eTwinning

Maths in Wonderl@nd

Project Location
Country: 
Italy
City: 
Matera/Basilicata
Organization
Organization Name: 
Liceo Classico "Duni"
Organization Type: 
School
Website
http://magazinefactory.edu.fi/magazines/mathsinwonderland/?str=40
Project Type
Education from 11 to 15 years
Project Description
Description Frase (max. 500 characters): 
The project aims to enhance the students' motivation by making Mathematics a learner-friendly subject, to help them develop their creative, social, language and ICT skills
Project Summary (max. 2000 characters): 
“Maths in Wonderl@nd” is an eTwinning project developed by two groups of 13-15 years old students from Italy and Romania. The working language is English. We have planned the project mainly during the Global Junior Challenge finals in Rome, where teachers and some of the Italian students were present. We want to show that Maths can be more than a class in the timetable, it can be a world of imagination and creativity, populated by interesting and peculiar things, just like Lewis Carroll's book "Alice in Wonderland" is. Its starting point are the mathematical allusions in the book, but the activities go beyond that, by searching for other unusual Mathematical notions, that can even be recognized in our every-day environment, using the mathematical notions we get in class. Another project aim is to promote team work, collaboration and mutual understanding, as some of the main values of young European citizens.   The @ in the project title means that this Wonderland is also a world of ICT, of new  teaching and learning tools. We used an on-line magazine (http://magazinefactory.edu.fi/magazines/mathsinwonderland/?str=40), a blog (http://mathsinwonderland.blogspot.com/), a loudblog that can be found at http://irina.sorinvasilescu.ro/loudblog/, videos, Google Maps, animations, Voki, podcasts and other web 2.0 tools. The methodological approaches were web-based learning, games, peer and informal education, collaborative learning. Our TwinSpace is athttp://new-twinspace.etwinning.net/web/p20278/welcome (The TwinSpace is a collaborative environment for teachers and pupils)  
How long has your project been running?
11/2009
Objectives and Innovative Aspects
What are the specific objectives of the project and what are the instruments used to achieve them?: 
We expect the students: 1.  to change their approach to Maths and their idea of the link between science and society, 2.  to develop their  ability to abstract thinking 3. to help them to be more active citizens, aware of their choices 4.  to apply Maths knowledge into everyday life, thanks to the practices of maths games solving and links made with art, architecture and humanistic studies 5. to improve mutual understanding by studying our partners' cultural and historical background 6. to develop tolerance and cooperation  7. to experience a creative, cooperative and pleasant dimension of learning 8. to develop multiple intelligences and critical spirit 9. to reinforce ICT skills 10. to implement the use of the English language and the acquisition of scientific vocabulary  
Results
Describe the results achieved by your project How do you measure (parameters) these. (max. 2000 characters): 
Pupils produced a magazine, a blog, a loudblog, videos (published in the magazine). The project has had the following awards: Italian and European eTwinning Quality Label; Stella Quality Certificate; Stockholm Challenge Award finalist "“2011; Top 50 eLearning Award 2010; European eTwinning Award 2011- Maths and Science category
How many users interact with your project monthly and what are the preferred forms of interaction? (max. 500 characters): 
The two teams involved in the project consist of a total of about 40 people. Students and teachers communicate through the magazine, the blog and the TwinSpace. The project sites are accessible by anyone in the web, so we do not know how many people have visited them. The project was presented to the public in many conferences and workshops and has been included in the planning of the school.
Sustainability
What is the full duration of your project (from beginning to end)?: 
From 1 to 3 years
What is the approximate total budget for your project (in Euro)?: 
Less than 10.000 Euro
Is your project economically self sufficient now?: 
No
Since when?: 
01/2010
Transferability
Has your project been replicated/adapted elsewhere?: 
No
What lessons can others learn from your project? (max. 1500 characters): 
The project can be continued and adapted for other subjects. Its materials can be used during the following years in Maths, as auxiliary for different subjects or as a base for school curriculum. Some of them can be a way of reinforcing the revisions for the National Math exams and making these revisions more agreeable for the students. All the materials are visible to anybody due to being published in the magazine, blog and loudblog. The project is most suitable to be used in CLIL classes.  
Are you available to help others to start or work on similar projects?: 
Yes
Background Information
Future plans and wish list (max. 750 characters): 
We'd like to go on working with students, catch their interest and involve them. We would like that, thanks to this project, many more pupils would approach the maths and engage in scientific careers.

eSafety4eTwinners - web 2.0 and social media use eTwinners 4 preventing school dropout

Project Location
Country: 
Romania
City: 
Caransebes
Organization
Organization Name: 
Special School Caransebes Romania
Organization Type: 
0
Website
http://www.mentormob.com/learn/i/esafety4etwinners-project/esafety4etwinners-1-teacher-duma-cornel-lucian-special-school-caransebes-romania-founder
Project Type
Education from 16 to 18 years
Project Description
Description Frase (max. 500 characters): 
eSafety4eTwinners develop students creativity using in a safe mode new online technologies ( tools and apps web 2.0 and social media ) in XXI Century Education 4 preventing school dropout .
Project Summary (max. 2000 characters): 
In nowadays society where science and information known a spectacular development and use of new web 2.0 and social media applications is no longer regarded as an avant-garde movement our students should be able to handle in the creative use of computer and online free tools hwo represents a necessity in XXI Century Education . Interactive presentations like glogster edu and digital school lessons make a centered student who live in a learning envirolment and virtual education has become a phenomenon in education in last years. In the era of Internet and development of new technologies although my students and other students who have problems are children with special educational needs, at risk of school droppout XXI Century Skills can help them integrate into society .These technologies can stimulate discussion, open gateway to knowledge, promoting creativity and innovation for effective lifelong learning . Teacher and also students should have an entitlement to safe internet access at all times. Pulling Piaget and Papert , the use of participatory media tools in education is typically geared towards, creating a more student centered, adaptive environnement where learners can contribute to the course material, formulate and express their own insights and opinion, construct their own understanding of material by connecting concepts, to personal experience or current events, and learn from one another in collaborative environments . In the same time students are happy to learn how to integrate in a safe mode new digital technologies in their classroom ,and this may prevent early school dropout . Although there are students with special needs , if they develop digital skills easier to integrate into the labor market today as most employers require computer literacy skills when hiring. More informations in our wiki http://e-safety4etwinners.wikispaces.com/  
How long has your project been running?
10/2010
Objectives and Innovative Aspects
What are the specific objectives of the project and what are the instruments used to achieve them?: 
Through this project we want to develop XXI century skills for students using in a eSafe mode new tehnologies in education 2.0 . If we use with our students new tools and applications web 2.0 and social media we open for them gateway through knowledge . - Known and share each other culture; - Explore Web 2.0 tools and apps for education; - Acquire skills for the XXI century http://www.p21.org/ ); - Learn to communicate and work collaboratively; - Improve skill language - Students became social media curators Work process : We collaborate to chose toghether what tools and apps we will use every mounth in our project
Results
Describe the results achieved by your project How do you measure (parameters) these. (max. 2000 characters): 
Our free project was selected from 80 projects in top 10 Social Media practice by ElearningEuropa LS6 team and appear on their edited brochure made after Teacher's competition on Language Learning and Social Media use in Formal Language Learning Context http://elearningeuropa.info/en/book/full-description-practice-2  . I am very proud because our project was approved in the exhibition organized by Microsoft, MECTS and EOS on Innovative Education Forum 2012 http://bit.ly/fie2012  . I want to show everyone that although my students are with special needs they can made beautiful on-line things if we help them    http://e-safety4etwinners.wikispaces.com/ http://elearningeuropa.info/en/book/full-description-practice-2 https://www.facebook.com/groups/eSafety4eTwinners/ http://tinyurl.com/e-Safety4eTwinnersvoxopopgroup http://www.flickr.com//groups/1281160@N23/pool/show  
How many users interact with your project monthly and what are the preferred forms of interaction? (max. 500 characters): 
We was last year 7 teachers / parteners and we involved more than 100 students in our project and we collaborate on facebook, wikispaces , mixxt ...
Sustainability
What is the full duration of your project (from beginning to end)?: 
From 1 to 3 years
What is the approximate total budget for your project (in Euro)?: 
Less than 10.000 Euro
Is your project economically self sufficient now?: 
Str. Splaiul Sebesului, Bl.2 , Sc. A , Ap.1 , Caransebes, Caras-Severin
Since when?: 
03/2012
When is it expected to become self-sufficient?: 
06/2012
Transferability
Has your project been replicated/adapted elsewhere?: 
No
What lessons can others learn from your project? (max. 1500 characters): 
Web 2.0 , social media and other digital and information technologies are powerful and interesting tools, which open up new opportunities for everyone and for this reason teachers and students must know how to use it nowadays in a safe mode In the same time students are happy to came at schools where they learn about new tools and apps web 2.0 and social media and also they learn how to integrate in a safe mode new digital technologies in their classroom ,and this may prevent early school dropout .
Are you available to help others to start or work on similar projects?: 
Yes
Background Information
Barriers and Solutions (max. 1000 characters): 
Unfortunatelly the time is too short because we have only 1 hour / week to use all wonderful tools and apps who appear daily in the online word . In fact, the eSafety4etwinners provides a safe Web 2.0 learning environment while making learning fun. In line with this pan-European project, he has developed an optional course the computer my friend to teach pupils how to use web 2.0 tools safely.
Future plans and wish list (max. 750 characters): 
3 parteners we want to organize a preparatory visit for a Leonardo project this school year . We made also a blog for a good collaboration in this school year where students will post presentations, videos, and their online work . http://esafety4etwinners.blogspot.com/

Cultural Feast

Project Location
Country: 
Romania
City: 
Turda
Organization
Organization Name: 
Scoala cu clasele I-VIII "Andrei Saguna"
Organization Type: 
0
Website
http://culturalfeastturdaromania.wikispaces.com
Project Type
Education up to 10 years
Project Description
Description Frase (max. 500 characters): 
Cultural Feast Turda Romania was created as a means of learning, necessary for teaching local Geography that can be used and improved by future generations.
Project Summary (max. 2000 characters): 
"Cultural Feast-Turda, Romania" is a part of an international cooperation eTwinning project, developing a learning unit of the Science curriculum area. It is a project for young students and its main aim is to create a learning situation related to local Geography based on web 2.o tools. This project, finalized in a wiki site, is divided into 10 pages and it is particularly useful tool for the students from our school for learning the local Geography. "Cultural Feast Turda Romania" is an open project that supports improvements in the coming years, not only in terms of information about a city where students live, but also about its presentation. It will be filled with quizzes, crosswords, puzzles, maps, games using Web 2.0 tools specific to the age of students to make it interactive, attractive.
How long has your project been running?
10/2010
Objectives and Innovative Aspects
What are the specific objectives of the project and what are the instruments used to achieve them?: 
The project is integrated into the 4th grade curriculum. The project objectives were designed to be observable, specific, standards-based and focused on 21st century skills. Students will use division to calculate the population density of Turda city, will exercise capacity and understanding of a text in English and in their mother tongue by making advertisements and reports, translation and composition of texts. They will look for historical, geographical informations by using the Internet and they will process them using the Web 2.0 tools. They will sing the Romanian folk songs.
Results
Describe the results achieved by your project How do you measure (parameters) these. (max. 2000 characters): 
Cultural Feast project aimed to develop students' 21st century skills ,absolutely necessary for the younger generation to join the society.Cultural Feast is an online project of international cooperation, held in the eTwinning platform so it developed especially collaboration and communication skills. The site files activities has been proved critical thinking . The students have asked significant questions related to their living universe and have found answers by organizing the wiki. Even if they are young, the students have ICT skills. They have proved those working in the computer lab. They used attractive, spectacular and appropriate web 2.0 tools. They respected communication and online work rules.
How many users interact with your project monthly and what are the preferred forms of interaction? (max. 500 characters): 
The project is visited each month from students from different countries . So in last months have been about 400 visitors (100 in December) from Romania, U.S., Poland, Greece, Turkey, Switzerland, Holland, Italy, France, Portugal. The project is promoted by eTwinning and by the wiki.
Sustainability
What is the full duration of your project (from beginning to end)?: 
Less than 1 year
What is the approximate total budget for your project (in Euro)?: 
Less than 10.000 Euro
Specify: 
We didn't need funding
Is your project economically self sufficient now?: 
strada Razoare, nr.3, Turda, jud. Cluj, Romania, cod 401099
Since when?: 
12/2011
When is it expected to become self-sufficient?: 
02/2012
Transferability
Has your project been replicated/adapted elsewhere?: 
Yes
Where? By whom?: 
Yes.In my school by my colleagues in the local Geography lessons.
What lessons can others learn from your project? (max. 1500 characters): 
The project is a pattern of curriculum integration. Can be used as a wiki pattern. Princely Palace page contains treasure images that can be used in other projects. The Web 2.0 tools from the project could be used for presentations, posters, evaluations, movies.
Are you available to help others to start or work on similar projects?: 
Yes
Background Information
Barriers and Solutions (max. 1000 characters): 
The main barriers were lack of communication with some partners in the big project Cultural Feast (http://www.etwinning.net/en/pub/profile.cfm?f=2&l=en&n=37157). The students were lack of English language.
Future plans and wish list (max. 750 characters): 
The project could turn into a multilateral Comenius project, and its final product would be a touristic booklet. In this case, could be involved all the students of participating schools. It can also be developed through a national monthly magazine in order to describe places in Romania. There are in the city the ruins of the Roman camp hosting the Legion V Macedonica and the copy of Lupa Capitolina in Rome. So the project could be continued with a historical project one. Cultural Feast Turda, Romania is an open project that can be improved in the future with new information and new Web 2.0 tools. It could be used drawings and funny sound effects in a 3D animated world,quizzes, speaking avatars,crosswords, puzzles etc. to make it interactive and engaging for students.

King of my castle

Project Location
Country: 
Romania
City: 
Caracal
Organization
Organization Name: 
Gh. Magheru Caracal
Organization Type: 
0
Website
http://king-of-my-castle.blogspot.com/
Project Type
Education from 11 to 15 years
Project Description
Description Frase (max. 500 characters): 
Based on Gardner's Multiple Intelligences Theory, our eTwinning project tried to tackle each one of them, using the real castles and trying to "strengthen" the castles of our children's minds
Project Summary (max. 2000 characters): 
The project idea came at the end of an eTwinning learning event based on Howard Gardner's theory of multiple intelligences. We decided to apply the theory and see how our students will react. The theme was very generous and very well chosen. The students accepted the project with great enthusiasm, which they kept until the end. The work process was planned on 6 topics: - real castles in each country presentations, along with their natural surroundings(natural smart) - stories about castles, jumbled ones, unfinished or even fictional( language smart) - mathematical problems related to castles ( dimensions, age, number of rooms...) (maths and logical smart) exchanged and solved by partner students. - best draw or icon of a castle( kinesthetic and spatial smart), contest where children will comment and vote their partners' works of art( social smart). -songs related to castles, recorded by our children or searched by them on youtube( musical smart) -games, quizzes, puzzles(self smart). The initial time-schedule of 6 months was compressed because children were so enthusiastic they solved more than one task a month, so the most of active partners completed them in advance, working in ICT, History, Geography, Language, Maths, Art and Music classes. 6 of the partner schools were awarded with the European Quality Label in eTwinning. They are: Adriana Maris-Colegiul National "Coriolan Brediceanu", Lugoj, Romania; Beata Janus-Lewczyńska-Szkoła Podstawowa nr 24 im. Jana Marcina Szancera, Częstochowa, Poland; Cristina Nicolaita (FOUNDER), Scoala cu clasele I-VIII Gheorghe Magheru, Caracal, Romania; Cristina Ongaro, Istituto Comprensivo B. Barbarani, Minerbe, Italy; Florin Mariş, Scoala cu clasele I-VIII Nr. 2, Lugoj, Romania; KSENIJA VIDMAR-NINCEVIC (FOUNDER), Osnovna škola Bartula Kašića Zadar, ZADAR, Croatia.
How long has your project been running?
10/2010
Objectives and Innovative Aspects
What are the specific objectives of the project and what are the instruments used to achieve them?: 
Our main interests in developing this project were Multiple Intelligences and 21st Century Skills. Creativity and innovation; Critical thinking and problem solving; Communication; Collaboration. Following Bloom's taxonomy, the Project aims are divided into: *Cognitive Students will (Students learn important issues of famous castles, *Develop their awareness of geographical & historical features of other partner countries, *Improve their ICT & EL skills, *Affective Students will, *Develop and widen up their interpersonal skills via communication with their partners, *Show the positive disposition towards the introduction of the European dimension within the school setting,*Psychomotor Students will,*Develop their artistic skills and multiple talents.
Results
Describe the results achieved by your project How do you measure (parameters) these. (max. 2000 characters): 
The pedagogical innovative result achieved by our project consisted in treating a theme (Castles) by different approaches, using the theory of Multiple Intelligences. In this manner, all the students involved were able to find their place in the project, according to their best intelligence and, working together as a team, they developed their 21st Century Skills. The students used their creativity in every project activity or aspect, because they chose the way to express themselves (through art, science, collaboration, use of ICT, etc)
How many users interact with your project monthly and what are the preferred forms of interaction? (max. 500 characters): 
We used teachers room, but also twinspace ( http://new-twinspace.etwinning.net/web/p37934/welcome), project diary ( http://twinblog.etwinning.net/27550/), messenger and e-mail to discuss issues, to exchange opinions, to offer and ask for help. We also collaborated through tools like google.docs, wallwisher, voicethread, easypool to organize our work and solve the tasks together. Our blog received about 200 visits a month.
Sustainability
What is the full duration of your project (from beginning to end)?: 
Less than 1 year
What is the approximate total budget for your project (in Euro)?: 
Less than 10.000 Euro
Specify: 
We didn't need funding.
Is your project economically self sufficient now?: 
R. Calomferescu Street, No 7, Cod 235200, Caracal, Romania
Since when?: 
10/2010
Transferability
Has your project been replicated/adapted elsewhere?: 
No
What lessons can others learn from your project? (max. 1500 characters): 
Students were free to upload additional material.Pupils take account of the needs of partner schools regarding the use of ICT, too.That is the best part of the project as they suggested the contest for the best icon (they voted for the best one), created their fictional stories, even shape poems, new Romeo and Juliet version....We were peers and that was great! The same happened with our partners. That's the integration of the highest possible creative collaborative work of our students and ourselves, as teachers, and other partnering schools which we've never experienced before!
Are you available to help others to start or work on similar projects?: 
Yes
Background Information
Future plans and wish list (max. 750 characters): 
Our several-month experience while working on this Project tells us that the idea could be easily adaptable to any age of a child. Moreover, we could continue the Project this year with the same/different students, engage the same/add new partners and, of course, we'd update new ICT tools to demonstrate the Project aims.

Organic Garden Dream

Project Location
Country: 
Taiwan
City: 
Kaohsiung
Organization
Organization Name: 
Blackboard Collaborate
Organization Type: 
School
Specify: 
We asked for free VC room support from Blackboard Collaborate only. They are willing to help us. It is very difficult to ask for help, and there are more people need help in the world. Ours is volunteer work, the participants should know it and are willing to do it themselves.
Website
http://fireandice.tiged.org/GlobalOrgGard1/ http://organic.garden.free.fr/?lang=en
Project Type
ICT for environmental sustainability
Project Description
Description Frase (max. 500 characters): 
We use ICT to connect youth from the world through organic garden projects to reduce and reuse leftovers for compost and rebirth in our organic garden to solve environmental issue, food shortage, and teach people to live healthily. We connected more teachers, students and the communities to work on our organic dream. Here is our project main idea: http://youtu.be/G3lWLWJAYRI and work report after GJC 2009 http://youtu.be/xcFvujYWQMs
Project Summary (max. 2000 characters): 
Use ICT to connect the youth and spread our organic dream to the world for protecting our only Earth. In 2006, Abel Machado School from Brazil started organic garden project. It is Elluminate Fire and Ice project. In 2008, Burkina Faso got the award of Elluminate Fire And Ice. eClassroom-in-a-box after Brazil. In 2008 Sep., we started a new team: Taiwan, Mali, Turkey, Israel, Indonesia, Japan, Uzbekistan, Solomon, and Cuba. Due to the financial issue, Elluminate Fire and Ice no longer provided any classroom-in-a-box, but they still gave us free VC room. We were a brand new team, continued their project and developed. At the beginning, I was Asia-Pacific coordinator, worked with Stace Wills, Ellumninate Fire and Ice global coordinator. In Feb 2009, My friend Claude, from France would visit Cuba. It's a good opportunity to connect Cuba. Cuba team only had snail mails, Stace provided the equipments for VC by himself, and Claude tried his best to help this first Live Event. With the help from French Alliance and Embassy, we challenged this impossible mission for over a week. Finally, we met on line and wrote the history. http://www.youtube.com/watch?v=QIV0XgR4j_Q It was a project of ICT connecting rural and underprivileged communities at the beginning. All we have is a free VC room. In 2009 after GJC, I was in charge of this project. I started to invite Sounkalo from Mali to be my co-host. In 2010, I invited eTwinning Ambassador Eric to be my second co-host. He built a website for us. http://organic.garden.free.fr/?lang=en and helped me a lot on project promotion. In 2010, Elluminate was sold to Blackboard, and Stace left Elluminate. I asked the new company for free VC room support. We are like an orphan, if we can not get free VC support, we can not afford it, and how can we continue this ICT directing collaboration? Fortunately, Global Education Conference founder, Steve Hargadon from Blackboard, continued providing us free Blackboard Collaborate VC room generously. We were survived. At the beginning, it is a project to help rural areas, we developed to let the students learn organic agriculture, and be aware of environmental problems, including chemical pollution, and the influence of climate change to the insects and vegetable’s growing. We had a dream--- help the children own an organic garden at school campus. It’s an open book for the kids. Now, we have over 25 countries catch the dream together. We started to support other projects with the free VC room Blackboard provided. Our OG participants are used to supporting others. With Blackboard VC room, we can support different projects when our friends needed our help, we got more friendships and learned more from others. Besides, we had more special experiences on collaborations. Moreover, most of our participants have their own projects, and we are gathered to help our kids and extend our influence to make the world better. Video conference reinforced our friendship and improved the skills on developing our projects. Support is more important than promotion, that’s our OG spirit, and we got more than we paid. Though we had some trouble on different projects supports, we overcame with our passion, and people knew our goal is connect more people on environmental and educational issue. Seeing is believing, we used ICT tools to collect more people working on building our organic garden dream and realize it. It’s not a dream, we believe, and we’ll have a better future, for we educated the kids and got the help from their parents. We kept our dream work records on Youtube from 2008. http://www.youtube.com/TaiwanFxm That is our sweet memory and our OG history. TIG also supported us the blog. We connected with free ICT support. It keeps our project working as well. Without those free supports, we can't achieve our dream. We are so lucky to have so many people around us help us, and that's why we are keen to help others.
How long has your project been running?
06/2008
Objectives and Innovative Aspects
What are the specific objectives of the project and what are the instruments used to achieve them?: 
Global food shortage will become the greatest crisis in the near future. We need to educate the students to treasure what we have, to maintain our environment and keep it going. In order to improve our health, we need to be aware of using chemicals, and save our food source. Respect the food and use recycling system to create a non-chemical life. Using ICT collaboration, we collect more teachers and students to work for our organic garden dream. After 2009 GJC, eTtwinning France Ambassador Eric introduced more eTwinning Ambassadors to join us, Cathy from UK, Tatjana from Slovenia, Maria from Greece, and Italian teachers Monica and Rossella, India teacher Deepak. Charles-Henri from France also connected Cecelia from Costa Rica, and Chili educational bureau to join our VC. From my different projects, more teachers would like to use ICT on collaboration. There are Sharafat from Azerbaijan; Buket, Funda and Yesim from Turkey; Nadeem from Pakistan; Zebo from Tajikistan; Alusine from Sierra Leone; Suwako from Kenya (she is a Japanese teacher who built a school in Kenya). However, Solomon islands stopped all of the educational projects forever. Amy from the States had A.L.S., passed in Oct 2011 and stopped the collaboration. The good news is Diane from iEARN may continue this mission. Virginia from Nyirrpi School Australia recovered from cancer and back to our team. Mali went through the difficulties of the coup. We were fighting with the bad circumstance and overcame it. This is a small world but big challenge. After 2009 GJC, the media in Taiwan had reports for us, and we got the support from Environmental Protection Bureau. They built a small green house for us, so that the students can do some experimental and control vegetables growing. We had a warm interview at our garden. http://youtu.be/5I4loW1K11w We again united more strength. Though we had a dream to join GJC again, it’s very difficult to maintain this dream without money. The schools also focus on the student’s studying, we faced different challenges. In order to unite more strength and refresh our team, I hosted the first environmental art work competition for the kids and published postcards for the active countries. It can be our work report in these years. We had many great art works. http://youtu.be/e85_9cAnJRo We did catch the eyes of the schools, and let them support our organic dream.
Results
Describe the results achieved by your project How do you measure (parameters) these. (max. 2000 characters): 
At the beginning, the students needed to work under sunshine, did weeding job, worked with dirt, and bad smell from the fertilizer...They were not willing to do it, but after the first harvest, things changed, and they knew no pains no gains. After they knew our voluntary interpreter Daniel from Argentina, they would like to be Daniel 2nd. He is the student's mentor. The new students learned from the old ones, they are not only interested in garden work but raised the insects they found in our garden. It is an interesting switch. Live is uncertain and vividly, even the small world in our organic vegetables garden. You never know what will happen and you even can't expect the achievement from it. It's full of challenge. We went through it, and see the future from our small world. It's amazing, and our team treasured the opportunity to work together. More and more countries joined us, and we built our organic garden dream together. During our orphan time, the old friends tried their best to help us. We are not alone. TIG supported us as usual, their co-founder Michael came to Taiwan for Microsoft speech and met my principal coincidently, it made the principal give us full support. Moreover, VC collaboration let our students learn to make good use of ICT. They became my good assistants on hosting the VC. Sometimes the parents even joined our VC on our different projects connection. The stories behind the collaboration are more attractive. We had school to school visits from 2010. Turkiye teacher, Huri, knew we would join NDYS in Turkey, they invited all of my 14 students to stay with them. This is brother and sister’s love, and changed my students a lot---some started working on NGO associations after graduating from senior high. We developed a visiting VC, like Cuba and France team. In 2011 summer, Turkey, Japan, Ukraine joined iEARN conference and visited us together. I visited Colombia in Aug. They started from recycling and united the community to work on their kids’ organic garden dream. http://youtu.be/8iBQn-xtjVA I was so touched by the students’ parents, they are the model of our team http://youtu.be/c8u1RgU__HQ There is no way to measure the achievement. We had lots of insect problems, weather issue...the insects always got the food before we had a harvest. As the art work competition about environment, I published for all of the participated schools. It is a good way to thank for the great efforts of our team on this project, and we got many brilliant art works as well. TaiwanFXM paid for 13 postcards for FXM students, and 11 pieces of 4G memory sticks for 11 countries. That’s also my first financial support. I know I need to find more financial support for our team, but that’s my Achilles’ heel, I need to learn. Now Elluminate Fire and Ice ex-interpreter, Tarsila from Brazil, knew our difficulties and promised to help on free seeds getting for the school gardens from rural areas. We are looking forward to working with her. I can't measure our team work, for each team has it’s own difficulties, and many of the participants already did their best to join us---to save the world environment together. We used VC to have work report once a month at the beginning, but due to climate problem, we had VC almost two months a time this year. Special activities in 2011-2012: daffodils action for Amy and UK had tomato growing competition. Also school visits became one of our activities, Rocio from Colombia visited Taiwan FXM in June 2012. She encouraged our students a lot. My students in FXM proved to join this extra activity can improve ICT skill for their studying. They got better grades than others at school. They are our pride. We had many examples from our participated schools. The teachers from the world inspired our students together. It is a team of sharing, and we enjoyed working on the mission of having better world with our influence, that’s more important than we paid.
How many users interact with your project monthly and what are the preferred forms of interaction? (max. 500 characters): 
In 2009, our team only had 8 countries. But there's no financial support, some left, and more passionate joined. We use Blackboard VC room to have work report monthly, and TIG, eTwinning website to communicate with. We had over 30 countries catch the dream together. Monthly VC report keeps our project working, it is also the student's show time, the bridge of their work connection. VC is our favorite interaction.
Sustainability
What is the full duration of your project (from beginning to end)?: 
From 3 to 6 years
What is the approximate total budget for your project (in Euro)?: 
Less than 10.000 Euro
Specify: 
We asked for free VC room support from Blackboard Collaborate only. They are willing to help us. It is very difficult to ask for help, and there are more people need help in the world. Ours is volunteer work, the participants should know it and are willing to do it themselves.
Is your project economically self sufficient now?: 
Yes
Since when?: 
09/2008
When is it expected to become self-sufficient?: 
01/2013
Transferability
Has your project been replicated/adapted elsewhere?: 
Yes
Where? By whom?: 
This project was from Brazil. Elluminate Fire and Ice supported Brazil and Burkina Faso, but they did not continue this work. I only had one VC with Brazil school, that is their report before I knew them, no new report. Since Elluminate had financial problem, they did not support any school after 2008. They asked me to take it over, continue the project. I invited my friends to join it. They are all from iEARN---International Education And Resource Network. We did project with the way of self-sufficient. Sometimes we asked for help from community or government technically, not economically. For example, I asked Taiwan Embassy to provide seeds for Solomon DLCP, Distance Learning Center. France Embassy helped on Cuba VC. Our school got the skills of making liquid fertilizer from a Buddhist foundation and the Environment Bureau in my county set the fertilizer system for us. 1. http://youtu.be/wNJSFnuUXBU 2. http://youtu.be/ByejnBqK0VQ 3. http://youtu.be/g4nfac4fKlU After 2009 GJC---we are in the finalist, the media had interview with my students, 1. http://youtu.be/6XP-kWKL3gY 2. http://youtu.be/aLtdLybzGYc 3. http://youtu.be/KRJWu0h_Uf0 4. http://youtu.be/CwVh4euvlsM 5. http://youtu.be/3K_iDcKofk4 We attracted more people on our organic garden dream. Eric introduced more eTwinning teachers to join us, they are all excellent. It is interesting, the green house from Italian team is similar to ours. It is a dream to combine more strength to achieve a better world. No matter where you are or who you are, we worked together for our land. It is the dream we developed from the original two schools Elluminate Fire and Ice eClassroom-in-a-box.
What lessons can others learn from your project? (max. 1500 characters): 
Use ICT to connect more teachers and students, develop our dream to improve a better life, find free ICT organization to support on education. 1. Leftover recycling. 2. organic food---no chemicals 3. organic fertilizer production 4. climate change---different countries grow the same vegetables at the same time or different time to find the climate change 5. To combine the strength of community and school. 6. To find the help around us.7. Projects without economic support can still be existed. 8. Respect our food, growing vegetables with leftovers and organic way.9. Caring about our next generation and environmental issue is a must-do job. After we started to support different projects on VC, we got the love from others, found some obstructions of collaborations, and learned to have an opened mind. I think that’s more important in my career, and my students learned a lot from it as well. They are proud to have many friends and teachers from the world. It’s a small world, but big school. We enjoyed it and would like challenge the difficulties. That’s the fun of learning. http://youtu.be/wNJSFnuUXBU http://youtu.be/ByejnBqK0VQ http://youtu.be/g4nfac4fKlU
Are you available to help others to start or work on similar projects?: 
Yes
Background Information
Barriers and Solutions (max. 1000 characters): 
The stories behind our collaboration are more precious. Each story has its own challenge, especially the new free VC room getting...numerous barriers. The hardest challenge will be achieved after the worst barrier. We achieved some impossible missions. From the first seeds issue in Solomon islands to Cuba team http://www.youtube.com/watch?v=QIV0XgR4j_Q. Mali and Sierra Leone had difficulties on project execution due to money issue, but they never complained, and still worked hard and achieved the mission. Colombia students had an Organic Garden dream, everyone helped them. http://youtu.be/8iBQn-xtjVA Australia Nyirrpi students also achieved their dream---an organic garden in the desert. http://youtu.be/lm3H2xx4PGE The students’ parents are always the key persons of the projects. That is the amazing of collaboration. In Taiwan side, my co-teacher, Sam, took care of all the financial and growing issues in FXM, and my ex-students, Jerry, solved all of my internet troubles; Human Jason, designed the logo for us, so that I can concentrate on international connection. Now I’ll have a new assistant, William, he will major in agribusiness and agriculture next semester. Elluminate Ex-interpreter, Tarsila would like to help us voluntarily. We always have new blood help us. Some of our collaborated schools had internet connection problem. The unsteady internet connection is our barrier, but we tried our best to make the student's presentation VC happen. Our final work report on May 24th 2011---Part II-Q& A http://youtu.be/_ZSV_5IyPWs is an example, helping one another is our special character. The support from Blackboard is the most important and best backup. People knew what we did, and tried their best to help us. That’s the warmest moment. When we want to do something meaningful, the whole world will help us.
Future plans and wish list (max. 750 characters): 
If we could, all of the teams joined the VC at a certain time. It's another challenge for 20 countries, but we made it and enjoyed routine reports with this big family. As to disconnected countries, Cuba's example is my solution. They sent me files, and I made ppt, films for them. They had a place to speak out. http://youtu.be/7IuUfhfWK0A We had many films and ppt from different countries. We used VC to strengthen our friendship and keep the project working. That's the student's motivation, too. They had a bridge to connect the world. We are so lucky to have Blackboard Collaborate as our support. We'd like to promote more schools from rural areas to urban miracles. Organic Garden dream is a dream to solve environmental issue that we could find and to protect our only Earth. The students are the seeds we grow in our dream garden, and they will grow up naturally and prosperously, for it is organic. Next goal---over 50 countries join us. It’s not a dream. GJC helped me a lot invisibly. I knew a key teacher, Eric from GJC, and we developed our dream with more teachers from different countries. It’s like blowball, when the project is mature, all we need is a gentle breeze, it will spread and develop to the world. The future is like our model schools, Mali, Cuba, Australia and Colombia, it's bright and we enjoyed learning with the students. Let's have a better life in the future. Use our motto "Just do it" to achieve this mission. The barriers we face in the future will be always tough, but we will solve it and create more miracles together. We’ll help more teachers and students to build their own dream on different projects as well. Films can talk, I'll make more films about our team stories, and touch more people to join us on protecting our earth with organic way.

Eratosthenes, how BIG is our World?

Project Location
Country: 
France
City: 
Lafranàcaise
Organization
Organization Name: 
Collège Antonin Perbosc
Organization Type: 
0
Website
http://www.eratosthenes.eu
Project Type
Education from 11 to 15 years
Project Description
Description Frase (max. 500 characters): 
Students from all continents join together to reproduce one of the science's 10 most beautiful experiments of all time: Eratosthenes' measurement of the Earth's circumference.
Project Summary (max. 2000 characters): 
This project combines the oldest science experiment and the newest ICT collaborative tools.l'hip–ˆ_THE_HISTORICAL_ERATOSTHENES_MEASUREMENT_(200_years_BC) : At noon on the summer solstice in the Egyptian town now called Aswan, the sun hovers straight overhead. When he heard about this fact, Eratosthenes, the librarian at Alexandria , realized he had the information he needed to estimate the circumference of the planet. On the same day and time, he measured shadows in Alexandria, finding that the solar rays there had a bit of a slant, deviating from the vertical by about 7°. Assuming the earth is spherical, its circumference spans 360°. So if the two cities are 7° apart, that would constitute 7/360 th of the full circle "” about 1/50 th. Estimating from travel time that the towns were 5,000 stadia apart, Eratosthenes concluded that the earth must be 50 times that size "” 250,000 stadia in girth (40,000km l'hip–ˆ_THE_MODERN_HANDS_ON_EXPERIMENT :Since sept 2000, thousands pupils have measured the Earth's circumference from their classroom. The pupils learn how to observe the shadows and the motion of the Sun in the sky, they build their own measuring instruments and they exchange their results with other schools through Internet. Several Web 2.0 platforms are used for this collaboration: The French (http://www.lamap.fr/eratos) and US (http://ciese.org/curriculum/noonday/) hands-on website, and the European eTwinning twinspace (http://new-twinspace.etwinning.net/web/p43838 ). Other measures are archived on public websites (http://eratosthenes2010.free.fr/). The last step in a series of measures are videoconferences during the autumnal and spring equinoxes, and summer solstice.
How long has your project been running?
06/2005
Objectives and Innovative Aspects
What are the specific objectives of the project and what are the instruments used to achieve them?: 
Many subjects are seen in a ludic point of view. â_HISTORY_&_GEOGRAPHY_ : with ancient Egypt, Eratosthenes, and the localization of the partners. ASTRONOMY: the shadows show the trajectory of the sun during the day and how this course changes with the seasons. â_PHYSICS_: light and shadow are at the heart of the project. Experiments are done on the field, then simulations in the classroom reproduce what has been observed. â_TECHNOLOGY_ : The instruments : gnomons, plumb line, air level, set square, quadrants, are designed, made, tested and adjusted by the pupils. â_MATHEMATICS_&_GEOMETRY_: The pupils have to use parallels, angles, triangles, circles, length differences. â_ORAL_&_WRITTEN_LANGUAGE_, are used in every activity, especially for experimental process : the pupils make hypothesis, design experiments, observations and then give conclusions, either orally or in a day-to-day log. â_ICT_: thanks to the Internet, the pupils make documentary researches, and discuss with other pupils to compare and exchange the results of their measures and calculations. â–ˆ_PLASTIC_ARTS_: This project gives the opportunity to show one's creativity: drawings showing Eratosthenes history, models of the experiments, calligraphy with hieroglyphs and Greek alphabet. ╠═The fact that the primary school pupils have only a slight mathematical knowledge seems to be a problem, but it is possible to discover these notions in a different way, more concrete, with paper, templates, paper rulers, graduated circles, and strings: the pupils do not have to prove the properties of a figure, but they simply have to check them and see what they can do with. Some children with school problems discover through these activities the opportunity to show their inventiveness, their resourcefulness, skillfulness, as well as their sense of mutual aid: these qualities, acknowledged by their peers, will give them more self-confidence and a desire to continue with other fields.
Results
Describe the results achieved by your project How do you measure (parameters) these. (max. 2000 characters): 
More than the result of calculation of the Earth's circumference, more than the achievement of disciplinary objectives, the use of collaborating web 2.0 tools that enabled students all around the world to work on a planetary project is the most exciting result. http://www.youtube.com/watch?v=tp5HH54FxyM (march 2011) http://www.youtube.com/watch?v=m6f18j3AeiM (june 2011)
How many users interact with your project monthly and what are the preferred forms of interaction? (max. 500 characters): 
The project follows a seasonal schedule, depending on the movement of the Earth. 4 appointments are the 2 equinoxes & 2 solstices. The spring equinox is the one that brings together the most participants because of school calendars. At each "appointment", finalized by a videoconference between 10 and 20 schools are met. The number of students per school ranged from 20 to 30 students for Europeans to more than 150 in India when this event is associated with a celebration of science.
Sustainability
What is the full duration of your project (from beginning to end)?: 
More than 6 years
What is the approximate total budget for your project (in Euro)?: 
Less than 10.000 Euro
Is your project economically self sufficient now?: 
le bourg 46800 Saint Daunes (personal)
Since when?: 
06/2005
Transferability
Has your project been replicated/adapted elsewhere?: 
No
What lessons can others learn from your project? (max. 1500 characters): 
This project is a great source of inspiration for teachers who participate. Many projects have been created by these teachers on various subjects. First is the choice of a topic that motivates students and may involve participation in the worldwide highlighting the human factor and what unites Humanity.
Are you available to help others to start or work on similar projects?: 
Yes
Background Information
Barriers and Solutions (max. 1000 characters): 
The main challenge is organizing a videoconference gathering all the participants at the same time. For march videoconference, when it was 2pm in western Europe, it was 9pm in Malaysia and 9 am in Canada. 4 continents were on line ,15 schools (Malaysia, India, Slovenia, France, Italy, Morocco, Romania, Argentina, Slovakia, Canada, Spain, Turkey, Greece) In june a new partner in Taiwan integrated our network.
Future plans and wish list (max. 750 characters): 
We have now a core of teachers, some of them working on this project since 2005 and determined to make this world go round, and let the sun shine, to make this project last for many years furthermore. Rossella Bragazzi & Monica Fabbri : project coordinators in Italy Tatjana Gulic : eTwinning ambassador (Slovenia) Maria Georgiadou : eTwinning ambassador (Greece) Caroline Sarfati : eTwinning ambassador (France) Eric Vayssie : eTwinning ambassador (France) India is the most representated country with 4 shools in 2011 june experiment. Our coordinator Deepak Sharma organizes special events for India in remote schools in places like Kashmir : http://youtu.be/nh7TMYqI_vA

Bridges of Water (BoW)

Project Location
Country: 
Italy
City: 
Casole d'Elsa (SI)
Organization
Organization Name: 
Scuola Secondaria di primo gr. "Arnolfo di Cambio"
Organization Type: 
School
Specify: 
Secondaria di primo grado
Website
http://new-twinspace.etwinning.net/web/p42084
Project Type
Education from 11 to 15 years
Project Description
Description Frase (max. 500 characters): 
L'acqua come via tra i popoli e non come barriera: studenti d'Europa si confrontano sul tema dell'acqua, fonte di vita, dal punto di vista etico, scientifico, storico-sociale, artistico e simbolico.
Project Summary (max. 2000 characters): 
BoW è un progetto Comenius ed eTwinning: tutte le attività  sono documentate, condivise e discusse sul TwinSpace, che serve anche come luogo virtuale d'incontro per gli alunni. L'idea di base -costruire il progetto intorno all'immagine dell'acqua- è nata nella scuola italiana: siamo infatti collocati in un'area a forte immigrazione, nazionale e internazionale, e abbiamo bisogno di percorsi che favoriscano l'integrazione. Abbiamo perciò pensato all'acqua, dapprima, come elemento simbolico radicato da sempre nella nostra cultura (pensiamo a Ulisse): l'acqua come metafora del viaggio. E dall'immagine del mare solcato dalle navi, di ieri e di oggi, siamo passati al mare virtuale del web che è oggi il luogo degli incontri e della conoscenza (ancora, come il mare di Ulisse). Successivamente abbiamo pensato che l'acqua si prestasse ad essere tema interdisciplinare per eccellenza, ed abbiamo coinvolto i docenti di Scienze Matematiche, Arte, Storia e Geografia: in breve, tutte le discipline hanno trovato un proprio ambito nel percorso. A questo punto, abbiamo contattato alcune scuole in Europa con cui già  avevamo avuto rapporti di collaborazione (sia online che mobilità  di alunni e/o docenti). Il partenariato coinvolge oggi Italia, Spagna, Ungheria, Slovacchia e Turchia. Con gli Istituti partner dei rispettivi Paesi abbiamo costruito il progetto Comenius, articolandolo in tappe a scadenza indicativamente bimestrale, dalle attività  più semplici (realizzazione del logo e relativo concorso, ricerche sulla fonte d'acqua più vicina, creazione di miti e leggende legati all'acqua, etc) fino a quelle più complesse (il prodotto finale previsto è un libro, in formato cartaceo e digitale, che raccolga il punto di vista di nativi e visitatori sui paesi partner). Sono stati realizzati cinque meeting nei due anni, uno in ciascuno dei paesi partner, coinvolgendo ragazzi e docenti, per integrare gli incontri virtuali con quelli reali.
How long has your project been running?
08/2010
Objectives and Innovative Aspects
What are the specific objectives of the project and what are the instruments used to achieve them?: 
Il progetto vuole superare il problema della "remoteness" (come la definisce il Professor Sugata Mitra), in senso geografico, culturale e sociale: tutte le scuole coinvolte hanno infatti nutrite minoranze di alunni svantaggiati. Nella scuola italiana il problema è legato specialmente all'immigrazione, nella spagnola alla disoccupazione, nella ungherese e slovacca alla presenza di minoranze etniche, nella turca all'isolamento geografico vero e proprio, che impedisce la conoscenza e la relazione con l'altro, e alla presenza di alunni special needs. Per usare ancora le parole di Sugata Mitra, "technologies should reach the underprivileged first": e noi abbiamo usato le ICT per far davvero comunicare questi ragazzi, offrire stimoli a tutti, permettendo ai "priviliegiati" di approfondire le proprie conoscenze, e ai "non privilegiati" di colmare le proprie lacune. Naturalmente ci sono obiettivi disciplinari, legati alle materie coinvolte. Ma l'obiettivo educativo comune riguarda la convivenza civile: il raggiungimento di un'integrazione che sia reale e quindi fertile. Come il titolo del nostro progetto, vogliamo che i ragazzi costruiscano insieme dei "ponti" fra gli individui, nelle classi e tra partner. Da qui l'idea di creare come prodotto finale un libro-guida: la cosa può sembrare banale, ma in realtà  non si descrivono i partner come in una guida turistica, bensì si interpretano. Il libro sarà  infatti costituito, paese per paese, dal punto di vista degli studenti del posto più il punto di vista degli studenti ospiti (che scrivono i propri commenti durante le visite programmate). Al centro del progetto, l'acqua, risorsa per tutti, ma anche strada che ci porta da qualcosa/qualcuno: non come invasori, ma nuovi amici. L'obiettivo ultimo è far capire ai ragazzi che tutti hanno gli stessi bisogni e diritti: e che, come nel nostro libro, ogni cosa e persona può essere vista da più prospettive. Quindi, o tutti siamo diversi, o nessuno lo è.
Results
Describe the results achieved by your project How do you measure (parameters) these. (max. 2000 characters): 
I risultati sugli alunni sono stati sia di carattere disciplinare (le verifiche hanno messo in luce un'alta percentuale di alunni con significativo miglioramento delle competenze rispetto ai livelli di partenza), sia legati all'ambito più ampiamente educativo (maggior coinvolgimento nelle attività  proposte, migliori capacità  di lavoro in team, aumentata motivazione allo studio, dinamiche di convivenza più serene). Un risultato in parte inaspettato è stato il coinvolgimento delle famiglie, presenti in modo massiccio a tutti gli incontri previsti. I monitoraggi del primo anno rilevano un alto indice di gradimento: gli alunni sono coinvolti, le famiglie partecipi. Ottimo il coinvolgimento del territorio: i Comuni di Colle e Casole d'Elsa hanno dato risonanza a BoW sulla stampa locale, contattato esperti, sostenuto la scuola in giornate dedicate ai progetti europei. Il 3 Maggio 2011, in occasione della Settimana Comenius, è stato organizzato a Colle Val d'Elsa il seminario "School Beyond Borders - dalla Valdelsa in Europa" a cui hanno partecipato docenti e Dirigenti di tutte le scuole dell'area. I risultati sui docenti sono stati anch'essi rilevanti: si è imparato davvero a lavorare in team, sia per organizzare uscite e attività , sia per realizzare le lezioni nelle classi degli Istituti partner (esperienza, quest'ultima, davvero formativa per tutti). I prodotti del progetto sono raccolti sul TwinSpace pubblico. Le cartelle sono organizzate secondo la "tabella di marcia" delle attività . Dal punto di vista dei prodotti questo è il Comenius più ricco tra quelli che abbiamo realizzato (forse perché coinvolge meno partner del solito, ma molti più alunni e docenti). Per la qualità  del progetto, la coordinatrice Monika Kiss è stata invitata da EUROPEAN COMMISSION Directorate-General for Education and Culture a presentare BoW in occasione dell'evento 'Comenius Partnerships - Helping schools team up across Europe', organizzato a Brussels nel mese di Maggio 2012.
How many users interact with your project monthly and what are the preferred forms of interaction? (max. 500 characters): 
Nella scuola italiana: 7 classi coinvolte in 3 sedi e 3 Comuni diversi (circa 150 alunni e 50 docenti). Nella scuola ungherese: 305 alunni e 40 docenti. Nella scuola spagnola: 200 alunni e 15 docenti. Nella scuola Slovacca: 665 alunni e 69 docenti. Nella scuola turca: 62 alunni e 12 docenti. Tutti sono coinvolti quotidianamente nello svolgimento delle attività  previste; tutti comunicano regolarmente sul TwinSpace; gruppi di docenti e alunni partecipano ai meeting presso gli Istituti partner.
Sustainability
What is the full duration of your project (from beginning to end)?: 
From 1 to 3 years
What is the approximate total budget for your project (in Euro)?: 
From 10.001 to 30.000 Euro
Specify: 
in parte dalla scuola, in parte dal finanziamento Comenius
Is your project economically self sufficient now?: 
Yes
Since when?: 
08/2010
Transferability
Has your project been replicated/adapted elsewhere?: 
Yes
Where? By whom?: 
Dai vari seminari di disseminazione e di studio, in particolare dopo "School Beyond Borders", è emerso che altre scuole della zona avevano implementato/intendevano implementare percorsi simili. Alcuni Istituti hanno chiesto un nostro intervento per illustrare ai docenti le nostre modalità di lavoro, con l'intenzione di attuare progetti di questo tipo nel nuovo anno scolastico.
What lessons can others learn from your project? (max. 1500 characters): 
Possono imparare a lavorare insieme in modo proficuo: nella propria scuola, con i partner e con le ICT. I progetti in partenariato (Comenius e altro) non sono necessariamente percorsi dove un docente (in genere di lingua) porta avanti tutto da solo e gli altri nel caso migliore "danno una mano". Secondo noi vale la regola "più teste, più idee", che nel caso del Web 2.0 ci sembra più azzeccata che mai: tante teste + tante idee + web vuol dire massima diffusione, massima ricaduta, massimo coinvolgimento di tutti. Quando apprendimento fa rima con divertimento!
Are you available to help others to start or work on similar projects?: 
Yes
Background Information
Barriers and Solutions (max. 1000 characters): 
Non ci sono ostacoli organizzativi, perché il progetto è stato ben strutturato, in modo attuabile da tutti. E tutti, ragazzi e docenti, lo hanno infatti ben accolto. Purtroppo gli ostacoli sono di tipo economico, legato al management della scuola: il budget Comenius è più che sufficiente per coprire le mobilità all'estero e la realizzazione dei prodotti, ma come pagare le supplenze dei docenti in viaggio? Se si organizzano riunioni, come pagare le ore di planning ai docenti? Sono due problemi tipici dei progetti Comenius: e noi siamo riusciti a risolvere "ufficialmente" solo il secondo. Infatti, non indiciamo riunioni specifiche ma dedichiamo uno spazio apposito al progetto all'interno di ogni Collegio dei Docenti. Questo è perfetto, perché tutti sono presenti e se ci sono decisioni da prendere lo si fa insieme. Per le supplenze, invece, ci basiamo al momento sulla buona volontà e la disponibilità di tutti. Come sempre, le cose funzionano perché (e finché) c'è un buon team docente.
Future plans and wish list (max. 750 characters): 
Il progetto è a metà  del secondo (ed ultimo) anno. Attualmente, oltre a svolgere le attività  previste e realizzare il prodotto finale, stiamo cercando di strutturare un percorso stabile di scambio docenti (auto finanziato, o magari con un altro progetto in ambito LLP). Riteniamo infatti che tra gli aspetti più innovativi di questo Comenius ci siano le lezioni dei docenti stranieri nelle classi partner. Questo è un momento emozionante per tutti, che rende tangibile la presenza dell'altro, la necessità  dell'uso reale della lingua, la percezione della propria cittadinanza europea. Stiamo anche pensando di creare classi virtuali, realizzando lezioni on-line a cui ragazzi e docenti possano partecipare in prima persona (con elluminate o altri web conferencing tools). Insomma, il nostro viaggio attraverso i Bridges of Water è ancora in corso: c'è sempre tanto da esplorare!

BE TWIN ! - twinning up the everyday lesson

Project Location
Country: 
Italy
City: 
Casole d'Elsa (SI) - Toscana
Organization
Organization Name: 
Scuola Sec. di 1° grado "Arnolfo di Cambio"
Organization Type: 
School
Specify: 
Scuola Secondaria di primo grado
Website
http://new-twinspace.etwinning.net/web/p26459
Project Type
Education from 11 to 15 years
Project Description
Description Frase (max. 500 characters): 
Ragazzi e docenti di Paesi diversi imparano insieme: web tools e lavoro in gruppo sovranazionale, da singolo progetto a modalità  di lavoro quotidiana e condivisa.
Project Summary (max. 2000 characters): 
BE TWIN è stato ideato dalle docenti Laura Maffei e Monika Kiss. Dopo anni di collaborazione online con eTwinning e Comenius, si è voluto stavolta andare oltre il progetto: impostare una metodologia che sistematizzasse la collaborazione online, allargandola ai colleghi e alla comunità  (hanno partecipato i Comuni di Casole d'Elsa e Szeged) per massimizzare la ricaduta sui ragazzi. La struttura di BE TWIN è semplice: ogni alunno coinvolto è abbinato a un "twin" nell'istituto partner - un gemello con cui comunicare e collaborare durante le lezioni quotidiane. L'abbinamento serve a portare davvero "in classe" i partner, lavorando con loro attraverso le ICT in tutte le discipline e rendendone concreta la presenza. Il percorso non è monografico ma coinvolge il "fare scuola" quotidiano, articolandosi come un diario di bordo. Pertanto, tutti gli insegnanti si sono impegnati a svolgere nel corso dell'anno almeno un'attività  in modalità  twin: collaborazione con i partner + uso creativo delle ICT + lavoro in team sovranazionale. Tappe del lavoro: 1- indicazione del compito da parte del docente e proposta dello strumento/i da utilizzare (voki, bubbl.us, etc); 2- scelta ed esplorazione dello strumento da parte degli alunni (libera, in gruppi, con l'unico vincolo del tempo); 3- realizzazione del prodotto in gruppo (elettivo purché misto per competenze e nazionalità ); 4- condivisione dei prodotti, valutazione/autovalutazione; 5- feedback e documentazione di tutte le attività  su TwinSpace e blog. In BE TWIN, le ICT sono la voce dei ragazzi. Sono quindi utilizzate in chiave ludica e il più possibile autonoma, per sfruttarne il potenziale di apprendimento cooperativo (creare la comunità , sia tra alunni che tra docenti). Per garantire uniformità  di approccio si è stesa in CdC un'apposità  Unità  di Apprendimento trasversale. Il percorso con i partner diventa così davvero parte dell'esperienza scolastica degli alunni, non un episodio o una semplice parentesi.
How long has your project been running?
01/2010
Objectives and Innovative Aspects
What are the specific objectives of the project and what are the instruments used to achieve them?: 
Un problema da affrontare è che spesso i progetti europei di collaborazione online sono strutturati dai docenti (quindi vissuti dai ragazzi) come "altro" rispetto al normale fare scuola. Per di più, sono spesso extracurricolari. BE TWIN è basato invece sull'integrazione nel curricolo, perché vuole colmare il gap tra "progetto online" e "lezione quotidiana". BE TWIN si è rivolto inizialmente a una classe con problemi legati all'integrazione di alunni diversamente abili in un gruppo-classe già  fragile a livello di competenze-base. In un secondo momento, però, i risultati ottenuti sono stati così buoni da consentire di riformulare gli obiettivi, cercando l'eccellenza e non la sufficienza. Se all'inizio un progetto online era un modo per supplire alla mancanza di altre esperienze (viaggi virtuali invece che reali), ben presto gli alunni si sono appassionati all'uso creativo delle ICT, coinvolgendo famiglie, sempre più docenti, ed Enti Locali, e cercando essi stessi l'eccellenza. In coerenza con la struttura del progetto, gli obiettivi specifici restano quelli delle singole discipline (ogni docente ha cercato di raggiungere gli obiettivi disciplinari anche attraverso BE TWIN, con l'uso delle ICT e il lavoro in partnership). Gli obiettivi educativi trasversali si riferiscono alla sfera dell'educazione alla convivenza civile: accettazione dell'altro, scoperta dell'unicità  ed eccellenza di ognuno, capacità  di lavorare in gruppo oltre le barriere linguistiche, fisiche, culturali. Innovativa è l'idea fondamentale: ogni docente nel proprio ambito affronta alcune attività  curriculari proponendo agli alunni uno o più strumenti informatici da esplorare e quindi utilizzare in maniera personale per raccontare/raccontarsi ai partner. Innovativa è anche la modalità  di lavoro in gruppi transnazionali. Per finire, è innovativo il fatto che il percorso sia stato pensato come occasione di formazione per gli alunni e al contempo crescita professionale per i docenti coinvolti.
Results
Describe the results achieved by your project How do you measure (parameters) these. (max. 2000 characters): 
Gli obiettivi disciplinari sono stati raggiunti, a diverso livello, da tutti gli alunni. Sono emerse eccellenze in ambito linguistico (un'alunna ha ottenuto il KET with merit) e informatico. Particolarmente brillanti sono stati i risultati in ambito relazionale. I ragazzi hanno autonomia di comportamento, sanno muoversi in ogni ambito, familiare e formale, hanno maturato atteggiamenti solidali e cooperativi. Il progetto ha vinto il premio europeo eTwinning 2011 per la categoria 12-14 anni. Gli alunni e i docenti hanno partecipato all'eTwinning Conference & Camp a Budapest. L'agenzia EDUCATIO Kht ha selezionato BE-TWIN come approccio innovativo alla didattica, presentandolo nel campus di Tiszafùred ed Eger (HU) nel Luglio 2010. Dalla registrazione delle lezioni è tratto un dvd distribuito in ambiente educativo a livello europeo. Le docenti italiane sono state invitate a presentare BE-TWIN come esempio di "buona pratica" nella giornata a tema dedicata al CLIL, organizzata dall'USR Toscana il 20 Aprile 2010 a Firenze. Il progetto è stato presentato al Festival d'Europa a Firenze per il lancio di Youth on the Move (Maggio 2011) e nel seminario dell'Associazione Nazionale Insegnanti di Lingue Straniere "Scuola Primaria: Ambienti e Metodologie Per Insegnare le Lingue" (Firenze, Marzo 2011). Dopo la vittoria del premio europeo, il progetto è stato presentato in vari Istituti della Toscana interessati a replicarlo. La University ELTE, Department of Media and Educational Technology ha selezionato BE TWIN come "buona pratica" legata all'uso delle ICT nella didattica, per una pubblicazione nell'ambito di un progetto sostenuto dall'UNESCO. BE TWIN è stato presentato nella conferenza Sulinetwork organizzata da Educatio Kft (Szeged, febbraio 2012). In relazione a BE TWIN, l'istituto ungherese è stato recentemente selezionato per partecipare al progetto "Microsoft Partners in Learning for Schools" (PiL for Schools).
How many users interact with your project monthly and what are the preferred forms of interaction? (max. 500 characters): 
Il gruppo dei twins conta circa 30 alunni; partecipano alle attività  le altre classi della sede, per implementarvi il percorso in futuro (120 alunni su Casole, quasi 400 per Szeged). Sono attivi sul progetto tutti i docenti dei gruppi-classe coinvolti (circa 30). Hanno accesso al blog e TwinSpace famiglie e Amm.ne Comunale. La frequenza di utilizzo è quotidiana. Comunicazione e lavoro avvengono per via informatica (scambio di email, chat, blog). E' stato creato dai ragazzi un gruppo facebook.
Sustainability
What is the full duration of your project (from beginning to end)?: 
From 1 to 3 years
What is the approximate total budget for your project (in Euro)?: 
Less than 10.000 Euro
Specify: 
è a costo zero
Is your project economically self sufficient now?: 
Yes
Since when?: 
01/2010
Transferability
Has your project been replicated/adapted elsewhere?: 
Yes
Where? By whom?: 
Poiché la modalità  di lavoro è semplice (richiede solo l'accordo del Consiglio di Classe), percorsi simili, basati su ICT+partnership europea+dimensione curriculare sono stati implementati in altre classi dell'Istituto italiano e disseminate nelle scuole del Distretto. Il nostro Istituto ha appositamente organizzato un seminario di disseminazione "School Beyond Borders - dalla Valdelsa in Europa" il 3 Maggio 2011, per condividere con le scuole dell'area questo tipo di esperienze. In Ungheria, il progetto è stato replicato in diversi Istituti che si sono avvalsi della collaborazione e delle indicazioni fornite dalla fondatrice Monika Kiss.
What lessons can others learn from your project? (max. 1500 characters): 
Possono imparare che si può fare scuola in modo innovativo e stimolante per alunni di qualsiasi livello e per i loro docenti, senza spesa e basandosi solo sulla professionalità  del personale e sull'entusiasmo dei ragazzi. Non occorre né essere esperti informatici né pagare esperti, occorre solo imparare a condividere.
Are you available to help others to start or work on similar projects?: 
Yes
Background Information
Barriers and Solutions (max. 1000 characters): 
Non abbiamo incontrato grossi ostacoli, anche perché la scuola ha una tradizione in ambito di progetti europei per via informatica. Riteniamo comunque che l'unico ostacolo serio possa essere un disaccordo tra docenti, anche se non è un problema specifico di questo tipo di percorsi: senza accordo tra docenti, nessuna didattica può funzionare. Comunque, in progetti online, ci può essere una legittima paura da parte di docenti non esperti in lingue straniere o nell'uso delle ICT. In questi casi, un Consiglio di Classe affiatato può comunque mettere ciascuno in condizione di dare il proprio contributo senza stress, ricordando che quando si lavora in team ognuno impara dagli altri: perciò chi non è esperto nelle ICT ha tutto il tempo per familiarizzare. Non possono esserci problemi di tipo economico: naturalmente è più difficile lavorare se la dotazione informatica è scarsa, ma anche a questo si può ovviare, perché è uno dei pochi casi in cui i ragazzi sono felici di lavorare a casa!
Future plans and wish list (max. 750 characters): 
La nostra ambizione è allargare a tutte le classi della scuola questa metodologia. Abbiamo buone speranze, perché è anche il desiderio espresso dalle famiglie. Vogliamo che l'utilizzo delle attrezzature informatiche non sia relegato all' "ora di computer" ma che le ICT diventino uno strumento quotidiano per esprimersi e per imparare, come la penna o il libro; che l'educazione alla convivenza civile non riguardi una singola disciplina, ma tutte (ogni insegnante è educatore); che attraverso questa strategia si valorizzino anche alunni diversamente abili o con DSA, creando una scuola davvero inclusiva. Per realizzare le nostre speranze non servono strumenti particolari: ci vogliono solo sempre più insegnanti motivati e aperti all'innovazione.

A Taste of Maths (ATOM)

Project Location
Country: 
Romania
City: 
Bucharest
Organization
Organization Name: 
School no. 195
Organization Type: 
School
Website
http://atasteofmaths.blogspot.com/, http://prezi.com/cp9wcr8_lyev/atom/
Project Type
Education from 11 to 15 years
Project Description
Description Frase (max. 500 characters): 
The project aims to increase students' motivation and interest for Mathematics, stimulate their investigative spirit by combining common contents of the curriculum with aspects of day-to-day life.
Project Summary (max. 2000 characters): 
"A Taste of Maths" is an eTwinning project based on cross-curricular teaching, project-based learning and CLIL .The aims of the project are in its title. The main aim was to develop children's appetite for Mathematics. Secondly, we tried to make a connection between Maths and everyday life, and we chose gastronomy and traditions.Third, we didn't deal with complicated aspects of Maths, but with easy ones, that everybody can understand. The idea was born in the eTwinning community, during discussion among project partners. The participating schools are from Italy, Czech Republic, Netherlands, Greece, Spain and Romania. The project idea came out because our students would ask us more and more frequently a question – “But, why are we learning this, what is it useful for?”, and we wanted to show them that Mathematics is not so far away from the tiny things in our everyday lives, from the things we encounter every day, such as food, but also that it can be a vehicle for communication and mutual understanding. In addition, it provided us with an excellent tool to be used in bilingual studies. The project targets 11-14 years old students (except for the Greek team). The working language is English. The duration of the project is six months. The goal of the project is to increase students' motivation and interest for Mathematics, to stimulate their investigative spirit and curiosity by combining common mathematical contents of the curriculum with aspects of day-to-day life in different parts of Europe, using concrete objects as well as representations of mathematical concepts. It is also intended to facilitate mutual understanding through getting knowledge on the historical and cultural contexts partners live in.
How long has your project been running?
11/2010
Objectives and Innovative Aspects
What are the specific objectives of the project and what are the instruments used to achieve them?: 
Objectives: 1. Establishing connections between mathematical content in the curriculum and common aspects of day-to-day life. Developing students' ability to abstract thinking, to transfer mathematical knowledge to everyday life and vice-versa. 2.Understanding our partners' cultural and historical background. Getting aware of the similarities and differences, developing tolerance and cooperation. 3. Using English as a platform to access knowledge related to different subjects as well as a collaboration and communication tool. 4. Improving results in the class and increasing the interest of the participant students. 5. Using ICT as a strategy for searching for information, solving tasks, sharing and disseminating results and as a communication tool. Collaboration took place on the eTwinning platform and in the blog. 6. Developing competencies among students: mathematical, artistic, digital competencies as well as learning to learn competence. 7. Promoting team work and developing multiple intelligences. 8. Promoting critical thinking. The innovative aspects came also from some of the activities and the tools we used. Students were asked to investigate the connections between Maths, gastronomy and cultural aspects.We created a book with bilingual poems following the Fibonacci sequence that was published. The theme is the significance of bread in our cultures. More activities: a chain of Math problems related to food, a common problem called "A Piece of Pie in" and a photo task called "Maths Is around Us". Teams celebrated Math events (International PI Day) and communicated through videoconferences. CLIL has been everyday and natural practice.
Results
Describe the results achieved by your project How do you measure (parameters) these. (max. 2000 characters): 
Results in terms of quantity: · Improved class results (reflected in grades) for the participant students · Project blog · Exhibition with project materials · Fibonacci poems book, posters, leaflets The project outcomes consisted of two main products that, in our view, reflect a very good reach of the projects’ goals. First, there is the blog, to be found at http://atasteofmaths.blogspot.ro/,  which was the main means for collaboration and communication and where all project activities are displayed. The other product, which is very important because it is not a virtual but a real one, a product that can be touched, is the book with Fibonacci poems, that can be seen at http://www.mixbook.com/photo-books/all/fibonacci-5228670 and we were very proud of this achievement. The project has been awarded the European eTwinning Prize for the 12-15 years old category, as well as the overall Best Project 2012 prize, that was first time awarded this year. It also received the National Quality Label in all the participating countries and the European Quality Label
How many users interact with your project monthly and what are the preferred forms of interaction? (max. 500 characters): 
The teams consist of roughly 90 students and teachers who interact using the eTwinning platform and the blog. Since the project is public and so is the blog, the number of viewers is impossible to establish. The blog has had over 50000 visits so far. The other students and teachers in our schools are aware and informed about the project on a regular basis. The preferred channel for interaction was the blog and videoconferences using Flashmeeting.
Sustainability
What is the full duration of your project (from beginning to end)?: 
Less than 1 year
What is the approximate total budget for your project (in Euro)?: 
Less than 10.000 Euro
Specify: 
No funding
Is your project economically self sufficient now?: 
No
Since when?: 
11/2010
Transferability
Has your project been replicated/adapted elsewhere?: 
No
What lessons can others learn from your project? (max. 1500 characters): 
The materials, especially the blog can be used in the following years as auxiliaries for teaching certain topics. The project can be expanded to other cultural topics, using Maths for example in a more advanced way to study paintings in a Museum, as a vehicle for learning , communication and mutual understanding. The project is most suitable to be used in CLIL classes. The project was chosen the Project of the Month in Spain and it will be included in the Ideas Gallery in eTwinning portal, so many other schools can use its ideas. The project can be continued and adapted for other subjects. The Romanian school is planning to apply for a school curriculum course next year based on this project.
Are you available to help others to start or work on similar projects?: 
Yes
Background Information
Barriers and Solutions (max. 1000 characters): 
We expected it would be a challenge to start a project with five countries, but it proved to be easier than expected. The communication was very fluent and the collaboration was excellent. The students’ reactions surpassed any of our expectations. Students got motivated with the tasks proposed to them and the choices they were given to express their own creativity. The biggest challenge is to embed a project in your curriculum. With so many partner schools as in ATOM (6), it is difficult to be at the same level in Maths. Also, the topics in Maths are in a different order in all countries. So, in some schools we had to do the project more beside the lessons.Teachers’ increased awareness about different Maths programmes in the partner schools can be a realistic basis to reflect on the opportunity to create common curricula for the future E.U.citizens.
Future plans and wish list (max. 750 characters): 
To go on working within the same consortium. To apply for a Comenius grant and go on with a similar theme, because the project topic is particularly suitable for CLIL courses.

Children and reporters

Project Location
Country: 
Italy
City: 
Rionero in Vulture, Basilicata
Organization
Organization Name: 
Scuola Primaria Statale " M. Preziuso"Rionero in Vulture
Organization Type: 
2
Website
http://childrenandreporters.blogspot.com/
Project Type
Education up to 10 years
Project Description
Description Frase (max. 500 characters): 
Progetto eTwinning finalizzato alla creazione di un giornalino scolastico multimediale internazionale .
Project Summary (max. 2000 characters): 
Le motivazioni che hanno spinto me ed altri insegnanti europei a realizzare questo progetto sono molteplici - Il linguaggio multimediale è un linguaggio pervasivo, si pone trasversalmente alle varie discipline ed attraversa ogni settore della nostra conoscenza, ed il bambino di oggi, nativo digitale, ne è profondamente immerso, sviluppando nuove modalità  di apprendimento. - Utilizzare il linguaggio multimediale con finalità  didattico-narrative significa guidare l'alunno, in un ambiente immersivo e stimolante, a costruirsi una propria identità ; a trovare un proprio posto nel mondo in cui vive come protagonista; a chiarire ed organizzare le proprie conoscenze, i propri concetti, i propri sentimenti, a ritrovare la gioia di avere sempre qualcosa da dire, da raccontare. - Imparando a raccontare e raccontarsi, gli alunni acquisiscono gli strumenti necessari per riflettere metacognitivamente sulla propria esperienza. - Diventare abili nell'esprimere e raccontare i propri pensieri e sentimenti può contribuire alla capacità  dello studente di risolvere i conflitti interpersonali in maniera non violenta utilizzando la negoziazione, la discussione, il tatto al posto dell'aggressività . - Narrare le proprie esperienze e conoscenze condividendole con quelle altrui incoraggia gli alunni a stabilire un dialogo costruttivo con gli altri in quanto ogni storia si intreccia con le storie degli altri per somiglianze e differenze, a prendere in considerazione nuove idee e soluzioni per la risoluzione dei problemi. Tutto questo trascende il piano della semplice comunicazione per trasformarsi in competenze di vita quotidiana. - Attraverso il giornale gli alunni imparano a guardarsi intorno, ad osservare la realtà  che li circonda, a formarsi un'opinione ed un giudizio dei fatti per poi raccontarla, sviluppando in questo modo una mentalità  critica.
How long has your project been running?
09/2010
Objectives and Innovative Aspects
What are the specific objectives of the project and what are the instruments used to achieve them?: 
Obietti del progetto: Avvicinare gli alunni al mondo dell'informazione in generale ed in particolare al giornale considerato come uno dei pi๠importanti "media". Incentivare la scrittura ed altre forme di espressione come processo narrativo. Sviluppare competenze nell'ambito della scrittura e lettura nella lingua inglese ed in lingua madre. Stimolare un processo creativo che permetta ai ragazzi l'utilizzo delle proprie competenze in un contesto metadisciplinare. Rafforzare la capacità  di pensare in maniera critica nel momento in cui si cercano, si selezionano e si organizzano informazioni rilevanti su un determinato argomento; Comprendere semplici testi . Partecipare a discussioni di gruppo, individuando il problema affrontato e le principali opinioni espresse. Elaborare in modo creativo testi di vario tipo. Apprendere le nozioni base sulla scrittura via web e la grafica. Utilizzare gli strumenti ICT in maniera collaborativa . Esprimersi e comunicare mediante tecnologie multimediali. Saper lavorare in gruppo responsabilmente, tenendo conto delle esigenze altrui , collaborando attivamente per il raggiungimento di un obiettivo comune. Sviluppare le competenze interculturali degli studenti.
Results
Describe the results achieved by your project How do you measure (parameters) these. (max. 2000 characters): 
Gli obiettivi posti alla base del progetto sono stati raggiunti in maniera soddisfacente dalla maggior parte degli alunni. In particolare si sono registrati i seguenti risultati Potenziamento e sviluppo delle capacità  comunicative e di literacy . Potenziamento della capacità  di affrontare un problema attraverso il dialogo e la discussione. Acquisizione di nuove competenze nell'uso degli strumenti multimediali. Miglioramento delle dinamiche relazionali. Maggiore capacità  di gestione ed organizzazione delle informazioni. Maggiore autonomia nell'organizzazione e pianificazione del lavoro scolastico. Sviluppo di una maggiore abilità  nella comunicazione in lingua inglese. Superamento di stereotipi e pregiudizi verso culture diverse.
How many users interact with your project monthly and what are the preferred forms of interaction? (max. 500 characters): 
Insegnanti ed alunni delle diverse scuole europee gemellate. La comunicazione e l'interazione avvengono tramite strumenti di comunicazione sincrona ed asincrona
Sustainability
What is the full duration of your project (from beginning to end)?: 
From 1 to 3 years
What is the approximate total budget for your project (in Euro)?: 
Less than 10.000 Euro
Specify: 
Autofinanziamento, attivtà  di volontariato dei docenti che credono nel valore formativo di tali attività 
Is your project economically self sufficient now?: 
Via S. antonio,6 - 85028 Rionero in Vulture
Since when?: 
09/2010
Transferability
Has your project been replicated/adapted elsewhere?: 
No
What lessons can others learn from your project? (max. 1500 characters): 
Incoraggiare i bambini a leggere e scrivere in modo tale da consentire loro di dare un senso all'uso del linguaggio in contesti reali è il modo migliore per aiutarli a sviluppare le competenze necessarie per diventare fluenti lettori e scrittori e, di conseguenza, far loro acquisire la capacità  di gestire in maniera critica e creativa le informazioni, cosa fondamentale per informarsi ed apprendere per tutta la vita.
Are you available to help others to start or work on similar projects?: 
Yes
Background Information
Barriers and Solutions (max. 1000 characters): 
Precario funzionamento delle attrezzature tecnologiche. Il problema si potrebbe risolvere con un miglioramento ed integrazione delle stesse.
Future plans and wish list (max. 750 characters): 
Il progetto sarà  continuato nel prossimo anno scolastico ed esteso ad altre classi della nostra scuola nonchè a tutte le scuole che ne vorranno prendere parte.