PARTNERSHIP

EuroSwitch SwapShop

Thu, 23/07/2009 - 15:41

A cultural and communication project which provides a platform for teenagers to communicate and exchange cultural information with their European peers.

1. Project summary
Summary: 

Language teachers have included pen friends and exchanges in to their lesson planning for a long time, but as students now use e-mail, chat forums, blogs, podcast, video conferencing and so many other ICT based methods of communication, we decided to try to incorporate the Virtual world, and try to ensure that instead of hindering communication and socialisation it actually facilitated it and made it more accessible and immediate. We looked for a platform which would provide a safe environment with solid privacy controls to allow students to do all of this safely and only to an invited target audience. The Etwinning site proved to be perfect launch pad for this and we set up 2 projects for 2 year groups. These were called EuroSwitch and SwapShop. “EuroSwitch” came from the idea of switching/changing places anywhere in Europe – providing a window into each other’s surroundings and culture. “SwapShop” came from the English Swap, meaning to exchange, with the idea of a continuous stream of information exchanges. We found a number of schools and institutions around Europe and began creating PowerPoint presentations, debate threads on issues we concern this peer group, letters of introduction and so on. In some cases this lead to an actual visit where students got the opportunity to visit each other’s schools and turn their virtual friendships into real ones. As the projects are online, many students have continued to correspond through the summer holidays and the projects will be renewed in the new term with additional students and schools and countries participating.

2. Country (City / Region)
State: 
Spain
City: 
Alicante
3. Company/organization/institute presenting the project
Organization: 
Escuela Europea de Alicante
4. Type of organization
Select type: 
School
5. Project coordinator
Name and Surname: 
Deborah Nicholson
E-Mail: 
Deborah.Nicholson@escuelaeuropea.org
6. Website
The website of the project: 
http://www.escuelaeuropea.org
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: 
01/10/2008
9. Targets and Elements of Innovation
Please explain the targets and the background of your project: 

As explained in Q 9 the targets are to make communication “real” and promote social interaction between young Europeans.

What does it try to achieve and how: 

To provide a platform for teenagers to communicate using the ICT tools with which they are already familiar, and enable the speed of communication and the immediacy of response and feedback they have become accustomed to since the inception of the internet. It is also a focus that computer provide an aid and a tool to human interaction rather than a barrier to it.

Which opportunities/problems does it address to: 

It provides the opportunity to communicate with real people in a combined real and virtual environment using a multitude of linguistic and visual methods. It also addresses the problem of the misconception that IT creates a barrier to social interaction, when in fact if used correctly it can greatly enhance it.

Please explain what is unique or special in your project: 

Students have combined the world of digital communication, which is so familiar to their generation, with that of more traditional methods, including exchanging gifts and making personal visits. They have learned firsthand the reality of living in another European culture.

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

The project is ongoing and will be continued with the same and new additional groups from September 2009. The results so far have been enhanced enthusiasm for language learning and improved abilities in using multiple ICT skills.

How does it fulfill the users’ needs: 

Answered in previous and subsequent questions.

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

Approx 280 per month, but this varies depending on which schools have been online, and what stages people’s power presentations are at etc.

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

The project was launched by one teacher with 2 groups of language learners, but has been extended to include many classes in many countries, and is being adopted my many other teachers and groups in the originating school. Comments by teachers involved in the visits have been very impressed by how the project had brought‘purpose’ to language learning in the students’ eyes. Also by how it has changed ICT from being a potential barrier to social interaction into being a tool which can greatly enhance it

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

As above

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

Answered in Q 12.4. However additionally the following formats and tools have been used: live chat, video conferencing, PowerPoint presentations, digital video editing, forums and debate threads, word processing, digital photography and video making, cultural and historical internet research. A multitude of skills have been combined to facilitate communication.

Describe how you measure (parameters) these results: 

Through feedback from students and participation from a growing number of schools. Also through the quality and richness of language used, the topics researched and presentations completed.

11. Sustainability
What is the full duration of your project: 
More than 6 years
What is the approximate total budget for your project (in USD): 
From 30.001 to 75.000
What is the source of funding for your project: 
Other
Other: 
paid for in the general running costs of the school
12. Transferability
Has your project been replicated/adapted elsewhere: 
Yes
Specify: 

By our current partner schools within the project. These include school in England, Italy, Portugal, Ireland, France, Poland, Romania, Belgium, Germany and Finland. Also by other teacher and groups within my own school.

What lessons can others learn from your project: 

That communication is enriching, and our peer group is vast. That the rapidly expanding world of computer and communication technology can help us be closer and more effectively “in touch” with other cultures.

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: 

Time limits and time differences presented quite a challenge. We found that video conferencing was difficult to organise as we had coordinate concurrent times and availability of resources. Holidays differed between the schools, and times available in curriculum and hours or ICT spaces were varied.

Solutions: 

Initially this year it has involved A LOT!! Of teacher time at home (outside school hours) teachers have sent messages to other teachers – ‘on behalf of’ their students, and we would have preferred them to be doing themselves in real time. The lesson learned her is to find out this information at the beginning of the project and plan the timing to coincide as closely as we can.

Future plans and wish list: 

Expanding the project as planned to other schools and year groups – vertical (ages) and horizontal (more schools and groups) expansion.
Having the technology in place and a space for video conferencing.
Having up to to date video editing software with dedicated space and computers

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PLI. THE_PLACE WE LIVE IN

Wed, 27/05/2009 - 17:06

MULTICISCIPLINAR WORK AMONG FIVE COUNTRIES EXPLORING OUR TOWNS IN ORDER TO CREATE AN ON-LINE TOURIST GUIDE AND A REDUCED PAPER ONE.

1. Project summary
Summary: 

IT IS A THREE YEAR COMENIUS PROJECT WHERE STUDENTS HAVE WORKED IN DIFFERENT SUBJECTS: HISTORY AND GEOGRAPHY, PUBLICITY WORKSHOP, ART, ICT AND ENGLISH. THE MAIN TOPICS ARE LINKED TO THE SUBJECTS.
DURING THE FIRST YEAR STUDENTS FORM 4TH ESO AND 1ST BACHILLERATO LOOKED FOR INFORMATION FOR THE DIFFERENT ASPECTS CONCERNING THE GEOGRAPHY, HISTORY, MONUMENTS, GASTRONOMY , CELEBRITIES AND LEISURE EVENTS IN ÁVILA, INCLUDING VILLAGES IN THE PROVINCE AS IT HAD BEEN PLANNED BY THE GEOGRAPHICLA DIVISIONS IN VALLEYS.
IN ORDER TO RESPECT INTELLECTUAL OWNERSHIP, TRIPS WERE DONE TO GET OUR OWN PHOTOS.
REPORTS WERE WRITTEN AND UPLOADED IN THE TWIN SPACE OF THE ETWINNING PLATFORM. STUDENTS USED ICT TOOLS TO CREATE THEIR WORKS: PHOTOSHOP, VIDEO EDITING PROGRAMMES, POWER POINT PRESENTATIONS. THEY SHARED THEIR MATERIALS WITH THE PARTNERS AND PARTICIPATED IN FORUMS ABOUT THE MOST IMPORTANT PLACES IN OUR TOWNS. THEY ALSO CREATED PHOTO GALLERIES TO SHOW. A NEWSPAPER WAS LAUNCHED AT: http://magazinefactory.edu.fi/magazines/placewelivein/
A CONTEST WAS ALSO LAUNCHED TO GET A LOGO FOR THE PROJECT, THE ROMANIAN PROPOSAL WAS THE WINNER.
DURING THE SECOND YEAR ALL THE MATERIAL WAS REVISED AND
ARTICLES WERE CHOSEN TO CREATE THE ON-LINE TOURIST GUIDE AT: _http://www.pli-europe.es/pli-europe/poster.html
THE POLISH PROPOSAL WON THE CONTEST FOR THE INITIAL POSTER IN THE GUIDE. STUDENTS ALSO CREATED A DICTIONARY WITH TOURIST TERMS IN 6 LANGUAGES: ENGLISH, SPANISH, POLISH, ROMANIAN, FRENCH AND ITALIAN.
DURING THE THIRD YEAR WE HAVE BEEN ABRIDGING THE MATERIAL IN ORDER TO PUBLISH A PAPER GUIDE.
BEING PART OF A COMENIUS PROJECT, WE HAVE BEEN ABLE TO VISIT ALL THE COUNTRIES INVOLVED TAKING STUDENTS WITH US SO THAT THEY COULD HAVE A REAL VIEW OF THE EUROPEAN DIMENSION.
THE GENERAL IDEA WAS BORN FROM CONVERSATIONS WITH THE POLISH AND ROMANIAN PARTNERS IN A DIFFERENT PROJECT: NATURE AND HUMAN ACTIVITY.
WE DECIDED TO GO ON WORKING TOGETHER IN A COMENIUS WITH MORE COUNTRIES IN ORDER TO ENRICH OUR KNOWLEDGE OF OTHER EUROPEAN TOWNS. WE THOUGHT THE BEST WAY TO GET MANY STUDETNS INVOLVED WAS CREATING A TOURIST GUIDE, AS MANY SUBJECTS WOULD HAVE TO BE WORKED ON.
THE IDEA WAS DEVELOPED BY ME AND MY SCHOOL AND I STARTED THE SEARCH FOR NEW PARTNERS.
VALENTINA CUADRADO MARCOS, FROM IES ALONSO DE MADRIGAL IN ÁVILA IS APPLYING TODAY.

2. Country (City / Region)
State: 
Spain
City: 
ÁVILA/CASTILLA Y LEÓN
3. Company/organization/institute presenting the project
Organization: 
IES ALONSO DE MADRIGAL
4. Type of organization
Select type: 
School
5. Project coordinator
Name and Surname: 
VALENTINA CUADRADO
E-Mail: 
vcuadrad@encina.pntic.mec.es
6. Website
The website of the project: 
http://www.amadrigal.net
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: 
15/11/2006
9. Targets and Elements of Innovation
Please explain the targets and the background of your project: 

IT IS AIMED AT STUDENTS IN SECONDARY, BETWEEN 14 AND 19 YEARS, ALTHOUGH SOME OLDER STUDENTS HAVE PARTICIPATED IN POLAND AND FRANCE._THE TARGETS ARE THE FIVE TOWNS WHERE WE LIVE AND THE BACKGROUND OF THE PROJECT IS THE NECESSITY WE FELT FOR OUR STUDETNS TO LEARN ABOUT THEIR OWN TOWNS AND ABOUT OTHER PLACES IN EUROPE IN A COLLABORATIVE WAY

What does it try to achieve and how: 

WE WANT OUR STUDENTS TO ACQUIRE KNOWLEDGE IN AN ACTIVE COLLABORATIVE WAY, SHARING DOUBTS, RESULTS. WE WANT THEM TO WORK IN TEAMS AND LEARN HOW TO SOLVE CONFLICTS IN A DEMOCRATIC WAY.
IN ORDER TO GET THESE ACHIEVEMENTS TASKS HAVE ALWAYS BEEN DONE IN GROUPS WHERE EACH MEMBER HAD A ROLE AND A SPECIFIC TASK.INTERNET SITES HAVE BEEN FACILITATED AND HELP HAS BEEN PROVIDED WITH WHENEVER WAS NEEDED. ALL THE MATERIALS HAVE BEEN ACCEPTED AND THE FINAL ELECTION OF THE PHOTOS AND MATERIAL WAS A STUDENTS' TASK.

Which opportunities/problems does it address to: 

IT HAS PROVIDED PARTICIPANTS THE OPPORTUNITY TO IMPROVE THEIR LEARNING SKILLS, THEIR ICT PERFORMANCES, THEIR ENGLISH SKILLS AND THEIR SOCIAL ABILITIES TO DISCUSS AND COPE WITH PROBLEMS. IT HAS HELP THEM WITH THEIR SELF-ESTEEM BECAUSE THEY HAVE BEEN ABLE TO OCMMUNICATE IN ENGLISH WITHOUT GREAT PROBLEMS.
ON THE OTHER HAND, IT HAS GIVEN THEM THE OPPORTUNITY TO TRAVEL TO OTHER COUNTRIES, WHICH HAS BEEN VERY IMPORTANT AMONG OUR STUDENTS AS, BEING THE SCHOOL IN AN ECONOMICALLY WEAK AREA,
SOME HAD NEVER GONE ABROAD.

Please explain what is unique or special in your project: 

ACCORDING TO US ONE OF THE MOST IMPORTANT THINGS IN OUR PROJECT HAS BEEN THE GREAT EFFORT OUR STUDETNS HAVE DONE, THE VARIATION OF TASKS THEY HAVE BEEN ABLE TO DO, THEIR INVOLVEMENT AND THEIR CAPACITY TO TO ASSESS THEIR OWN PERFORMANCES.

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

THE MAIN RESULTS ARE THE TWO GUIDES. THE ONE ON LINE AT http://www.pli-europe.es/pli-europe/poster.html
AND THE OTHER ONE ON PAPER.
THE NEWSPAPER AT: http://magazinefactory.edu.fi/magazines/placewelivein/
THE VIDEOS AND POSTERS INCLUDED IN BOTH GUIDES AND ALL THE PHOTO GALLERIES THAT BE SEEN IN THE TWIN SPACE AT: http://my.twinspace.etwinning.net/theplacewelivein

How does it fulfill the users’ needs: 

FIRST, THEY HAVE LEARNT IN A DIFFERENT WAY. NOW, THE MATERIAL ALREADY MADE CAN BE USED AS REFERENCE MATERIAL FOR OTHER STUDENTS. ON THE OTHER HAND THEY CAN KEEP ON WORKING ON THE NEWSPAPER USING IT AS A TOOL TO EXPRESS THEIR FEELINGS ABOUT THEIR OWN TOWNS AND TO SHARE AND COMMUNICATE WITH THE IR PARTNERS.
THEY HAVE ALSO LEARNT TO USE COMPUTERS, PHOTO AND IVDEO CAMERAS IN A NEW DIMENSION, AS THEY HAVE INCLUDED THEM IN THEIR LEARNING EXPERIENCE.

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

AT THE MOMENT THERE ARE 74 STUDENTS IN OUR SCHOOL _WORKING IN THE PROJECT. THE FAVOURITE WAY TO INTERACT IS CREATING VIDEOS, PHOTO GALLERIES, POSTERS AND OTHER MATERIALS RELATED TO VISUAL TASKS

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

IT HAS GIVEN TEACHERS THE OPPORTUNITY TO WORK IN A STUDENT BASED METHODOLOGY, SO NEW WORK STRATEGIES HAVE BEEN NECESSARY. ON THE OTHER HAND, THE USE OF ICT AS WELL AS THE USE OF ENGLISH FOR SOME TEACHERS HAVE IMPROVED.
ON THE OTHER HAND, DELEGATING RESPONSIBILITIES ON STUDENTS MEANT ALSO GREAT PRACTICE.

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

THE MAIN PARTICIPANTS HAVE BEEN TEENAGERS AND FOR THEM, THE WHOLE WORK HAS BEEN USEFUL TO IMPROVE LEARNING , SOCIAL AND COMMUNICATIVE COMPETENCES.

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

AS EVERYTHING HAS BEEN DONE IN A VIRTUAL SETTING USING THE ETWINNING PLATFORM, THE WHOLE PROJECT IMPLIES A PROMOTION OF ICT IN EDUCATION BOTH FOR TEACHERS AND STUDENTS. IT HAS DEVELOPPED ABILITIES TO PRODUCE, UPLOAD, SAVE AND SHARE REPORTS, PHOTOS, VIDEOS, CONVERSATIONS

Describe how you measure (parameters) these results: 

I HAVE MEASURED THE RESULTS BY THE DEGREE OF INVOLVEMENT IN ACTIVITIES, BY THE CREATIVE USE OF TOOLS, BY THE COLLABORATIVE _ATTITUDE IN TEAM WORK.
THE ASSESSMENT OF THE PROJECT HAS BEEN DONE USING MICE TOOLS AND ACCORDING TO BOTH STUDENTS AND TEACHERS THE FINAL PRODUCTS ARE GOOD AND USEFUL.

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): 
From 10.001 to 30.000
What is the source of funding for your project: 
Grants
Is your project economically self sufficient now: 
Yes
Insert date: 
10/15/2006
12. Transferability
Has your project been replicated/adapted elsewhere: 
Yes
Specify: 

OUR OWN STUDENTS HAVE BEEN USING THE GUIDE TO CREATE ON-LINE GAMES. ON THE OTHER HAND, THE SPANISH TEACHERS CREATED A TRIVIAL GAME AS A WAY TO ENCOURAGE STUDENTS TO USE IT

What lessons can others learn from your project: 

FIRST, A GOOD PLANNING WITH A LIST OF OBJECTIVES, ACTIVITIES, EXPECTED RESULTS, DEADLINES AND RESPONSIBILITES FOR EVERYBODY IS NECESSARY.
SECOND, GETTING USED TO ICT TOOLS PROVIDES STUDETNS WITH MORE OPPORTUNITIES IN THEIR FUTURE WORK.
THIRD, PROMOTING TEAM WORK HELPS STUDENTS TO DEVELOP NOT ONLY LEARNING STRATEGIES BUT ALSO SOCIAL AND COMMUNICATIVE ONES.

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 PARTNERS HAVE BEEN: ZESPOL SZKOL ZAWODOWYCH IM. ST. STASZICA (OPOLE) WITH THE COORDINATOR IZABELA KOLODZIEJCZYK. SCOALA NO.92 (BUCHAREST) WITH IRINA VASILESCU. LYCÉE LA CHATAIGNERAIE (LE MESNIL ESNARD. ROUEN) WITH CAROLE DUPONT AS COORDINATOR. ITC ANTONIO DE VITI DI MARCO (TRIGGIANO. BARI) WITH MARIANNA MERCURI.
OUR SCHOOL HAS A TEAM WITH TEACHERS: ASUNCIÓN DE ÁLVARO FROM THE GEOGRAPHY AND HISTORY DEPARTMENT, LORENZO PIERA FROM THE LANGUAGE DEPARTMENT, RICARDO GONZÁLEZ-TABLAS FORM THE MATHEMATICS DEPARTMENT, HORTENSIA GARCÍA FROM THE FRENCH DEPARTMENT, MºJESÚS TERRÓN, VALENTINA CUADRADO, JOSÉ RAMÓN LADRERO FROM THE ENGLISH DEPARTMENT AND ANTONIO MARTÍN FROM THE ART DEPARTMENT.
ALTHOUGH WE HAVE NOT HAD ANY SPONSORSHIPS, WE HAVE BEEN HELPED BY THE TOWN HALL AND OTHER LOCAL AUTHORITIES.
WE HAVE BEEN FUNDED BY A COMENIUS GRANT.

Barriers: 

ACCORDING TO THE EVALUATION THE MAIN CHALLENGES IN THE PROCESS HAS BEEN GETTING A RELIABLE INTERNET CONNCETION IN SOME SCHOOLS, HAVING TO WORK EXTRA TIME AND THE LACK OF MONEY FOR SOME TEAMS. ENGLIS AS A COMMUNICATION LANGUAGE HAS ALSO BEEN A CHALLENGE FOR CERTAIN STUDENTS AND TEACHERS.

Solutions: 

PROBLEMS CONCERNING A RELIABLE INTERNET CONNECTION OR THE EXTRA-TIME HAVE BEENN DIFFIUCLT TO SOLVE. IN OUR SCHOOL WE HAD ONE HOUR PER WEEK FOR EVERY GROUP AND SUBJECT IN THE COMPUTER ROOM. OUR INTERNET CONNCETION HAS BEEN RELIABLE MOST THE TIME, FOR OTHER SCHOOLS IT HAS BEEN DIFFERENT. THEY HAVE WORKED FORM THEIR OWN HOUSES, EVEN STUDENTS. CONCERNING THE USE OF ENGLISH IT HAS BEEN WORSE FOR SOME TEAHCERS, BUT WE HAVE SOLVED THE PROBLEM HAVING ALWAYS SOMEBODY SPEAKING ENGLISH TO TRANSLATE.

Future plans and wish list: 

WE ARE ABOUT TO PUBLISH THE PAPER GUIDE AND WE WILL DISTRIBUTE IT IN PUBLIC LIBRARIES IN OUR TOWNS.
WE WOULD LIKE STUDENTS IN THE SCHOOLS TO HAVE IT AS A REFERENCE BOOK.
ON THE OTHER HAND, WE WOULD LIKE OUR PUBLICITY POSTERS TO BE PRINTED BY THE LOCAL TOURISM OFFICES.

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E. U. ONLINE MAGAZINE

Mon, 25/05/2009 - 12:51

AN ON LINE MAGAZINE CREATING TIES WITH 16 EUROPEAN COUNTRIES

1. Project summary
Summary: 

THIS PROJECT WAS CREATED AS AN ETWINNING PARTNERSHIP AND IT AIMED GETTING YOUNG PEOPLE FROM ALL OVER EUROPE CONNECTED IN A MONTHLY ONLINE MAGAZINE EDITION. AS A FOUNDING MEMBER AND MENTOR OF THIS PROJECT I INTENDED TO GIVE MY PUPILS A LARGER VIEW OF THE EUROPEAN COUNTRIES SO THAT, IN THE FUTURE, THEY MAY BE MORE RESPONSIBLE AND FRIENDLIER. I FIRST STARTED WITH ONE PARTNER BUT THE INTEREST IN THIS PROJECT GREW AND WE ARE NOW 16 COUNTRIES SENDING ARTICLES AND PICTURES TO PUT THE MAGAZINE ONLINE ON THE FIRST DAY OF THE MONTH. MY PARTNERS ARE: SPAIN, ENGLAND, SCOTLAND, IRELAND, ROMANIA, BULGARIA, CYPRUS, GREECE, SLOVENIA, SLOVAKIA, ICELAND, GERMANY, BELGIUM, ITALY AND LITHUANIA.
WE USE THE HTTP://ISSUU.COM SERVER TO PUT THE MAGAZINE ONLINE AND THIS WAS ONE OF THE MAIN POSITIVE ASPECTS OF THE PARTNERSHIP AS WE DO NOT HAVE TO PRINT THE MAGAZINE AND SO WE ARE LOOKING AFTER OUR NATURE AND PLANET.
EVERY MONTH THERE WAS A SPECIFIC TOPIC AND ALL THE SCHOOLS WROTE ABOUT IT, BOTH IN THEIR MOTHER LANGUAGES AND IN ENGLISH: IN DECEMBER WE WROTE ABOUT OUR CHRISTMAS TRADITIONS, IN JANUARY WE WROTE ABOUT OUR SCHOOLS, IN FEBRUARY OUR TOWNS, IN MARCH OUR NATIONAL SYMBOLS, IN APRIL WE WROTE ABOUT EASTER, IN MAY OUR PAST PRESENT HEROES, AND IN JUNE WE ARE WRITING ABOUT A NATIONAL TOURISTIC GUIDE.
I HAVE TO SAY THAT ALL THE PUPILS HAVE LEARNT A LOT ABOUT USING ICT IN THEIR LIVES, AS WELL AS RECOGNIZING THE DIFFERENCES BETWEEN THE NATIVES OF OTHER EUROPEAN COUNTRIES AND UNDERSTANDING THAT WE ALL HAVE TO SHARE THIS CONTINENT AS UNITED AND RESPONSIBLE.

2. Country (City / Region)
State: 
Portugal
City: 
TROFA – PORTO
3. Company/organization/institute presenting the project
Organization: 
ESCOLA BÁSICA DO CASTRO - TROFA
4. Type of organization
Select type: 
School
5. Project coordinator
Name and Surname: 
ANTÓNIO SILVA
E-Mail: 
silva.antoniom@gmail.com
6. Website
The website of the project: 
http://issuu.com/antoniomonteiro
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: 
01/11/2008
9. Targets and Elements of Innovation
Please explain the targets and the background of your project: 

THE MAIN TARGETS WERE USING ICT AND A FOREIGN LANGUAGE AS TOOLS FOR COMMUNICATION AND GETTING TO KNOW THE TRADITIONS, CUSTOMS AND WAYS OF LIVING OF OTHER EUROPEAN COUNTRIES. WE USED TWO PLATFORMS: THE ETWINNING PORTAL AND ISSUU.

What does it try to achieve and how: 

THIS PROJECT AIMS GETTING PEOPLE TOGETHER WITHIN EUROPE BY WRITING ABOUT WHAT MAKES US DIFFERENT AND WHAT MAKES US EQUAL IN EUROPE.

Which opportunities/problems does it address to: 

WE ARE NOW 27 COUNTRIES IN EUROPE AND THE MAJORITY OF THE YOUNG PEOPLE NOWADAYS DO NOT KNOW MUCH ABOUT THOSE WHO LIVE IN THIS CONTINENT. SO, THIS IS AN OPPORTUNITY TO GET IN TOUCH WITH OUR PARTNERS AND MAKE FRIENDS THAT MAY LAST FOREVER, BRINGING PEACE TO EUROPE AND TO THE WORLD.

Please explain what is unique or special in your project: 

I FIND THIS PROJECT SPECIAL DUE TO THE NUMBER OF COUNTRIES THAT WERE WILLING TO TAKE PART IN IT. WE ALSO USE THE LATEST TECHNOLOGIES AVAILABLE ON THE INTERNET AS A MEANS OF PROTECTING NATURE. AT THE SAME TIME WE ARE ALL SHARING OUR MOTHER LANGUAGES AND LEARNING MORE ABOUT A FOREIGN LANGUAGE, IN THIS CASE THE ENGLISH LANGUAGE.

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

WE HAVE PUBLISHED 6 ONlINE MAGAZINES SINCE DECEMBER 2008.

How does it fulfill the users’ needs: 

ALL THE ARTICLES SENT TO ME ARE PUBLISHED AND WE FEEL BELONGING TO A GREAT GROUP OF TEACHERS AND PUPILS COMMITED IN CREATING WHAT WE SAID WE WOULD.

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

AS I SAID BEFORE THERE ARE 16 TEACHERS FROM 16 DIFFERENT COUNTRIES. THE NUMBER OF PUPILS VARIES BUT WE ALL WORK WITH A CLASS EVERY MONTH, SO THE AVERAGE OF PUPILS PER MONTH WILL PROBABLY BE 160.

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

THIS PROJECT BROUGHT GREATER INTEREST IN LEARNING A FOREIGN LANGUAGE AS THE PUPILS KNOW THAT WHATEVER THEY WRITE WILL BE READ BY THOUSANDS OF ONLINE READERS IN THE WORLD. AS TEACHERS WE CAN INTEGRATE THIS PROJECT AS A TOOL FOR TEACHING PUPILS HOW TO LOOK FOR INFORMATION AND HOW TO WRITE IT IN ORDER TO ACHIEVE THE MAIN OBJECTIVES.

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

AFTER SOME MONTHS OF HARD WORK WE FEEL OUR PUPILS MUCH MORE MOTIVATED TO LEARNING AND ALSO TO KNOWING FACTS ABOUT EUROPE.

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

THIS PROJECT IS BASED ON ICT AS AN EDUCATIONAL TOOL FOR TEACHING AND LEARNING. IN PORTUGAL MANY TEACHERS WERE NOT USED TO WORKING WITH THESE NEW TECHNOLOGIES AND THEY FELT THAT THE PUPILS KNEW MORE THAN THEM. WITH THIS PROJECT THAT FEELING HAS CHANGED AND TEACHERS FEEL NOW MUCH MORE CONFORTBLE IN USING ICT IN THEIR CLASSES. CHILDREN ARE JUST LOVING BEING ABLE TO USING THOSE TOOLS THAT THEY WERE BORN WITH.

Describe how you measure (parameters) these results: 

THE USE OF ICT BY TEACHERS – VERY GOOD
THE USE OF ICT BY PUPILS – VERY GOOD
THE USE OF A FOREIGN LANGUAGE – VERY GOOD
THE SEARCH TECHNIQUE – VERY GOOD
COMMITMENT – VERY GOOD
RESULTS – VERY GOOD

11. Sustainability
What is the full duration of your project: 
From 1 to 3 years
Is your project economically self sufficient now: 
Yes
Insert date: 
11/01/2008
12. Transferability
Has your project been replicated/adapted elsewhere: 
No
What lessons can others learn from your project: 

I THINK THAT THERE ARE SOME LESSONS THAT MAY BE TAKEN FROM THIS PROJECT. FIRST, THAT IT IS WORTH TO TAKE CHANCES; SECOND, THAT WE MUST BE REALLY COMMITED IN TEACHING OUR PUPILS AND NEVER LET THEM DOWN; THIRD, IN ORDER TO LEARN A FOREIGN LANGUAGE PUPILS NEED TO FEEL THE NEED, AND GETTING THEM IN TOUCH WITH OTHER INHABITANTS THAT DO NOT SPEAK THEIR LANGUAGES IS ONE OF THE BEST WAYS.

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 WAS STARTED AS ONE MORE PROJECT ON ETWINNING THAT I’VE BEEN DEVELOPING SINCE 2006. I’VE ALWAYS TRIED TO BRING MY PUPILS REAL LIFE SITUATIONS OF USING A FOREIGN LANGUAGE AND ICT. THERE IS NO NEED OF FUNDING FOR ETWINNING PROJECTS, WE JUST HAVE TO REALLY BE UP TO IT AND KEEP ON WORKING. THE TEAM OF PARTNER SCHOOLS WAS A BIT DIFFICULT TO GET TOGETHER AS I WANTED MANY COUNTRIES TO BE ON THE PROJECT. AFTER TWO MONTHS OF HARD WORK I BROUGHT TOGETHER THESE

Barriers: 

THERE WERE NO GREAT BARRIERS. I ONLY WISHED I COULD GET MORE PARTNERS.

Solutions: 

I SENT MORE THAN 100 MESSAGES TO ALL THE POSSIBLE PARTNERS AND SELECTED THEM AS THEY ANSWERED ME.

Future plans and wish list: 

THERE IS MUCH TO DO TO MAKE US FEEL EUROPEANS, TO BREAK BARRIERS AND TO BE TOLLERANT TO OTHERS. I WOULD LIKE THIS PROJECT TO CONTINUE AND DEVELOP AND THAT WE COULD NOW CREATE FRIENDSHIPS AND EXAMPLES OF TOLLERANCE AMONGST EVERYBODY.

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