops the ability of searching, selecting and processing information needed.The paricipants of the project had to use creative thinking and problem-solving skills to perform the task.Imagination and creativity of the students was involved, allowing them to search for information in a deliberate and controlled manner. Communication, working with others, problem solving, critical and creative thinking - that's innovative and creative approach to science and teaching.Europenian dimension of the project broadened horizons of ideas of the youth,and allowed them to know the culture of the partners' countries, too. In addition to technical assistance from the coordinator - the librarian who was also qualified as a job adviser, the participants of the project could also count on the care of English language teacher during working on TwinSpace with Turkish and Bulgarian students.

What does it try to achieve and how: 

The ability to search, collect, select and present information is essential for the proper achievement of the objectives of curriculum in each subject. Understanding the world of occupations, methods of finding information about them, improving the skills of using the Internet, using a variety of information sources available on the Internet, learning new opportunities of communication, developing knowledge of other europenian countries, breaking down language barriers in communication, improving the ability to work in teams and knowledge of English ( as a compulsory subject at Matura exam – Leaving Certificate) – these are the benefits of European cooperation in the framework of e Twinning while working on our project using WebQuest. The project used and deepened knowledge of the school subjects: English language, geography, information technology, information management, Polish language, biology, chemistry, knowledge of culture and society While working on the project we used Twinspace platform with its tools: forum, chat, e-mail inbox, calendar, Skype and MSN. The students had to: -choose the partners for the project - choose the profession and make a presentation about it In each team was suppsosed to be at least one person from Turkey, one from Bulgaria and one from Poland.. Occupation suggested by one person had to be accepted by others members of the team. The students then announced chosen profession to the teacher, who assumed a folder on Twinspace with the name of the occupation. There the students placed all the information they had collected, pictures, movies etc which were later used to make a presentation. Each group independently, without interference from the teacher selected occupation and the members of the teams divided the tasks among themselves.Every day the students met in the chat room from 7- 8 p.m. where they had the opportunity to exange views, information and knowledge in a wide group of peers. All possible forms of communication through the Internet were allowed .The teachers placed important messages to all the students on the information board or forum

Which opportunities/problems does it address to: 

• The ability to use multiple sources of information available on the Internet • Knowledge of methods of finding information • Ability to search and organize information • Understanding the world of professions • Ability to plan career path to the profession • Developing English language skills • Becoming pro-Europenian • Awakening of respect for people from other countries and their cultures http://desktop.etwinning.net/index.cfm

Please explain what is unique or special in your project: 

- Signing a contract with the student to do a specific task within a specified period - Each student had to take care of itself to win or to enter into relations with other groups of participants - Through conversations, negotiations and compromise the members of the group had to choose one profession - To do the task in accordance with the schedule of work, participants in each group had to divide the roles and the allocation of work - To do the task, each student had to know with the methods of finding information on the Internet and professional sources of information, developed by the teacher

10. Results
Describe the results of your project as per today: 

Measurable effects: - 10 multimedia presentations in English and national languages of both partners showing the career path for the little – known, but interesting profession of the future Immeasurable effects: participant of the project: - develops knowledge of English - Knows ways to search for information - knows a variety of professional sources of information available on the Internet - uses a different web portals -is able to plan their career path - Uses English in practice -is familiar with types of communicators available on the net -develops communication and interpersonal skills http://desktop.etwinning.net/index.cfm

How does it fulfill the users’ needs: 

50 students worked in this project both during working at our school in 2008 or working on TwinSpace in 2009.

How has it improved the quality of educational and/or training services: 

Our project is an 'open door' leading into the depths of the world of professions Based on these same sources of information, you can attempt to carry out further projects at the e Twinning, for example "Jobs of the past and jobs of the future", "My career path", ”Me and my dream profession "," My dream job / career ", "The European labor market in a particular profession” and even projects in the field of psychology in terms of interests, values, personalities. These problems could be implemented in any type of school and at every level of education. Continuation of learning about the world of professions would allow to get knowledge about the basis of European and national employment policy and to develop career planning skills in order to make better choices and decisions in life. The project ‘Learn the World of professions’ is an ideal starting point for further work with young people on the European forum within the framework of the eTwinning in the theme of professional guidance.

How has it improved the participation of professionals, children, youth and other stakeholders: 

Using modern information and communication technology can encourage young people to work in various thematic areas. Young people go back willingly to the creations of modern digital technology. Imagination and technology are means of learning, agreements, personal development, social and professional life. Participation in the "Learn the Word of professions", provides good conditions for learning and fun at the pleasure of working on self-selected materials. Young people are keen on trying new gadgets and new hardware programs. They are fond of using new tools or new features, which have not been used before. Participation in the project allows young people to work and, at the same time,develope this what thet were not interested before. Classes with the use of the Internet is an effective method of teaching. Learning by playing an active role is accepted by youth and is attractive form of learning as well. The texts written in a text editor, digital photographs included in the Power Point presentations, video movies and e-mail, Internet publications, Power Point, pictures and drawings, video, chat, forum, MP3, - these are the technical means use for the implementation of the project. The higher the technology is, the more fun with it and attractions, which young people will certainly appreciate. Through taken up planned project activities, partially fulfilled students dreams of working with European peers.

How does it promote the use of ICT for the educational and cultural development by professionals, children and youth: 

Using modern information and communication technology can encourage young people to work in various thematic areas. Young people go back willingly to the creations of modern digital technology. Imagination and technology are means of learning, agreements, personal development, social and professional life. Participation in the "Learn the Word of professions", provides good conditions for learning and fun at the pleasure of working on self-selected materials. Young people are keen on trying new gadgets and new hardware programs. They are fond of using new tools or new features, which have not been used before. Participation in the project allows young people to work and, at the same time, develope this what thet were not interested before. Classes with the use of the Internet is an effective method of teaching. Learning by playing an active role is accepted by youth and is attractive form of learning as well. The texts written in a text editor, digital photographs included in the Power Point presentations, video movies and e-mail, Internet publications, Power Point, pictures and drawings, video, chat, forum, MP3, - these are the technical means use for the implementation of the project. The higher the technology is, the more fun with it and attractions, which young people will certainly appreciate. Through taken up planned project activities, partially fulfilled students dreams of working with European peers.

11. Sustainability
What is the full duration of your project: 
Less than 1 year
What is the source of funding for your project: 
Other
Other: 
school
Is your project economically self sufficient now: 
Yes
Insert date: 
01/16/2008
12. Transferability
Has your project been replicated/adapted elsewhere: 
Yes
Specify: 

The project Learn the world of professions from 2008 we adapted to working on TwinSpace

What lessons can others learn from your project: 

The 'Learn the World of professions "is based on technology. Its use is various, from a very simple program such as e-mail or chat, Twin Space learning platform, to more advanced digital presentation of the film, audio, video, photographic technique is used at every level of its application purpose, to serve the personal and social development of students. Children acquire the technical efficiency, creating sound files, video, photographs, used in Power Point presentations and more. On the one hand, students have the opportunity to appreciate the potential of technology as a mean of communication and source of information. On the other hand, they learn to take responsibility for their work which is published on the web, for information, which is sent in texts directly, and indirectly through the method and style of cooperation. Surely, the participants of project will be prepared better to enter the labour market. Their chances of finding a job will increase. Making their creative work and presenting it online ,students improve their ability of self-improving, train how to overcome shyness.Participation in the European project affects positively the level of ambition in life, participation in a national contest allows you to put their knowledge and skills into practice, encourages, and overcomes psychological barriers overcome resistance in the use of e-learning in teaching and learning. Showing teachers the possibilities offered by the program eTwinnig impact directly on the changing attitude of teachers. A student who will contribute development of teaching resources to support teaching and learning at a distance, will have no resistance to the use of this form of learning now and in the future. Acquired experience in the use of multimedia can foster lifelong participation in distance learning courses available around the world. Participation in the project will certainly influence the shaping of a positive image of our school among the potential candidates for our students and their parents, and rest. Also among the local government

We are available to help others starting or working on similar projects: 
We are available to help others starting or working on similar projects.
13. Background information
Background: 

Our school is a professional school preparing young people for work. Hope to prepare young people better to choose a future profession and to the smooth and efficient movement within the European labor market, has developed a program, the School Support Career Job Club, which has been implemented to achieve our school in the years 2004-2008. The program consisted of all students / 495 / in the various stages of training and was conducted 3-year period. Each student, ranging from first grade until the last class, passed through the entire cycle of training,which was done by the teachers of Economics. As a coordinator of the School Support Club career, I managed a team pursuing a program and took care of the realization of the program. The value which was added to our work, beside the obvious benefits to students, was the fact that teachers involved in the execution of the program, took up postgraduate studies in the field of professional counseling, and subsequently, the EU further postgraduate studies in the field of teacher preparation for distance learning. Another consequence of our actions aimed at equalizing educational opportunities for young people, was to develop two projects School and Multimedia Super Szkoła.which I elaborated. The projects have achieved the acceptance of the jury and that is the way we got more than 160,000 zlotys for the program development to the students of our school. Our activities included the conversion of school libraries in the modern educational and information EGO Center School, which sent students to our school a whole range of after-school activities, to equalize educational opportunities for young people. These were trips to the theater, cinema, swimming pool, the tour operator. We bought 7 professional learning courses, to prepare young people for entry into employment and learning of foreign languages, including the lease for a period of a one year, commercial learning platform WBT Server. More than 560 students received certificates of completion of learning courses. In addition, with the computerization of school libraries, the Internet page was developed multimedia information center, which is designed by my service with professional advice via the Internet. www.zsech.biblioteka.edu.pl At the same time we organized a competition for youth for the best multimedia presentation "know the world of professions", which is implemented using Web Quest. The positive reception by the youth of our schools through the Internet and using available information sources on the Internet, and no school in our cooperation with European schools, was born in me the idea of extending this form of youth work to the European schools in the eTwinning. My idea gained adherents among European schools / Turkey and Bulgaria /, jointly engaged young people to act, and so it was our project Learn the Word of professions, which has been awarded the National Quality Label in Turkey and Poland. This project also raised competition in the National Service in the school library and obtained the second place in the country. Effects our projects with on TwinSpace http://my.twinspace.etwinning.net/stuk92

Barriers: 

- Lack of familiarity with the principles of cooperation on the platform eTwinnig - Basic knowledge in the use of the English language on the part of both pupils and teachers in our school -psychological barriers in establishing the knowledge and cooperation with European peers, and lack of experience in communicating via the Internet - Basic knowledge of information sources among young people from the professional advice available on the Internet - Basic knowledge of methods of finding information - Basic knowledge of programs designed to assist in the publication of material on the Internet - Low level of knowledge and often the total lack of, about eTwinnig both on the part of the Directorate, teachers and pupils and the local media and local government -total lack of knowledge of the concepts and their meanings: National Quality Label, Label eTwinning European Quality Label, Quality Label English

Solutions: 

To know the rules of the platform, I registered for eTwinning learning course on How to Work with young people using the platform Service. I passes my knowledge gained from this course to the young people involved in and keep the teachers in our schools and from Turkey. I acquainted the Directorate of eTwinning with the idea and the benefits of the TEF forms of collaboration for students and schools. I also explained the importance of the concepts of the eTwinning Label, Quality Label. I has developed information materials, which included a visit to the school and the District Educational Portal. I informed the local media of any awards for this project followed by a detailed explanation of the meaning of their concepts. I taught young people how to use methods of finding the information they need, has developed a multimedia presentation of the sources of information with professional advice. The project involved working with a teacher of English, who helped us with the language difficulties. Designed to allow any form of communication with European peers. Each student signed a contract in which committed itself to work in a group comprising at least one student from Turkey, Bulgaria and Polish. Each group was required to collect materials about the one county they chose in the group and agreed to develop the profession and a multimedia presentation in English. In this way, shyness problem and overcome the psychological barrier has developed into a purely substantive problem: how to do this, how to find relevant materials, and how to share your work, to perform the task in time, in accordance with the schedule of work and thus honor the signed contract.

Future plans and wish list: 

This project was implemented over a period of two months. Its objectives have been achieved in 100%. However, we are still not satisfied and disappointed that the cooperation with European partners has finished. Our ambition is to extend this project to thematic workshops related to the succession: the motivation, techniques, knowledge of himself, his own personality, self, with the capability and knowledge of the European labour market trends, with simulated interview with a European employer, the documentation accompanying the search for work in Europe, with ways of finding work, developing the professional presentation of the future of modern professions, virtually unknown, such as copywriter, COOLHUNTER, ADVISOR ON NUTRITION, GROOMER, HIPOTERAPEUTA, MAÎTRE D'HOTEL, ORTOPTIST, PERSONAL SHOPPER, SEKSER / KA , APPRAISER, TANATOPRAKTOR, TRENDSETTER, UNDERWRITER,WEBMASTER, WEDDING PLANNER. ETC., This project could be implemented over an extended period (even 3 years) as a multilateral project, taking into account the exchange of European schools. Taken by secondary school adolescents aged 16-19 years. Each of the host partner would prepare information from the field, which in turn all have the opportunity to present them during the joint meetings in the field of activity. At first it's subjects related to sightseeing himself, then learning would be a leading topic of the European world until the end of the professions would be an issue related to employment policy in Europe and the documentation associated with this. And that all young people would be required to produce in English, using modern digital techniques. However, such a project would require approval and funding from the European Union. Taking into account life-long learning and improving their qualifications and skills, the person reported on the exchange holiday in Malta in the period 26.07-01.08, on receiving a grant from Comenius. I am sure that by participating in this course, I will be able to work more efficiently and more effectively pursue my acting within the framework of European cooperation between schools, using my qualification skills as a teacher economist, a professional librarian and an adviser. At the same time, I am improving my language skills by participation in a course learning English through the Internet www.sayspeak.com / 50 hrs., As well as attend an English language course off line / 240 hours /

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The 3 C's (The Euro in us: a cultural and historical approach)

The 3 C's represent the initial letters for: Currency, Coins and Culture. What is the relationship among these three words?

1. Project summary
Summary: 

What does the title "The 3 C's" stand for? The 3 C's represent the initial letters for: Coins, Currency and Culture. What is the relationship among these three words? Currency and coins have a close relationship. They refer directly to economic or monetary issues. But what about Culture? Someone would wonder: "what educational value could have a series of coins or banknotes?" The European currency (€, Euro) is something common to most of us who are part of the European Union. Being so, the illustrations in the notes and coins have a cultural, historical and geographical background which, thus, have an enormous educational potential. From these everyday objects we can imagine and develop different projects. Students will get to know not only the history and culture of the partner's country but also share identities and understand diversity,"building bridges" between them. We feel that the Euro € entry in our lives brought anxiety and different reactions. Positive and negative, especially from the adults' side. But, here we'll try to do a cultural approach... Especially, in the middle of the global economic crisis in the bank and stock market field, this issue has become modern and catchy!!!

2. Country (City / Region)
State: 
Greece
City: 
Karatoula Ilias
3. Company/organization/institute presenting the project
Organization: 
Karatoula Ilias Primary School
4. Type of organization
Select type: 
School
5. Project coordinator
Name and Surname: 
Christos Papandreou
E-Mail: 
papandr7@otenet.gr
6. Website
The website of the project: 
http://dim-karat.ilei.sch.gr/euro/euro.html and http://twinspace.etwinning.net/launcher.cfm?lang=en&cid=33107
7. Please select the category in which you candidate your project
Youth Education Project. Select Project Users by age: 
Up to 15 years
Helping youth step in the job market: 
NOT Helping youth step in the job market
Creativity and Social Innovation: 
Creativity and Social Innovation
8. How long has your project been running?
From: 
08/01/2009
9. Targets and Elements of Innovation
Please explain the targets and the background of your project: 

Objectives Generally, the aims of the project are: to make students aware of some European aspects, to enlarge their knowledge as far as the common currency is concerned, to develop their English and I.C.T. skills, to exchange ideas and experiences and to promote respect and tolerance amongst different cultures.

What does it try to achieve and how: 

Students will start by researching the European coins and banknotes of the partner's country. Then, they will produce a work on the history and culture of the other country, as well as share opinions on the similarities and differences in each other's living habits and beliefs. As regards the pedagogical approach, we followed the project-method development and its phases.

Which opportunities/problems does it address to: 

Our project has close relationship with European active citizenship, European Culture, European Union and new opportunities in education. The new era which the € Euro currency opened has a great interest. It is very challenging as regards the way the Europeans will react in the future.

 

Please explain what is unique or special in your project: 

Although our project reminds coins or monetary issues, something which is far from our students' psychology, we try to take advantage of its European dimension and talk about culture, history, geography, European Union, active citizenship and our everyday lives. Especially, in the middle of the global economic crisis in the bank and stock market field, this issue has become modern and catchy!!! So this feature makes our project unique and innovative.

Our project becomes more amusing and educational as our students present their own interactive board game in both digital and printable version. So anyone can take advantage of it, even if they are not logged on the internet!!! You can find it in the attachments at the end of this page. Just unzip the attached folder with the name "game" and run the "euro1.htm" file. You can also download the zipped folder with the name "Euro Game". It is our printable version. Good luck and have fun!!!

10. Results
Describe the results of your project as per today: 

After our activities our pupils will have: ◊ Learned to work in groups and understand that teamwork is more effective, as they develop communication skills and sociability. ◊ Improved their I.C.T. and English skills and performance.At the end of the project, we hope our students feel motivated to continue exchanging ideas with each other. Moreover, we expect that they will have learned to understand and respect the others' opinion and values.

How does it fulfill the users’ needs: 

Users can take advantage of a new and modern approach on European Union issues such as active citizenship. We also present amusing and interesting online games and exercises made by our students.

 

How many users interact with your project per month and what are the preferred forms of interaction: 

This school year (2008-2009) my greek class interacted with a portuguese class. During this collaboration they exchanged information and experience about their everyday lives, their schools, their countries and talked about modern issues. We used the E-twinning platform an absolutely safe social networking place -free of charge- offered by the European School Network. This made our work and our collaboration easy and very productive. We also communicated each other via e-mail, the chat service of our platform. The Web 2.0 tools helped us so much!!! We created a protected work space http://twinspace.etwinning.net/launcher.cfm?lang=en&cid=33107 and uploaded our work there. Later on we builted a new web site http://dim-karat.ilei.sch.gr/euro/euro.html where we announced our working results. Of course many other users can visit our separate web site and tell us their opinion and do their proposals!!!

How has it improved the quality of educational and/or training services: 

Our pupils found this project amusing and informative, as they learned new things about culture, economy, geography, using ICT tools. They also improved their computer and English skills. Some of them (the team leaders) had no problem, as they have a PC at their home. The others had a few problems (at the start) with the keyboard or how to search the internet and find the suitable sources. The more they practiced, the more they succeeded . At the end of the project they estimated the role of working in teams and its great value. They also realized the new role of Web 2.0 and what the potential of social networking is.

How has it improved the participation of professionals, children, youth and other stakeholders: 

Our teams consist of students coming from different countries and reflecting a socioeconomic and cultural variety. So, pupils from a Greek rural school communicate with an urban Portuguese college -via internet- and exchange information about their school life, their hobbies, their customs, their opinions and reactions about Euro €, our new common currency. During this process, our students realize that their lives look quite the same as they are citizens not only of the European Union, but of a universal community, as well. The globality of the mass media and the new technologies (I.C.T.) educate "digital literated" people who share or promote their experience, learn about others on the planet and try to understand other peoples' individuality and diversity. At the same time, they try to preserve their native and special habits, attributes and identities.

How does it promote the use of ICT for the educational and cultural development by professionals, children and youth: 

Already answerd above.

Describe how you measure (parameters) these results: 

This project produces only positive outcomes. Anyone can take advantage of our material, our online excercises and online games. Moreover they can meet a new perspective of Europe and broaden their mind.

 

11. Sustainability
What is the full duration of your project: 
Less than 1 year
Is your project economically self sufficient now: 
No
12. Transferability
Has your project been replicated/adapted elsewhere: 
No
What lessons can others learn from your project: 

History, Geography, Social Sciences, Arts, European Culture, ICT, foreign languages.

 

We are available to help others starting or working on similar projects: 
We are available to help others starting or working on similar projects.
13. Background information
Background: 

Christos (a greek primary school teacher) met Margarida (an English teacher) in Amsterdam, during a Comenius I.C.T. seminar and from the very first time we agreed on many things about our job. So i persuaded her to undertake with me this nice teamwork. I helped especially with the difficult software in order to support the web-site building.

Barriers: 

Margarida worked with 3 teams in Portugal, while Christos did the same with two teams in Greece. One of our first difficulty was the fact that Margarida had only one hour available for activities, while Christos could spend more than 3 hours per week, as the curriculum there allows 3-4 hours for cross-curricular and cross-thematic projects. The time difference was not a real problem as we could upload our scheduled tasks on the E-twinning platform (an absolutely safe social networking place -free of charge- offered by the European School Network.

Solutions: 

A solution to our first problem was to make a work plan from the beginning and follow it "to the letter". So we knew what we had to do, without sparing our time. As regards the teams, Christos gave the opportunity to George, Theoni and Anna to be the leaders, as they are very good in ICT field and could handle computers skillfully. They also helped their partners to overcome the initial problems with the keyboard (how to find the letters and pointing), the search engines and the software (Ms-Word and PowerPoint). Later they offered their place to the others in order to have their own experience with the PC. All of them collaborated and gave ideas about what to search and how to do it, about the context, the material, the quiz questions, how to construct their board game. Anna had the idea and draw the background for the Euro Currency Game!!! Of course Christos helped with the difficult software (Macromedia Flash 8 and FrontPage) in order to support the whole project. He also gave great help to Margarida in technical issues on PhotoShop 6.As regards our group's structure, we tried to achieve team diversity. So we included pupils (boys and girls) with communication, I.C.T. skills and of course with different capabilities and talents!!! Everybody in the team presented his opinion and all together contributed to our website's context, material and structure.

Future plans and wish list: 

Our future plan is to broaden our project, involving more schools or classes from all over Europe and share again our experience and ideas. This will make our project more effective and representable. The new technologies ICT, the Web 2.0 tools and their convenience will help us to make it true.

 

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Creative Commons

1. Project summary

Summary: 

By means of creative challenges Belgian and Spanish youngsters share their passion for ICT and the internet,  

explore the world of Web 2.0. and become aware of internet copyright.

2. Country (City / Region)
State: 
Belgium
City: 
Malle
3. Company/organization/institute presenting the project
Organization: 
Immaculata Instituut
4. Type of organization
Select type: 
School
5. Project coordinator
Name and Surname: 
Bart Verswijvel
E-Mail: 
bartverswijvel@telenet.be
6. Website
The website of the project: 
http://creativecommonsetwinning.wordpress.com
7. Please select the category in which you candidate your project
Youth Education Project. Select Project Users by age: 
Up to 18 years
Helping youth step in the job market: 
NOT Helping youth step in the job market
Creativity and Social Innovation: 
NOT in Creativity and Social Innovation
8. How long has your project been running?
From: 
01/12/2009
9. Targets and Elements of Innovation
Please explain the targets and the background of your project: 

Our project aimed at several objectives:

 

Creative commons: we wanted the students to become aware of the existence of Internet copyright.

 

Collaborative learning: the students work independently but at the same time they taught each other in an

informal way. The teachers didn’t give any frontal step-by-step instructions.

 

Creativity: creative freedom was  given as much as possible.

 

Responsibility: each student built his own blog.

 

Communication: Spanish and Belgian students worked on the same tasks and exchanged material and results.

 

Dissemination: as coordinators of the project we had the intention of offering all information and instructions

for anyone wanting to adapt or copy our project.

 

What does it try to achieve and how: 

In this project our students acquired competences to communicate in a digital way using web 2.0 tools with respect

for the work of an author (Creative Commons License).

Which opportunities/problems does it address to: 

As educators of millennium learners we think  that the focus we put in this project should be a part of education. We

think that besides the attention for issues like safe internet, attention should be given to copyright and respect for the

work of an author. Pupils (and teachers) often copy and paste without giving at least credit to the author.

Please explain what is unique or special in your project: 

This project was unique and special in several ways.

 

First of all their was the organization (configuration) of the project. Each student was responsible for his own blog and all blogs were linked to the project blog. This configuration offers everything needed for meaningful project work. We considered the ownership of the tool by the student as very important. The project didn’t stop at the end of the lesson! Students had to take full responsibility.

 

For none of the tasks mentioned above frontal teaching was involved. All the students taught each other or worked independently.

 

The project was also unique because we only used online material and programmes of WEB 2.0 but at the same time we wanted my the students aware of the existence of Creative Commons Licenses. Also the complete project was presented under Creative Commons License and we want to share it as much as possible. All presentations, tutorials, descriptions are shared in this project. We think that this project has great potential of replication.

 

We can also mention the spin off website we made in this project: http://bvpics.wordpress.com.

 

As mentioned above , we think that Creative Commons Licenses are an essential part in the education of new millennium learners.

 

10. Results
Describe the results of your project as per today: 

We present this project in a realistic, honest way.

From the project blog (http://creativecommonsetwinning.wordpress.com) all the contributions of the pupils can be

reached. As mentioned above, it was from the start an objective to share everything so that (elements of) this

project can be used by any one interested. So we think that this project is really a good source of inspiration for

teachers who think of setting up an online co-operation with classes from different countries.

How does it fulfill the users’ needs: 

We wanted to our pupils to acquire communicative competences. We think that the things they have learned are

tranferable in new circumstances because we gave full responsibility to our pupils during the learning process.

How many users interact with your project per month and what are the preferred forms of interaction: 

In the Belgian and Spanish school about 50 pupils took part in the project. Since the 2 groups of pupils have a

different mother tongue, we used non verbal communication and English as lingua franca.

How has it improved the quality of educational and/or training services: 

/

How has it improved the participation of professionals, children, youth and other stakeholders: 

This project remained on the level of the class, but as mentioned elsewhere, we tried to disseminate our

experiences, both on the project’s blog as at several conferences where we presented the project.

How does it promote the use of ICT for the educational and cultural development by professionals, children and youth: 

/

Describe how you measure (parameters) these results: 

In both schools the project work was integrated in the curriculum. (In Spain this only counted for a grroup of

students).

 

11. Sustainability
What is the full duration of your project: 
Less than 1 year
12. Transferability
Has your project been replicated/adapted elsewhere: 
Yes
Specify: 

he project has been disseminated in many ways. In Belgium is was presented at 2 conferences: Monitoring Day in

Alden Biesen and Ecomedea Europe in Hasselt (May 2009). The project was also presented at the national eTwinning awards where we won the overall prize of 2009.

 

In Spain the project was presented at the in-service Teachers training center in La Almunia and at the Aragon ICT school meeting (June 2009). Creative Commons was also elected as eTwinning project of the month in Spain.

What lessons can others learn from your project: 

I think we provide as much information as possible. We think that other teachers can copy the structure of our project but that they are free to add other elements.

We are available to help others starting or working on similar projects: 
We are available to help others starting or working on similar projects.
13. Background information
Background: 

This project is an eTwinning project. I found my partner in the database of www.etwinning.net and we took our time to discuss everything before starting with our pupils. We used email but also Google docs for our communication. We learned a lot from each other and we wanted to use many different tools. An overview:

 

Wordpress, Rock You (slideshow), many different (online) tools for picture adaptation (http://bvpics.wordpress.com), Polldaddy (polls), RSS-feeds, Counter (free choice), Moviemaker, Blip.TV (movie hosting), Gmail chat, Synthasite, Scribd, Picasa, Camtasia, Sony Vegas, Google calendar, Google docs Form,  Esurveyspro, Hot Potatoes, Flash meeting, Box.net (online storage)

 

 

Barriers: 

We didn’t discover that many barriers. In the Spanish school the participation to the project was not compulsory

for a group of pupils. Some blogs haven’t been finished by those pupils.

Solutions: 

Next year we will devote more time of the school year to the project. When pupils take part it will be a part of the

curriculum.

 

Future plans and wish list: 

Next year we will continue the cooperation between the same schools. We will work together on a similar basis.

We will also have a third partner. We were invited by a school for teacher training. During the traineeship of about

5 months of one of the future teachers, a group of students will take part under his/her supervision. In the renewed

project we will also put the emphasis on creativity, web 2.0 and Creative Commons License. The

outcomes of the cooperation will be media products where school life will be presented.

 

 

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Do you authorize the FMD to the treatment of your personal data?: 
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Creative Commons

1. Project summary

Summary: 

By means of creative challenges Belgian and Spanish youngsters share their passion for ICT and the internet,  

explore the world of Web 2.0. and become aware of internet copyright.

2. Country (City / Region)
State: 
Belgium
City: 
Malle
3. Company/organization/institute presenting the project
Organization: 
Immaculata Instituut
4. Type of organization
Select type: 
School
5. Project coordinator
Name and Surname: 
Bart Verswijvel
E-Mail: 
bartverswijvel@telenet.be
6. Website
The website of the project: 
http://creativecommonsetwinning.wordpress.com
7. Please select the category in which you candidate your project
Youth Education Project. Select Project Users by age: 
Up to 18 years
Helping youth step in the job market: 
NOT Helping youth step in the job market
Creativity and Social Innovation: 
NOT in Creativity and Social Innovation
8. How long has your project been running?
From: 
01/12/2009
9. Targets and Elements of Innovation
Please explain the targets and the background of your project: 

Our project aimed at several objectives:

 

Creative commons: we wanted the students to become aware of the existence of Internet copyright.

 

Collaborative learning: the students work independently but at the same time they taught each other in an

informal way. The teachers didn’t give any frontal step-by-step instructions.

 

Creativity: creative freedom was  given as much as possible.

 

Responsibility: each student built his own blog.

 

Communication: Spanish and Belgian students worked on the same tasks and exchanged material and results.

 

Dissemination: as coordinators of the project we had the intention of offering all information and instructions

for anyone wanting to adapt or copy our project.

 

What does it try to achieve and how: 

In this project our students acquired competences to communicate in a digital way using web 2.0 tools with respect

for the work of an author (Creative Commons License).

Which opportunities/problems does it address to: 

As educators of millennium learners we think  that the focus we put in this project should be a part of education. We

think that besides the attention for issues like safe internet, attention should be given to copyright and respect for the

work of an author. Pupils (and teachers) often copy and paste without giving at least credit to the author.

Please explain what is unique or special in your project: 

This project was unique and special in several ways.

 

First of all their was the organization (configuration) of the project. Each student was responsible for his own blog and all blogs were linked to the project blog. This configuration offers everything needed for meaningful project work. We considered the ownership of the tool by the student as very important. The project didn’t stop at the end of the lesson! Students had to take full responsibility.

 

For none of the tasks mentioned above frontal teaching was involved. All the students taught each other or worked independently.

 

The project was also unique because we only used online material and programmes of WEB 2.0 but at the same time we wanted my the students aware of the existence of Creative Commons Licenses. Also the complete project was presented under Creative Commons License and we want to share it as much as possible. All presentations, tutorials, descriptions are shared in this project. We think that this project has great potential of replication.

 

We can also mention the spin off website we made in this project: http://bvpics.wordpress.com.

 

As mentioned above , we think that Creative Commons Licenses are an essential part in the education of new millennium learners.

 

10. Results
Describe the results of your project as per today: 

We present this project in a realistic, honest way.

From the project blog (http://creativecommonsetwinning.wordpress.com) all the contributions of the pupils can be

reached. As mentioned above, it was from the start an objective to share everything so that (elements of) this

project can be used by any one interested. So we think that this project is really a good source of inspiration for

teachers who think of setting up an online co-operation with classes from different countries.

How does it fulfill the users’ needs: 

We wanted to our pupils to acquire communicative competences. We think that the things they have learned are

tranferable in new circumstances because we gave full responsibility to our pupils during the learning process.

How many users interact with your project per month and what are the preferred forms of interaction: 

In the Belgian and Spanish school about 50 pupils took part in the project. Since the 2 groups of pupils have a

different mother tongue, we used non verbal communication and English as lingua franca.

How has it improved the quality of educational and/or training services: 

/

How has it improved the participation of professionals, children, youth and other stakeholders: 

This project remained on the level of the class, but as mentioned elsewhere, we tried to disseminate our

experiences, both on the project’s blog as at several conferences where we presented the project.

How does it promote the use of ICT for the educational and cultural development by professionals, children and youth: 

/

Describe how you measure (parameters) these results: 

In both schools the project work was integrated in the curriculum. (In Spain this only counted for a grroup of

students).

 

11. Sustainability
What is the full duration of your project: 
Less than 1 year
12. Transferability
Has your project been replicated/adapted elsewhere: 
Yes
Specify: 

he project has been disseminated in many ways. In Belgium is was presented at 2 conferences: Monitoring Day in

Alden Biesen and Ecomedea Europe in Hasselt (May 2009). The project was also presented at the national eTwinning awards where we won the overall prize of 2009.

 

In Spain the project was presented at the in-service Teachers training center in La Almunia and at the Aragon ICT school meeting (June 2009). Creative Commons was also elected as eTwinning project of the month in Spain.

What lessons can others learn from your project: 

I think we provide as much information as possible. We think that other teachers can copy the structure of our project but that they are free to add other elements.

We are available to help others starting or working on similar projects: 
We are available to help others starting or working on similar projects.
13. Background information
Background: 

This project is an eTwinning project. I found my partner in the database of www.etwinning.net and we took our time to discuss everything before starting with our pupils. We used email but also Google docs for our communication. We learned a lot from each other and we wanted to use many different tools. An overview:

 

Wordpress, Rock You (slideshow), many different (online) tools for picture adaptation (http://bvpics.wordpress.com), Polldaddy (polls), RSS-feeds, Counter (free choice), Moviemaker, Blip.TV (movie hosting), Gmail chat, Synthasite, Scribd, Picasa, Camtasia, Sony Vegas, Google calendar, Google docs Form,  Esurveyspro, Hot Potatoes, Flash meeting, Box.net (online storage)

 

 

Barriers: 

We didn’t discover that many barriers. In the Spanish school the participation to the project was not compulsory

for a group of pupils. Some blogs haven’t been finished by those pupils.

Solutions: 

Next year we will devote more time of the school year to the project. When pupils take part it will be a part of the

curriculum.

 

Future plans and wish list: 

Next year we will continue the cooperation between the same schools. We will work together on a similar basis.

We will also have a third partner. We were invited by a school for teacher training. During the traineeship of about

5 months of one of the future teachers, a group of students will take part under his/her supervision. In the renewed

project we will also put the emphasis on creativity, web 2.0 and Creative Commons License. The

outcomes of the cooperation will be media products where school life will be presented.

 

 

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Do you authorize the FMD to the treatment of your personal data?: 
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My Town in Numbers

1. Project summary
Summary: 

The project work was clearly planned from the very beginning. All the partner teams had the same tasks within the project. After comparing the curriculum, we decided on the groups to involve in the project. The first materials were presentations of our towns, schools, teams, including historical aspects of our places. The second one was the contest for the blog. Students created the logo proposals, either drawn by themselves, or using specialized sites or software. The winning logos of the counties competed among in the final phase and the Czech proposal won. Then, we all started proposing Mathematical tasks for our partners, in the order of our schools. As the other teams gave the solution, the proposing team would confirm the correctness, we discussed and compared them both among teachers and n class. December was a special month, all our students created Christmas cards, videos and carols for the other teams.The communication among teachers was constant, both in the blog and by email. The pupils also used the forum. The webpage was created by the Romanian team, with the contribution of all the partners. The students' work was constant, both at proposing tasks and at solving them. They could also use the TwinSpace and many ICT tools, even some web 2.0 tools.

2. Country (City / Region)
State: 
Romania
City: 
Bucharest
3. Company/organization/institute presenting the project
Organization: 
School no. 92
4. Type of organization
Select type: 
School
5. Project coordinator
Name and Surname: 
Irina Vasilescu
E-Mail: 
ivasil63@yahoo.com
6. Website
The website of the project: 
http://irina.sorinvasilescu.ro
7. Please select the category in which you candidate your project
Youth Education Project. Select Project Users by age: 
Up to 15 years
Helping youth step in the job market: 
NOT Helping youth step in the job market
Creativity and Social Innovation: 
Creativity and Social Innovation
8. How long has your project been running?
From: 
17/09/2008
9. Targets and Elements of Innovation
Please explain the targets and the background of your project: 

The aim of the project in terms of educational activity is to compare how the students would react to this new approach, and maybe to start similar projects in the future. It will also hopefully be a way to diversify our teaching techniques, to bring to life the ideas of constructivist instruction, to use ICT to describe our experiences, as well as for reporting and communication, a way of sharing results and students ideas, to compare our work environment, the different education systems, the curriculum etc..

What does it try to achieve and how: 

The project tried to connect the Maths curriculum to out every-day reality, in order to make Maths a more learner-friendly and less abstract subject. Furthermore, we tried to give it a European dimension by learning as much as possoble about each others' environment and way of life, as well as our different way of teaching and learning Mathematics. The European dimension was mostly given by the comparison and sharing of our environment, as the tasks were mostly connected to our towns and schools. We also presented and compared our schools and our educational systems. The pupils learned a lot about their own place and about other countries and ways of life and they were very pleased both to share the particularities and to enhance the similarities, as well as to communicate with their partners in the TwinSpace forum.

Which opportunities/problems does it address to: 

Project-teaching and collaborative work are still teaching methods that we are trying to master. The connection to every-day reality gave the Mathematical tasks a  more real aspect and made it a more learner-friendly subject. The visibility of their work for the other teams was very challenging and rewarding for the pupils, as they felt they were doing more than the usual school work. Most of them are using the computer for creative purposes for the first time and they have learned a lot about presentations, photo editing, using the eTwinning tools as well as some Web 2.0 tools. They had never thought that Maths could also mean puzzles, animation, wordclouds, encrypted messages, and all sort of games.

Please explain what is unique or special in your project: 

Both for students and for teachers, the innovative side comes first of all from the cross-curricular aspect of this work and from using many kinds of tools, including media. Many of the tools were very easy to use and the pupils could use them themselves with no difficulty, such as: Photofunia, wordclouds, Dvolver for animation. They will be able to use them in other subjects next year, such as for foreign languages.
The most important aspect of the project was its interactivity, because of the main activity, consisting in proposing and solving problems, and due to the communication using the blog and forum. The fact that the problems were directly tied to our cities has created an atmosphere of mutual knowledge, while finding the solutions and comparing the results have given rise to a spirit of competition very stimulating for the students.
One of biggest qualities of this project has been motivation among the students. They have developed new skills, learned to see knowledge as a complex, as a result of more activities in various domains, as a cross-curricular activity.

10. Results
Describe the results of your project as per today: 

 

All the pupils could use the etwinning platform and its tools, as it is very reliable and does not require complicated knowledge, but most of the times they used it to navigate and communicate with the other teams. They could also communicate by email and look for information on the Internet, in the school’s computer room but also at home, as almost all of them have an Internet connection. It was a new and challenging way to use the computers for them, as they had mainly used it for chatting, games and web searching so far.  
      The project blog was a tool of communication between the teams, but also a space for the materials which could not be loaded on TwinSpace due to their format or size.
      An important role in the project’s visibility is played by its website. It was created using Microsoft Frontpage using the materials that have been turned to .pdf format. The site has pages with information about the project, presentations of our cities, schools and classes taking part in the project, the tasks submitted by each of the teams and the partners’ solutions, with Christmas cards, movies and Christmas carols, a link to the blog.
 
web-page: http://irina.sorinvasilescu.ro
blog: http://mytowninnumbers.blogspot.com/
public twinspace: http://my.twinspace.etwinning.net/mytowninnumbers?l=en

 

How does it fulfill the users’ needs: 

Most of the pupils have Internet connections at home, but they mostly use the computer for games and chatting, so they find the aspect of research and creativity very challenging. The main advantages of this project from the pupils’ point of view are: motivation, developing new skills, getting to see knowledge as a complex, as a result of more types of activities; the use of computers for research and in a creative way; the value of collaborative work; the development of their English language and communication abilities. As for the teachers, the benefits are: trying another approach to teaching, a more constructive and creative one, using the ICT as a tool for both creativity and communication.
     On the other hand, I improved my competence in the use of ICT tools and I was greatly helped by the participation to the eTwinning LearningLabs, namely in the Creative Use of Media, and I was given once again the opportunity to work in an interdisciplinary basis, in a more open and flexible way. It meant a great increase of the expertise and a new approach in teaching, a new methodology.

How many users interact with your project per month and what are the preferred forms of interaction: 

The students involved in the project were about 20-30 in each school, but the webpage was used as a dissemination way for other groups of students and teachers in our school.

How has it improved the quality of educational and/or training services: 

The project was perfectly integrated in the curriculum.

The most important aspect of the project was its interactivity, because of the main activity, consisting in proposing and solving problems, and due to the communication using the blog and forum. The fact that the problems were directly tied to our cities has created an atmosphere of mutual knowledge, while finding the solutions and comparing the results have given rise to a spirit of competition very stimulating for the students.
One of biggest qualities of this project has been motivation among the students. They have developed new skills, learned to see knowledge as a complex, as a result of more activities in various domains, as a cross-curricular activity.
Teachers tried a new approach on teaching, a more creative, constructive and flexible one, using the ICT as a tool for both creativity and communication. They have also used computers for research and in a creative way, got to value collaborative work and, last but not least, they developed their English language
How has it improved the participation of professionals, children, youth and other stakeholders: 

 
Both for students and for teachers, the innovative side comes first of all from the cross-curricular aspect of this work and from using many kinds of tools, including media. Many of the tools were very easy to use and the pupils could use them themselves with no difficulty, such as: Photofunia, wordclouds, Dvolver for animation. They will be able to use them in other subjects next year, such as for foreign languages. The pupils were very enthusiastic about it. This is due to two factors: seeing their own work on the Internet is very rewarding, and secondly, they enjoy this new approach to learning Mathematics and to using the computer. The hands-on, real aspect of the tasks was very motivating too, as well as the interactivity of the project. They have improved their English level and learned to use paper and on-line dictionaries. They enjoyed collaborative work, both in the Romanian team and with their foreign partners. Their cultural horizon broadened considerably.

How does it promote the use of ICT for the educational and cultural development by professionals, children and youth: 

We have used a multitude of ICT tools. The pupils involved in this project were 6th graders (12-13 years old), so I tried to adapt both the work and the way to display the results to their age-group. Therefore, the use of ICT and the tasks had to fit their degree of expertise. That is why I used a lot of tools, besides the TwinSpace, including a blog, a web page and Web 2.0 tools    In addition to presentations in PowerPoint, I have used other types of materials designed to make work tasks more attractive to students. Thus, we have created for them slide-shows, puzzles representing well-known monuments in Bucharest, animations to present solutions of problems, word clouds of the texts of theorems. The latter were easily created by the students, as the applications are very easy to use.  Students have also created the logo proposals, either drawn by themselves, or using specialized sites or software. The webpage is a very good way to display our work and get feedback.

Describe how you measure (parameters) these results: 

By observing their involvment and assessing the quality and degree of the task solving.

11. Sustainability
What is the full duration of your project: 
From 1 to 3 years
12. Transferability
What lessons can others learn from your project: 

The materials, especially those in the web-site and the blog are visible for everyone. The other students and teachers in our school and even the parents can be aware of our work and give us feed-back. Many of them can be used in the following years as auxiliaries for teaching certain topics.  We involved our Physics teacher in some of our activities and therefore we experienced our first trans-curricular classes. On the other hand, the other teachers in the department were also informed and very interested in our tasks.

We are available to help others starting or working on similar projects: 
We are available to help others starting or working on similar projects.
13. Background information
Barriers: 

The main barrier consisted in the the need to work mainly outside the timetable, due to the very stuffed curriculum, in all our schools. Besides that, we had difficulties in using more computers and a reliable Internet connection at school.

Solutions: 

We worked extra time, in our free time, and made efforts to adapt to the material resources at school.

Future plans and wish list: 

To go on with this type of collaboration during the following years.

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LES NOCES DE L'EUROPE http://www.bdp.it/galleria/docu/ http://www.texteimage.com/noceseurope/spip.php?rubrique3

Un progetto eTwinning che ha come basi i grandi movimenti culturali europei. http://www.texteimage.com/noceseurope/spip.php?rubrique3
comunicazione

produzione e la pubblicazione

1. Project summary
Summary: 

La (le ) classe(i) italiana(e) ha svolto quanto più possibile la stessa programmazione disciplinare della scuola partner nelle ore curricolari di francese.Gli insegnanti per mezzo delle lezioni a distanza, hanno valutato con apposite griglie comuni e sempre per mezzo delle TIC.
Sono state previste ore di effettiva compresenza,ore,cioè,in cui le classi lavorano in contemporanea (almeno 1 sulle 4 curricolari, in Italia).
Sono stati svolti altresì lavori di gruppo misti italo-francesi,compiti su gli stessi argomenti e prodotti finali digitali comuni.
E' stata prevista inoltre una continua valutazione “incrociata”.

2. Country (City / Region)
State: 
Italy
City: 
Livorno
3. Company/organization/institute presenting the project
Organization: 
Liceo Scientifico Francesco Cecioni
4. Type of organization
Select type: 
School
5. Project coordinator
Name and Surname: 
Marina Marino
E-Mail: 
marinomarina2@gmail.com
6. Website
The website of the project: 
http://www.texteimage.com/noceseurope/spip.php?rubrique3
7. Please select the category in which you candidate your project
Youth Education Project. Select Project Users by age: 
Up to 18 years
Helping youth step in the job market: 
NOT Helping youth step in the job market
Creativity and Social Innovation: 
Creativity and Social Innovation
8. How long has your project been running?
From: 
01/09/2006
9. Targets and Elements of Innovation
Please explain the targets and the background of your project: 

Ce sont ces racines de l’Europe d’aujourd’hui que nous proposons aux jeunes européens d’explorer à travers quelques oeuvres significatives. Nous proposons des œuvres françaises mais les participants de chaque pays à ce projet ne manqueront pas de mentionner les œuvres de leur pays les plus représentatives

What does it try to achieve and how: 

Nell’ambito di una DIDATTICA PER PROGETTI, abbiamo adottato un approccio allargato all’AZIONE, considerando i discenti come i membri di un gruppo classe allargato e con degli obiettivi PRATICI non solo di tipo linguistico da realizzare in un contesto specifico, utilizzando le TIC in modo creativo.

La lingua ed il contesto storico-letterario sono diventate le situazioni evolute e complesse all’interno delle quali ci muoviamo per un PROGETTO FINALE CONCRETO

Abbiamo, in sostanza, assunto il ruolo di facilitatori, organizzando diversamente gli spazi ambientali, proponendo tematiche e problematiche comuni nelle quali gli alunni stabiliscono ciascuno il PROPRIO PERCORSO INDIVIDUALE, lavorando a coppie e/o a gruppi per poi mettere in comune con i compagni e gli insegnanti.

Utilizzazione di . software (PowerPoint, video, foto e disegni), Ambienti di apprendimento virtuale , Audioconferenza, Chat, email, Forum, MP3, Pubblicazione su Web, Videconferenza

Creazione di uno spazio virtuale - che comprende le produzione dei nostri alunni ed anche numerosi documenti,foto,un blog/dialogo con gli aluni e tra alunni

G Mail, Google Documents, Flash Meeting,Second Life,Ustream Tv, Skype, La Cartonnerie.com, camtasia.web,White Board,Blog, De-Li.Cious. Picasa, Skype, You Tube, ou Daily Motion (per cercare e publiccare le produzioni originali degli alunni).

Prodotti: Site web Blog Web Magazine

le TIC come strumento di utilizzo costante nel processo d’insegnamento-apprendimento al fine di proporre ai discenti un vero “ bagno” di lingua fino a vivere una situazione di classe completamente virtuale in cui gli alunni e gli insegnanti nei diversi Paesi studiano, lavorano e collaborano come in un’unica classe.(utilizzando la lingua francese)

Which opportunities/problems does it address to: 

Promuovere nei giovani la consapevolezza di appartenere ad una Europa comune che declina in molte differenze une profonda uguaglianza derivante dall'appartenenza ad una cultura comune.
scambiare e arricchire le conoscenze reciproche sugli aspetti socio-culturali dei Paesi partners
dipingere un'immagine delle società europee
a partire da una riflessione sul passato,sollecitare un dialogo quanto più spontaneo e sincero possibile tra i giovani su temi che fanno parte delle loro vite quotidiane.
utilizzare le ITC come non come fine ma come mezzo

Please explain what is unique or special in your project: 

Abbiamo, in sostanza nell’ambito di una didattica costruttivista,, assunto il ruolo di facilitatori, organizzando diversamente gli spazi ambientali, proponendo tematiche e problematiche comuni nelle quali gli alunni stabiliscono ciascuno il PROPRIO PERCORSO INDIVIDUALE, lavorando a coppie e/o a gruppi per poi mettere in comune con i compagni e gli insegnanti con la volontà di accettare di mettersi in discussione condividendo esperienze che ci portano a lavorare in equipe superando le nostre differenze . Lezioni sempre in laboratorio di informatica, di rendere “FLESSIBILE” l’orario in modo da favorire una didattica peer to peer. strategia didattica CHE INTEGRI I “LIBRI” AI CONTENUTI DIGITALI dando sempre più spazio a questi ultimi e ponendo l’accento sull’apprendimento e non sull’insegnamento.

10. Results
Describe the results of your project as per today: 

nostri alunni sono motivati ad apprendere le lingue,nel nostro caso il francese, in un contesto più largamente "educativo" utilizzando le nuove tecnologie ;Utilizzare costantemente durante le mie lezioni il laboratorio di informatica, di rendere “FLESSIBILE” l’orario in modo da favorire una didattica peer to peer

How does it fulfill the users’ needs: 

USO COSTANTE DEL LABORATORIO INFORMATICO (proposto non come aula ottocentesca in cui una cattedra domina sui banchi-postazione degli alunni, ma come spazio condiviso in cui alunni ed insegnante lavorano fianco a fianco). -UTILIZZO DELLA LAVAGNA MARRATECK, Wideboard che ci consente di leggere, ascoltare, parlare, sottolineare, fotografare come se le due classi fossero una sola e lo schermo del computer diventasse trasparente consentendo il passaggio immediato da una realtà all’altra.. UTILIZZO DI WIKI su cui i discenti eseguono gli stessi compiti a casa che sono corretti poi da noi insegnanti insieme. -PUBBLICAZIONE DEI LAVORI DEGLI ALUNNI SU Blogs, Siti . su cui essi accedono autonomamente e propongono i risultati dei loro percorsi di apprendimento individuale e/o di gruppo,sotto forma di presentazioni multimediali, foto, video digitali e musiche. L’elemento della pubblicazione è per noi molto importante: gli alunni prendono pratica con i problemi ad essa connessi, dalla conoscenza delle leggi relative ai diritti d’autore alla capacità di pubblicare sul web alleggerendo,comprimendo file ecc.

How many users interact with your project per month and what are the preferred forms of interaction: 

...I ragazzi delle classi partners ( circa 60) entrano nell'ambiente virtuale quando vogliono e senza il "filtro" degli insegnanti anche dalle loro case.

How has it improved the quality of educational and/or training services: 

Per i giovani è l'occasione di tessere legami "europei" non soltanto sul piano scolastico ma soprasttutto affettivo.
Ad esempio,Agli alunni di entrambi i licei è stato proposto un questionario in cui si chiedeva di chiarire cosa vuol dire sentirsi europeo e cosa incarna lo “spirito europeo”.

E’ stato interessante scoprire che essi si sentono europei perché condividono con altri europei gli stessi valori (tolleranza, rispetto dei diritti umani e delle convinzioni di ognuno).

In seguito a questa attività, utilizzando un FORUM, i giovani si sono confrontati su temi specifici partendo da un’intervista radiofonica al filosofo Edgard Morin. Il liceo ha partecipato via chat al dibattito su come costruire l’europa organizzato il 26 aprile 2007 a Sèvres (cfr: http://melies.ac-versailles.fr/projet-europe/salon/ ).

Sviluppare l'idea che gli europei sono uniti da valori e storie comune al di là delle differenze..che proprio per ciò..ci rendono..uguali!

How has it improved the participation of professionals, children, youth and other stakeholders: 

gli alunni stabiliscono ciascuno il PROPRIO PERCORSO INDIVIDUALE, lavorando a coppie e/o a gruppi per poi mettere in comune con i compagni e gli insegnanti.

Creazione di un sito in cui studenti con insegnanti,hanno lavorato insieme promuovendo l'autostima e collaborazione.
Autonomia per una pubblicazione dei prodotti

How does it promote the use of ICT for the educational and cultural development by professionals, children and youth: 

Le Nuove tecnologie sono strumenti per fare,capire,conoscersi,collaborare..scoprire.

Describe how you measure (parameters) these results: 

Obiettivi formativi; conoscenze maturate; abilità informatiche; partecipazione; motivazione ed interesse per le attività.

11. Sustainability
What is the full duration of your project: 
From 3 to 6 years
Is your project economically self sufficient now: 
Yes
Insert date: 
07/19/2009
12. Transferability
Has your project been replicated/adapted elsewhere: 
No
What lessons can others learn from your project: 

I GENITORI diventano per noi estremamente importanti:

essi sono forzatamente coinvolti dai loro figli che li invitano a guardare, collaborare nelle attività informatiche svolte a casa, sostenere il loro stesso lavoro.

E sono proprio i genitori che, apprezzando sempre più questa didattica, diventano i promotori delle nuove pratiche e gli entusiasti divulgatori delle attività svolte nelle scuole.

We are available to help others starting or working on similar projects: 
We are available to help others starting or working on similar projects.
13. Background information
Background: 

Il progetto è coordinato dagli insegnanti Marina Marino, insegnante di lingua francese al Liceo Francesco Cecioni di Livorno , e dal professor Christian Perrier in Francia , Lycée Marguerite de Navarre Bourges France . vi partecipano ,inoltre,il Pallotynskie Gimnazjum i Liceum Ogolnoksztalcace im. Stefana Batorego(Pologne) ,il Lycée George Sand La Châtre (France)

Future plans and wish list: 

Continuare il percorso attraverso la storia ed i movimenti culturali europei contemporanei.

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PROGETTO etwinning ARBRE SACRE' :tra bambini francesi ed africani ed adolescenti italiani.

Creare,crescere,condividere un'esperienza aristica e pedagogica utilizzando le nuove tecnologie a partire da un patrimonio ricchissimo : le fiabe popolari. http://italiefrance.blogspot.com/

1. Project summary
Summary: 

La fiaba da cui prende il nome il nostro progetto è una fiaba africana,del Burkina Faso, un Paese francofono.Questa fiaba è stata il punto di partenza per un confronto suitemi del rispetto della natura,della necessità di pensare autonomamente,della tolleranza e della pace utilizzando un blog ed i disegni dei bambini francesei ed africani.

2. Country (City / Region)
State: 
Italy
City: 
Livorno
3. Company/organization/institute presenting the project
Organization: 
Liceo Scientifico Francesco Cecioni
4. Type of organization
Select type: 
School
5. Project coordinator
Name and Surname: 
Marina Marino
E-Mail: 
marinomarina2@gmail.com
6. Website
The website of the project: 
http://italiefrance.blogspot.com/
7. Please select the category in which you candidate your project
Youth Education Project. Select Project Users by age: 
Up to 18 years
Helping youth step in the job market: 
NOT Helping youth step in the job market
Creativity and Social Innovation: 
Creativity and Social Innovation
8. How long has your project been running?
From: 
13/03/2006
9. Targets and Elements of Innovation
Please explain the targets and the background of your project: 

L'idea di mettere in relazione bambini ed adolescenti facendoli "fare" è venuta a me ,insegnante di francese L2 in un Liceo,ed al collega Bruno Aguilée ,insegnante elementare in una scuola Parigina. Abbiamo voluto dimostrare che è possibile lavorare in verticale con soddisfazione ed arricchimento reciproco confrontandoci attraverso una didattica orientata all'azione anche con bambini africani uniti a noi dallla lingua francese (veicolare) e l'obiettivo pedagogico.

What does it try to achieve and how: 

Utilizzando un blog e le ITC,la lingua francese strumento di comunicazione veicolare,ci ha permesso di scoprire le differenze culturali,talvolta enormi,rispetto ai piccoli africani, ma anche di riscoprire valori,sentimenti ed emozioni che ,declinati in forme così diverse,tuttavia sono uguali e ci appartengono in quanto Esseri Umani.

Which opportunities/problems does it address to: 

scambiare e arricchire le conoscenze reciproche sugli aspetti socio-culturali dei rispettivi Paesi e Continenti; dipingere un'immagine delle societàdi appartenenza quanto più vicina possibile alla realtà e,soprattutto,al vissuto dei nostri alunni metttere a fuoco e riflettere sui problemi quali l'ambiente, la realizzazione dei sogni futuri ...sollecitare un dialogo quanto più spontaneo e sincero possibile tra i giovani su temi che fanno parte delle vite quotidiane. utilizzare le ITC come non come fine ma come mezzo

Please explain what is unique or special in your project: 

L'apprendimento peer to peer tra bambini ed adolescenti francofoni; la lingua francese come strumento di comunicazione e di confronto di idee e linguaggi; il confronto tra culture; la scoperta della differenza tra oggetto/ parole ed idea con il variare delle culture; il dialogo interculturale ed il rispetto per il contesto socioculturale dell'Altro

10. Results
Describe the results of your project as per today: 

nostri alunni sono motivati ad apprendere le lingue,nel nostro caso il francese, in un contesto più largamente "educativo" utilizzando le nuove tecnologie ed il disegno . Gli adolescenti italiani accettano le "correzioni" dei bambini francesi poichè sono motivati dall'obiettivo comune: la comunicazione,attraverso il francese con i piccoli del Burkina Faso.

How does it fulfill the users’ needs: 

sottolinere la necessità dello studio della lingua straniera promuovendo l'avvicinamento tra i popoli ,il rispetto dell'ambiente e la cittadinanza attiva utilizzando le ITC a scuola in contesto di CLIL

How many users interact with your project per month and what are the preferred forms of interaction: 

...I ragazzi entrano nell'ambiente virtuale quando vogliono e senza il "filtro" degli insegnanti anche dalle loro case. I bambini del Burkina Faso hanno ricevuto una telecamera dalla scuola francese ( che hanno voluto restituire alla fine del percorso) per rendere viva la loro presenza poichè la loro scuola è spesso all'aperto. I disegni ci sono stati inviati per Posta. I bambini hanno dipinto le vetrate della scuola () in un'attività laboratoriale) con i disegni che illustrano la fiaba . Gli adolescenti italiani hanno riscritto la fiaba in francese adattandola al nostro contesto storico-sociale e l'hanno proposta ai bambini francesi che l'hanno corretta linguisticamente in un ricco scambio reciproco.

How has it improved the quality of educational and/or training services: 

Per i giovani è l'occasione di tessere legami "europei" non soltanto sul piano scolastico ma soprasttutto affettivo. Divenire coscienti della comune appartenenza di ogni Essere Umano alla Umanità attraverso l'Humanitude.

How has it improved the participation of professionals, children, youth and other stakeholders: 

Collaborazione con i giovani studenti del Burkina Faso. Creazione di un sito in cui studenti con insegnanti,hanno lavorato insieme promuovendo l'autostima e collaborazione. Autonomia per una pubblicazione dei prodotti .

How does it promote the use of ICT for the educational and cultural development by professionals, children and youth: 

Le nuove tecnologie sono state il mezzo per accorciare le distanze tra continenti ma anche tra le diverse età dei giovani divenendo unmezzo per "fare".

Describe how you measure (parameters) these results: 

Obiettivi formativi; conoscenze maturate; abilità informatiche; partecipazione; motivazione ed interesse per le attività.

11. Sustainability
What is the full duration of your project: 
From 3 to 6 years
Is your project economically self sufficient now: 
Yes
Insert date: 
07/19/2009
12. Transferability
Has your project been replicated/adapted elsewhere: 
No
What lessons can others learn from your project: 

un insegnamento che nel suo insieme (e non solo parlando di lingua straniera) viva, non solo dica, tolleranza, rispetto reciproco, accoglienza, pace. contribuire alla formazione dell'uomo quale essere completo..

We are available to help others starting or working on similar projects: 
We are available to help others starting or working on similar projects.
13. Background information
Background: 

Il progetto è coordinato dagli insegnanti Marina Marino, insegnante di lingua francese al Liceo Francesco Cecioni di Livorno ,dal professor Bruno Aguilée ,insegnante elementare alla scuola primaria Paul Fort, Parigi, Francia

Barriers: 

Gli ostacoli di ordine pratico ( distanza ,differenza di mezzi tecnologici..) sono stati superati dall'entusiasmo,la creatività e l'iniziativa di tutti.

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SHARING OUR WORLD - CONDIVIDERE IL MONDO

Un gemellaggio elettronico per alunni di centri culturalmente ed economicamente ricchi, ma a rischio di isolamento: per imparare a interagire e comunicare con l&rsq

1. Project summary
Summary: 

Il progetto è nato da un’idea delle docenti Monika Kiss (Orczy István Általános Iskola - Ungheria) e Laura Maffei (Scuola Sec. di 1° grado  “Arnolfo di Cambio” - Italia). Dopo aver contattato i rispettivi Dirigenti, le docenti hanno creato una partnership tra gli Istituti, allargandola poi, dopo i primi buoni risultati, alle comunità di appartenenza (al progetto hanno infatti contribuito attivamente i Comuni di Casole d’Elsa e Szeged).

Il percorso, articolato come un “diario di bordo”, è semplice e flessibile: consiste nel far conoscere le classi delle due docenti attraverso scambi, prima informatici e poi fisici, in modo da condividere le attività quotidiane nella scuola e nella vita di un
ragazzo ungherese e di un ragazzo italiano. Le classi ungheresi studiano come lingue straniere Italiano ed Inglese, quelle
italiane studiano Inglese e Spagnolo. La comunicazione è avvenuta perciò in parte in Italiano, in parte in Inglese. Si è scelto di
iniziare con un progetto eTwinning poiché il portale in questione garantisce uno spazio sicuro e stimolante per i contatti
informatici tra gli alunni.
 
Il progetto si è basato sulla “RACCOMANDAZIONE DEL PARLAMENTO EUROPEO E DEL CONSIGLIO del 18 dicembre 2006
relativa a competenze chiave per l'apprendimento permanente”, in particolare sulle competenze sociali e civiche, per rispondere
alle specifiche esigenze dei due Istituti. Si tratta di centri ricchi dal punto di vista artistico–culturale, ma che per la posizione
isolata tendono a concentrarsi solo su se stessi. Da qui l’intento di stimolare gli alunni a confrontarsi con altri e con la loro
differente cultura e tradizione. Punto focale del progetto è stato sviluppare, nel contatto tra ragazzi e tra le due comunità, la consapevolezza che chiudersi nel proprio ambiente, per quanto privilegiato, è limitante e discriminante: è necessario imparare
a riconoscere negli altri una risorsa e una chiave per leggere se stessi.
 
Il progetto, nei tre anni di sviluppo, è stato gestito dalle due docenti, Laura Maffei e Monika Kiss, ciascuna con le proprie classi
e con l’apporto di colleghi, famiglie, comunità. Sia in Italia che in Ungheria è stato realizzato ogni anno un incontro di
disseminazione dei risultati, alla presenza degli alunni, delle famiglie, delle autorità, di rappresentanti dei due Istituti partner. Essenziale è stato il contributo ed il supporto dell’Agenzia Nazionale LLP sia italiana che ungherese.
 
Ci sono stati diversi incontri tra le docenti e i rispettivi Dirigenti, in Italia e in Ungheria, e nel Dicembre 2008 è stata realizzata la “Settimana della Cultura Italiana in Ungheria” organizzata congiuntamente dalle scuole e dalle comunità. Non è stata solo
l’occasione per portare i ragazzi italiani in Ungheria, a conoscere dal vivo i loro partner fino ad allora “virtuali”, ma anche un
momento per promuovere la cultura, l’arte e l’artigianato della Toscana in Ungheria, visto che i Comuni, gli esperti, le
associazioni, i privati presenti sul territorio hanno offerto i loro prodotti e le loro competenze per mostre e per relazioni
alla presenza delle autorità. Al momento, continuano i contatti informatici tra i partner ed è prevista per il 2009 una analoga manifestazione con gli alunni ungheresi in Italia.
2. Country (City / Region)
State: 
Italy
City: 
Colle di Val d'Elsa (SI)
3. Company/organization/institute presenting the project
Organization: 
Scuola Secondaria di 1° grado “Arnolfo di Cambio”
4. Type of organization
Select type: 
School
5. Project coordinator
Name and Surname: 
Laura Maffei
E-Mail: 
laura.maffei@istruzione.it
6. Website
The website of the project: 
http://twinspace.etwinning.net/launcher.cfm?lang=en&cid=9329
7. Please select the category in which you candidate your project
Youth Education Project. Select Project Users by age: 
Up to 15 years
Helping youth step in the job market: 
NOT Helping youth step in the job market
Creativity and Social Innovation: 
NOT in Creativity and Social Innovation
8. How long has your project been running?
From: 
29/09/2006
9. Targets and Elements of Innovation
Please explain the targets and the background of your project: 

Il progetto si è basato sulla “RACCOMANDAZIONE DEL PARLAMENTO EUROPEO E DEL CONSIGLIO del 18 dicembre 2006 relativa a competenze chiave per l'apprendimento permanente”, in particolare sulle competenze sociali e civiche.

Ci ha colpito l’affermazione che tali competenze si basano “sull'attitudine alla collaborazione, l'assertività e l'integrità.
Le persone dovrebbero provare interesse per lo sviluppo socioeconomico e la comunicazione interculturale, e dovrebbero
apprezzare la diversità e rispettare gli altri ed essere pronte a superare i pregiudizi e a cercare compromessi”.
Sviluppare questo tipo di competenze nei nostri alunni, attraverso il contatto informatico, è stato il nostro primo obiettivo.
L’Istituto ungherese e quello italiano sono ubicati in due realtà apparentemente diverse ma per molti aspetti simili: Szeged è
una grande città, mentre l’Istituto italiano ha sede su tre comuni medio-piccoli: Colle Val d’Elsa, Casole d’Elsa, Radicondoli (Si).
La sede coinvolta, Casole d’Elsa, ha in comune con Szeged la ricchezza culturale e l’isolamento territoriale. Volevamo far capire
ai nostri alunni che non basta conoscere le proprie ricchezze, bisogna saperle mostrare agli altri e al contempo saper
apprezzare e comprendere le loro.
Gli obiettivi sono dunque sviluppare la curiosità e l’interesse per l’altro e per se stessi, la comunicazione interculturale, la
comprensione, lo spirito critico, le capacità di mediazione. Vogliamo anche creare un ambiente più accogliente per gli alunni
immigrati, visti come risorsa e non come peso, vogliamo dare a tutti le stesse opportunità educative.
Dal punto di vista delle discipline, l’obiettivo è sviluppare le competenze nell’uso delle TIC e delle lingue straniere, tanto più
rilevanti in territori come i nostri, a forte vocazione turistica. In questo senso, cerchiamo anche di garantire ai nostri alunni
migliori opportunità e maggior competitività per un futuro inserimento nel mondo lavorativo.
What does it try to achieve and how: 

I mezzi fondamentali per raggiungere gli obiettivi prefissati sono:

- l’integrazione curricolare: data l’interdisciplinarietà del progetto, tutti i docenti dei Consigli di Classe aderenti sono stati
coinvolti per la propria disciplina. Si è inteso allargare il curricolo, dando dimensione europea alle attività normalmente previste.
Ogni docente ha privilegiato strategie che sviluppassero negli alunni interesse per la diversità, capacità di collaborazione,
conoscenza della realtà oltre il comune pregiudizio;
- il coinvolgimento della scuola e della comunità locale: la parola chiave del progetto è stata “cooperazione”, tra le due docenti organizzatrici, tra gli Istituti partner, tra alunni docenti e famiglie, tra scuola e territorio. Il progetto è stato approvato dal
Collegio dei Docenti, inserito nel POF e attivato dai Consigli di Classe interessati. Il coinvolgimento della comunità è il nostro
punto di forza: si sono tenuti regolari incontri tra genitori, alunni e docenti, Enti Locali, stampa e TV, associazioni. Si sono
realizzate giornate di divulgazione e incontri per l’allestimento delle settimane della cultura italiana e ungherese nei rispettivi
Paesi, organizzate congiuntamente dalla scuola e dalle due città;
- la collaborazione transnazionale: le due docenti responsabili mantengono un costante rapporto di scambio e condivisione di
idee, problemi, soluzioni. Si cerca inoltre di far lavorare i ragazzi direttamente con i proprio compagni dell’Istituto partner, in
particolare attraverso la creazione di gruppi di lavoro transnazionali che collaborano per via informatica;
- il monitoraggio: al termine di ogni tappa (indicativamente a scadenza semestrale) sono effettuati monitoraggi sugli alunni
(sia di soddisfazione che per la verifica delle competenze acquisite) e sulle famiglie (per la rilevazione di suggerimenti, problemi,
livelli di soddisfazione). Sono tenuti regolari incontri con le Autorità locali.
Which opportunities/problems does it address to: 

Il problema che il progetto affronta è l’isolamento – non necessariamente l’isolamento fisico, ma l’isolamento culturale derivato da un atteggiamento, che troppo spesso i ragazzi assumono, di esclusione del diverso. Vivere in un ambiente ricco (da più punti di vista) spesso significa purtroppo isolarsi dal mondo esterno e “chiudere fuori” gli altri, danneggiando anche se stessi. Vogliamo combattere questo atteggiamento attraverso il nostro percorso. L’idea basilare è far comprendere ai ragazzi che l’altro (in questo caso il compagno di una nazionalità diversa) per tanti aspetti ci somiglia e per tanti altri no, ma conoscerlo è comunque un’opportunità per scoprire cose nuove, allargare le proprie prospettive e, perché no, farsi un nuovo amico.

Un altro aspetto dell’isolamento è quello dell’isolamento informatico: all’inizio del progetto, la sede italiana di Casole d’Elsa
aveva un solo pc collegato ad internet. Successivamente, grazie ai buoni risultati del progetto, l’Istituto e il Comune hanno
allestito un’aula computer vera e propria. Il problema da affrontare è stato far capire ad alunni e comunità che le TIC sono
uno strumento di comunicazione e non un optional didattico.
 
Come illustra il titolo del progetto, ­­­­­­­­­­­­­­­­­­­­“SHARING OUR WORLD - CONDIVIDERE IL MONDO”, il problema affrontato è quello dell’esclusione in tutti i suoi aspetti; l’opportunità è quella di conoscere e farsi conoscere, con ricadute positive in tutti gli ambiti, da quello socio-culturale a quelli più specificamente didattici.
Please explain what is unique or special in your project: 

E’ un progetto speciale perché si è allargato progressivamente dagli individui alla comunità, dalla scuola al territorio. Dalla collaborazione tra le docenti è nata quella tra le scuole, poi tra i ragazzi, poi tra i Comuni (si pensa addirittura ad un gemellaggio tra le due città), e infine tra tante persone non necessariamente appartenenti all’ambito scolastico (le famiglie, le associazioni, le aziende). Dalla collaborazione è nata la fiducia, e dalla fiducia l’amicizia.

Da questo primo semplice progetto ne sono nati altri (i due Istituti hanno in seguito condiviso un Comenius), sono scaturiti
rapporti tra le Università, tra le associazioni e tra le aziende locali.
 
E’ un progetto speciale perché tutti danno il proprio contributo (dagli alunni ai docenti ai Dirigenti all’Associazione Archeologica
che prepara depliant per illustrare i propri musei alle mamme che cuciono i vestiti per le rappresentazioni alle aziende che
offrono i loro prodotti per i partner).
10. Results
Describe the results of your project as per today: 

Per ciò che concerne i riconoscimenti legati all’azione eTwinning: quality label nazionale ed europeo, “progetto del mese” in Italia ed Ungheria, premiazione nella shortlist dei 6 migliori progetti europei agli European eTwinning Prizes 2008, pubblicazione di un estratto del progetto in “eTwinning: Adventures in language and culture” edito dall’Unità Europea eTwinning.

Per ciò che concerne le ricadute sui docenti: accrescimento della professionalità dei docenti, non solo in ambito informatico;
lavorando in équipe transnazionali, sono state condivise strategie per insegnare a gruppi eterogenei, elaborare approcci
pedagogici innovativi, creare percorsi comuni per evidenziare talenti e difficoltà degli alunni.
 
Per ciò che concerne le ricadute sugli alunni: i ragazzi hanno maturato comportamenti più consapevoli e collaborativi, in
un’ottica di inclusione che favorisca lo stare bene con sé e con gli altri. Al di là delle pur buone ricadute, specie in L2 e in
termini di competenze TIC, il traguardo più importante è stato l’aver costruito rapporti: l’identità culturale locale ha davvero
incontrato l’identità europea.

Per ciò che concerne gli Istituti e il territorio: si è creata una rete di contatti che favorisce la cooperazione sia a livello didattico che a livello imprenditoriale.

How does it fulfill the users’ needs: 

Il progetto risponde al bisogno della scuola nel suo complesso (Dirigenti, alunni, docenti) di operare congiuntamente a livello locale ed europeo. Nella Proposta per l’Offerta Formativa è necessario essere integrati nel territorio e al contempo aprirsi all’Europa e al mondo.

Risponde al bisogno degli alunni di una scuola più dinamica e aperta, non legata esclusivamente alla lezione frontale ma a aperta ad una maggiore interattività.
 
Risponde al bisogno degli alunni di acquisire competenze linguistiche e informatiche spendibili in ambito lavorativo a livello europeo.
 
Risponde al bisogno delle famiglie di essere integrate nel percorso educativo dei figli, non solo come spettatrici ma come parte attiva.
 
Naturalmente, sappiamo che il nostro è solo un tentativo, uno stimolo, poiché non conosciamo il modo di rispondere pienamente a tutti questi bisogni; ma il nostro progetto vuol essere anche un passo verso la risposta ad uno dei bisogni più evidenti della nostra società: il bisogno di integrazione, che può venire solo dalla conoscenza reciproca. Dal “condividere il mondo”.
How many users interact with your project per month and what are the preferred forms of interaction: 

 

-          Docenti responsabili: strutturano le tappe del progetto, concordano i tempi e le attività, gestiscono il sito, gestiscono i rapporti tra Istituti e Amministrazioni Comunali, gestiscono i rapporti con le famiglie, preparano e coordinano le attività con i ragazzi, tengono i contatti con le rispettive Agenzie Nazionali, concordano le attività di disseminazione, organizzano gli incontri, gestiscono il monitoraggio.
-          Docenti dei Consigli di Classe: indicativamente 10 per consiglio di classe (2/3 classi coinvolte per istituto a seconda degli anni). Ogni docente affronta le proprie discipline in chiave europea ed organizza attività volte a stimolare la curiosità o il confronto con la realtà del Paese partner.
-          Dirigenti: intervengono nella gestione dei contatti, nell’organizzazione degli eventi di disseminazione e degli incontri con i partner, nei rapporti con le Amministrazioni Comunali e con le aziende, e nella fase di monitoraggio.
-          Alunni: tengono la corrispondenza con i compagni del paese partner via e-mail, preparano presentazioni, lavorano nei gruppi nazionali e transnazionali assegnati per la realizzazione dei prodotti, preparano e caricano materiali sul sito, utilizzano gli strumenti del sito (forum, chat…) sotto la viglilanza dei docenti.
-          Famiglie: partecipano alle giornate di disseminazione, ai monitoraggi, all’allestimento degli eventi.
-          Amministrazioni Comunali, Associazioni, Aziende: interagiscono più raramente (indicativamente a scadenza semestrale) per valutare l’andamento del progetto e i termini della loro partecipazione.
How has it improved the quality of educational and/or training services: 

Il progetto consente un coinvolgimento più attivo degli alunni, anche di quelli meno motivati o attenti durante le lezioni “tradizionali”: in questo caso, infatti, si tratta di utilizzare vie di comunicazione informatica (che esercitano sui ragazzi una notevole attrazione), per comunicare con qualcuno (c’è dunque non il semplice studio per lo studio, ma lo “studio per”: per conoscere nuovi amici, per parlare di me, per fare un viaggio in futuro, per imparare qualcosa che potrà trasformarsi in un mestiere…). I contenuti disciplinari passano attraverso attività più ludiche e quindi più coinvolgenti. L’uso dell’Inglese permette di coinvolgere anche gli alunni di lingua madre non italiana, consentendone un effettivo inserimento. Il saper padroneggiare le TIC e la lingua straniera viene a costituire un mezzo ed insieme un fine; inoltre, la lingua e gli strumenti informatici diventano un mezzo di socializzazione e di effettiva inclusione di tutti.

Da non trascurare la ricaduta, anche professionale, che queste competenze hanno sui ragazzi, in una realtà come la nostra a forte vocazione turistica.
How has it improved the participation of professionals, children, youth and other stakeholders: 

Per quanto riguarda alunni e docenti, la partecipazione è stata ottimizzata ricorrendo quando possibile al lavoro in team, anche transnazionale (per i ragazzi, acquisire competenze nel lavoro in team avrà un’evidente ricaduta anche in un futuro lavorativo).

Si è cercato di valorizzare le competenze e le predisposizioni di tutti e, specialmente in ambito informatico, si è spesso ricorsi ad attività che stimolassero “peer learning” e “Collaborative Learning” secondo le teorie del Prof. Sugata Mitra. I ragazzi, di fronte a un pc e con un compito da svolgere, si sono mostrati davvero capaci di “autoformarsi”, con risultati spesso sorprendenti.
Laddove possibile, si è fatto ricorso all’intervento di esperti, per illustrare ai ragazzi particolari aspetti del proprio territorio o della propria storia, che poi essi avrebbero dovuto presentare ai partner con semplici ausili informatici (power point, photo galleries, etc.).
Le associazioni e le aziende sono intervenute sia per dare suggerimenti (ad esempio come orientare la preparazione degli alunni per un futuro mercato del lavoro) sia per contribuire, insieme agli Enti Locali, al finanziamento di alcune attività.
Gli Enti Locali e la Stampa, sia locale che nazionale, sono stati regolarmente contattati per dare visibilità al progetto.
How does it promote the use of ICT for the educational and cultural development by professionals, children and youth: 

Tutte le attività, la comunicazione, la documentazione e l’organizzazione sono state realizzate per via informatica. I ragazzi sono stati incoraggiati ad usare gli strumenti forniti dal portale eTwinning (forum, chat, blog, etc) ed hanno avuto modo di utilizzare semplici programmi di scrittura, fogli di calcolo, archivio dati, gestione ed editing di audio ed immagini. Le attività e gli strumenti sono stati naturalmente rapportati alla fascia d’età degli alunni (11 – 13 anni per l’Istituto italiano, 7 – 16 per l’Istituto ungherese). Si è ricorsi a webquest, ricerche on-line, podcasting.

Oltre che sul sito eTwinning, le attività svolte ed i relativi risultati sono stati esposti dagli alunni sul sito di "A Spring for Europe" 2008 e 2009 e  sui siti:

http://orczyisk.extra.hu/etwinning.html

http://www.toscana.lafragola.kataweb.it/siena/medie/adicambiosedestacc-casoledelsa/index.html

http://stammibene.progettotrio.it/cda/stammibene/view/giornalino.jsp

Describe how you measure (parameters) these results: 

Il fatto di aver realizzato diverse esperienze a livello europeo ci permette di strutturare una base dati significativa per la valutazione dei risultati.

Nel lungo periodo sono calcolati una serie di indicatori di efficacia ed efficienza:
- tasso di soddisfazione degli alunni, delle famiglie e dei docenti (monitoraggi semestrali)
- valutazione dell'indice di soddisfazione nel tempo
- tasso di partecipazione dei docenti (domande presentate/numero di insegnanti)
- tasso di diffusione del progetto (domande presentate/numero di insegnanti che non avevano presentato in precedenza domande)
- tasso di successo scolastico (promozioni alunni partecipanti al progetto/promozioni alunni non partecipanti).
 
Nel breve periodo si tiene conto soprattutto del numero di classi e docenti coinvolti, oltre che del tasso di soddisfazione dei partecipanti. Anche le regolari verifiche disciplinari possono dare indicazioni interessanti. Va comunque sottolineato che tutti gli indicatori utilizzati sul lungo periodo possono essere utilizzati anno per anno, quindi sul breve periodo, come fotografia spot della realtà in atto.
11. Sustainability
What is the full duration of your project: 
From 3 to 6 years
What is the approximate total budget for your project (in USD): 
From 10.001 to 30.000
What is the source of funding for your project: 
Other
Other: 
visto che le attività si svolgono principalmente in ore curricolari, le spese per il personale sono molto ridotte e coperte dall’Istituto. E’ stato necessario finanziare il viaggio degli alunni in Ungheria, con co-finanziamento dei Comuni, della Scuola, di alcuni sponsor e delle famiglie.
Is your project economically self sufficient now: 
Yes
Insert date: 
09/01/2008
12. Transferability
Has your project been replicated/adapted elsewhere: 
Yes
Specify: 

Visti i buoni risultati del progetto, sono stati effettuati incontri con le altre scuole del territorio per la disseminazione. Esperienze analogamente strutturate sono state avviate nella sede centrale del nostro Istituto, con scuole del Regno Unito e della Polonia. Nella sede di Casole d'Elsa è stato avviato un percorso analogo con la Repubblica Ceca.

What lessons can others learn from your project: 

Potrebbero sfruttare i nostri punti di forza senza passare per gli errori che noi – essendo la nostra prima esperienza – abbiamo commesso.

Siamo in grado ora di organizzare un gemellaggio informatico in maniera flessibile ma ordinata; siamo in grado di sfruttare al meglio le sinergie scuola-territorio-famiglie; siamo in grado di rendere più efficace la progettazione e la collaborazione per via informatica.

We are available to help others starting or working on similar projects: 
We are available to help others starting or working on similar projects.
13. Background information
Background: 

Il progetto è nato da un incontro della coordinatrice Laura Maffei con la collega Monika Kiss e dalla rilevazione un po’ stupita, da parte di entrambe, dell’affinità tra i nostri Istituti, le loro esigenze e le loro problematicità. Il progetto è molto semplice. Soprattutto all’inizio, l’ idea era di fare una sorta di diario di bordo informatico: due scuole che condividono le attività che fanno normalmente, alunni che mettono in comune le proprie esperienze quotidiane. Al momento, pensare qualcosa di più ambizioso non era proponibile, in quanto non sapevamo se sarebbe stato sostenibile nel tempo un progetto monografico, magari esclusivamente incentrato sulle TIC. Ho pensato dunque che fosse più facile seguire le attività già esistenti nella scuola. Tutto ciò anche per motivare i ragazzi: faccio quello che faccio normalmente per poi farlo vedere e raccontarlo ai partner. Via via che facevamo un’attività, nelle mie materie, italiano storia e geografia, e in quelle degli altri docenti disponibili, la raccontavamo attraverso il computer ai partner. Il progetto si chiama “condividere il mondo” proprio perché si tratta di condividere quello che si fa, per vedere quanto è simile e quanto è diverso. Lo avevamo costruito in maniera semplice sia per il livello dei bambini (io avevo una prima media, la collega ungherese dei bambini più piccoli), sia perché al tempo non c’erano molti strumenti TIC nelle rispettive sedi. L’idea era che il progetto crescesse con le competenze dei ragazzi, che inizialmente avevano pochissime competenze TIC.

Nel corso dei tre anni, abbiamo finalmente potuto porci mete più ambiziose: sono cresciuti i ragazzi, le loro competenze,
è cresciuta la consapevolezza delle famiglie, la visibilità della scuola, la nostra competenza come docenti nel gestire
partenariati europei e percorsi informatici, è cresciuta la disponibilità della Dirigenza e degli Enti Locali ad assecondare
questo tipo di percorsi.
Tutti i nostri lavori sono visibili sul sito: ciò che non si vede, o forse non del tutto, è l’entusiasmo che tutti i ragazzi, anche
quelli con qualche difficoltà in certe discipline, o quelli “difficili”, hanno posto nel realizzarli.
Barriers: 

La maggiore difficoltà iniziale è stata la mancanza di un’adeguata attrezzatura informatica (avevamo un solo computer collegato ad internet!). Ma anche qui, il progetto è servito a crescere: con l’entusiasmo dei ragazzi e i buoni risultati del primo la scuola ed il Comune si sono infatti convinti ad intervenire.

Non ci sono stati problemi per far accettare il progetto: l’adesione dei colleghi è stata volontaria, ed è comunque sensibilmente aumentata nei tre anni. L’adesione di ragazzi e famiglie è stata da subito concreta e propositiva.
Solutions: 

Con il dialogo, la disseminazione, la collaborazione. Se il progetto è conosciuto dalle famiglie, sempre più genitori chiedono che i loro figli possano partecipare e sempre più insegnanti chiedono di aderire; ciò accresce la visibilità della scuola e quindi del Comune; questo, a sua volta, rende il Comune, le aziende e la Dirigenza più interessate a promuovere il progetto stesso, innescando un circolo virtuoso.

Future plans and wish list: 

Il nostro obiettivo è sistematizzare l’esperienza e renderla fruibile e riproducibile non solo sulle tre sedi della nostra scuola, ma anche nelle scuole in rete. I partenariati europei per via elettronica costituiscono infatti una risorsa motivante per tutti gli attori coinvolti senza grosse spese.

Per quanto riguarda il progetto “Sharing our World – Condividere il Mondo”, pensiamo di continuare a svilupparlo, realizzando
 anche la “settimana della cultura ungherese in Italia”, per permettere anche ai ragazzi ungheresi di visitare il nostro paese, ed
alla città di Szeged di proporre i propri prodotti, dare visibilità alle proprie aziende, associazioni, realtà culturali. Anche stavolta,
avremo bisogno dell’appoggio degli Enti Locali, dei rispettivi Istituti e delle aziende-sponsor per contribuire a coprire le spese
di viaggio e soggiorno dei ragazzi.
Al termine del percorso, vorremmo realizzare una pubblicazione ed un kit guida per la gestione dei gemellaggi informatici.
 
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