Learning with eTwinning - European Commission - Europa

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23456The basic idea itself can be seen as innovative: collaboration via the Internetand work with ICT equipment in the lessons. The children have learned a newway of using their vocabulary, to use their knowledge in practice and to learnmore quickly as the project work gave them the necessary motivation. Theyhave discovered internet dictionaries, search engines and have learned how touse scanners and other ICT tools, all of which address modern children farbetter than books. By combining their readings with computer processing tools,we have managed to get the children interested in literature and readingbooks, which we found very rewarding. Another thing that made us veryhappy was having improved the children’s communication skills and havingtaught them to work independently as well as in teams.The children have learned some information about the other country’s historyand culture. During the project work, they communicated and exchanged theirexperiences among each other as well as inter-culturally with the children fromthe partner school. As I have already mentioned, the pupils developed theircooperation skills and at the same time were led to work independently.They have learned to solve tasks leading to a single goal independently.Most importantly, the pupils enjoyed working on the project.Our project focused mainly on improving the children’s vocabulary and itspractical use. Apart from that, we have also dealt with grammar. The childrenwere forced to search for information and this way find out the correctanswers on their own, which improved their ability to acquire and retain newinformation. The ICT tools they learned to use helped them to work moreflexibly. Another positive thing was applying the cross curricular relationship,which meant that besides the mother language and a foreign one, the childrenalso had to devote their time to subjects such as History and Art.In my opinion, using ICT in teaching makes the teacher’s work much easier andimproves the children’s learning. Even before starting the project, my opinion onthe use of ICT tools in teaching was positive; unfortunately, I was not exactly surehow to integrate them. The project has helped me better understand the principlesof project teaching as well as to improve my knowledge of ICT and my ICT skills.No matter how carefully I look back, I cannot find any serious problems withimplementing the eTwinning project. Based on my own experience, I wouldrecommend eTwinning to all beginners as well as those who have already hadsome experience in project teaching. The most important aspect of all iscreativity. Everything else can be done quite easily without any difficulties.Thus, this type of work is enjoyed not only by children but teachers as well.77
Telling LivesSchools:Teachers:Kotimäen koulu, FinlandCharlottenlund ungdomsskole, NorwayPäivi Kuokkanen (Finland)Anita Normann (Norway)Age of pupils: 13-16Duration:2 years or moreThemes:Cross CurricularLanguage: EnglishTools:Digital cameras, video editing, sound recording, wordprocessingDescriptionThis project is meant to be a long-term project (1-2 years) and is based on theconcept of digital storytelling. We let our pupils produce their own digital storiesmade of personal photos, drawings or other media clips or private archives, andpersonal English voice-over based on a written manuscript. The digital stories arebased on agreed topics between the twinned schools. The digital story/film is thenuploaded on the project’s Twin Space at the European eTwinning website. All thepupils have been invited as members to the TwinSpace, and have received theirpersonal user id and password. They are encouraged to log on to the TwinSpace,download films from their partner pupils, watch these, and comment (in English) onthe films by using the Forum and the Bulletin Board available on the Twin Space.AimsThe primary aim is to see the pupils “at the top of the learning pyramide”, i.e., ina situation where he or she presents his/her knowledge to others through theproduction of digital stories. We also aim to develop the pupils' Englishcommunication and ICT skills.Pedagogical ValueThis project enables the pupils to authentically use their second language. The factthat they also have a “target” group, someone they can share their final productswith, is something that encourages them to do their very best. Uploading the78
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Learningwith eTwinningA Handbook fo
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Learning with eTwinningA Handbook f
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voluntarily on their own time, how
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is also a wealth of information and
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explore in the context of an eTwinn
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Project planWhen working with your
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your body language and cannot hear
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Theme 1: Cross Curricular1.1 Travel
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Theme 2: Learning About Europe2.1 M
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2.3 A Video Conference on Tolerance
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3.2 E-journal Bridges for Foreign L
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Theme 4: Science and Mathematics4.1
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4.3 Four SeasonsLevelAdvancedSubjec
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Chapter 4eTwinning Project Examples
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Page 31 and 32: Once Upon a BlogeTwinning Prize 200
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Page 37 and 38: ZOOSchools:Teachers:Primary school
Page 39 and 40: Learning ThroughFriendshipSchools:T
Page 41 and 42: Usage de lavidéoconférence pourap
Page 43 and 44: Make a Film and Share it with a Fri
Page 45 and 46: Little ExplorersSchools:Przedszkole
Page 47 and 48: LE.DI.L.E.OSchools:Teachers:Kinderg
Page 49 and 50: A Global Fairy-Tale BookSchools:Tea
Page 51 and 52: Carbon FootprintsSchools:Teachers:D
Page 53 and 54: Leisure Pursuits:music, sport…Sch
Page 55 and 56: EuroFilm FactoryeTwinning Prize Win
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Page 61 and 62: A Tale of ThreeCountries:Belgium, F
Page 63 and 64: L’école idéaledans l’Europede
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Page 67 and 68: Where do we come from?Schools:Gymna
Page 69 and 70: Exchange on the cinemaSchools:Teach
Page 71 and 72: Amitié - Freundschaftzweisprachige
Page 73 and 74: Made in EuropeSchools:Teachers:Sms
Page 75 and 76: happy to be part of a bigger circle
Page 77 and 78: Interview: Justyna Kukulka123I have
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Page 85 and 86: 3On the one hand, employing a range
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Page 93 and 94: Social CrashSchool:Teachers:Hans-Er
Page 95 and 96: E-Magazine:“eTwiNNews”Schools:T
Page 97 and 98: The Twinning GameSchools:Teachers;1
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Page 103 and 104: Maths to PlaySchools:Teachers:Liceo
Page 105 and 106: Process of Managementof European Co
Page 107 and 108: Chapter 5ConclusionsAnne GilleranIf
Page 109 and 110: Central Support ServiceThe Central
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