Visibility of eTwinning Projects Newsletter 11

["Visibility of eTwinning Projects Group NEWSLETTER 11 ~ Cruising the right seas ~ July 2021 In this issue: Teaching & Learning \uf0b7 eTwinning and the Challenge of Technology in Education - with Cornelia Melcu, Romania eTwinning \uf0b7 Action Research: eTwinning for Editor: Daniela Bunea Inclusion through Europeana, ISSN 2247-6881 CLIL and Debate - Marisa Badini, ISSN \u2013 L 2247-6881 Italy \uf0b7 Audio Short Stories - Alexandra Duarte, Portugal \uf0b7 Young Filmmakers \u2026 and More - Svetla Popova, Bulgaria \uf0b7 Media Literacy in Remote Teaching - #DigitalEU-we\u2018ll do - Heidi Giese, Germany \uf0b7 Students as Responsible Citizens Aware of the Technology - Iva Naranda, Croatia \uf0b7 Culture in Action - Muri\u00e8le Dejaune, France \uf0b7 The Adventures of Olympic Mascoteers - Sophia Kouzouli, Greece","TABLE OF CONTENTS: eTwinning Heart and Mind by Daniela Bunea \u2013 page 4 eTwinning and the Challenge of Technology in Education by Cornelia Melcu \u2013 page 4 U Bagghiu: A Digital Love Project in eTwinning by Maria Giovanna Battaglia, Gabriella Giardina and Giovanna Cilia \u2013 page 6 eTwinning School \u2013 Successful Collaboration by Naira Harutyunyan and Liana Karapetyan \u2013 page 10 A To-do List for Online Project Meetings - Experienced Based by Nina Pippan and Johanna Chardaloupa \u2013 page 13 Action Research: eTwinning for Inclusion through Europeana, CLIL and Debate by Marisa Badini \u2013 page 19 Projects of Primary School in P\u0159imda, Czech Republic by Jana And\u011bl Vale\u010dkov\u00e1 \u2013 page 23 Audio Short Stories by Alexandra Duarte \u2013 page 27 Teaching from a Distance with eTwinning by Angeliki Kougiourouki and Natalia Tzitzi \u2013 page 31 Coding to Save the Planet \u2013 2nd Edition by Stefania Altieri \u2013 page 41 Young Filmmakers \u2026 and More by Svetla Popova \u2013 page 43 Fostering Innovative Pedagogical Practices through eTwinning by Alexandra Bega \u2013 page 44 My Interactive Activities during Lockdown by Fran\u00e7oise Altamura \u2013 page 46 Efficiency of Web 2.0 Tools in eTwinning Projects by Marinela Pantea \u2013 page 47 Online Tools Used in eTwinning Projects by Simona Valentina M\u00eenzicu \u2013 page 51 Don't Be a Cyber Bully, Be Aware! by Cristina Nicol\u0103i\u021b\u0103 \u2013 page 55 ArmonyLand: Teaching Media Literacy with Music through an eTwinning Project by Angeliki Kougiourouki \u2013 page 57 Collaborative Activities in the A.M.E (Art&Math Exhibition) Project \u2013 Resources for Online Learning by Mihaela G\u00ee\u021b \u2013 page 63 eTwinning Project \u201cMinecraft Mission 2\u201d by Cira Serio, Loredana Ursini, Fortuna Testa, Dhurata Cuka, Maura Corazzola, Carmela Lucignano, Annunziata Spina, Gesualda Testa and Giobanna Cennamo \u2013 page 65 Time Travel by Lucia Boldea and Adriana Mari\u0219 \u2013 page 71 eTwinning and Civics during Pandemic: An Example of Collaboration about eSafety in the Project \u201cSafe Young Citizens on the Net\u201d by Enrica Maragliano \u2013 page 74 eTwinning Stories, Experiments and Coding Activities by Nicoletta Hu\u0219tiuc \u2013 page 77 A Different School Year, a Successful eTwinning Project! by Iuliana Florentina Ispir and Alexandra Anamaria Vlad \u2013 page 79 Modelling Awareness Solutions for Environmental Issues through eTwinning by Imen Taktak Marzouk and Marika Emese C\u00eempean \u2013 page 80","\\\"Kindergarten at Home\\\", an eTwinning Project during the Pandemic Time by Florina Popescu \u2013 page 81 Media Literacy in Remote Teaching - #DigitalEU-we\u2018ll do by Heidi Giese \u2013 page 86 Twinfeuill'ton: Love and Prejudice from the Past to the Present by Cristina Stan \u2013 page 89 Collaborating for a Better Understanding: Maths Modeling and eTwinning by Enrica Maragliano, Benedicte Leduc and Elisabet Mas de les Valls \u2013 page 91 Creativity in the Classroom by Adina Veronica Godja \u2013 page 95 Students as Responsible Citizens Aware of the Technology by Iva Naranda \u2013 page 98 M. A. T. H. S. Project or What Makes Mathematics Special by \u00d6zlem Eren, Banu G\u00fcven and Adriana Mari\u0219 \u2013 page 103 eTwinning Project \u201cOur Rights: Our Voice or a Better World\u201d by Anna Andriulo and Zehra Kayaaslan \u2013 page 105 Project eTwinning \/ Erasmus+\u201dAct Green\u201d by Vasilica Gazdac - page 109 Saved Words by Tsvetelena Taralova \u2013 page 112 Kids Are Seeds - My Soul eTwinning Project by Alina Mihailescu \u2013 page 114 Culture in Action by Muri\u00e8le Dejaune \u2013 page 116 \u201cFuture Journalists\u201d eTwinning Project 2021 by Carmen Mirela Butaciu \u2013 page 118 4 Seasons STE(A)M in Kindergarten with eTwinning by Meropi Mastori and Pinelopi Pezarou \u2013 page 122 TwinStar \u2013 eTwinning Project by Monica Mihaela Be\u0219cu \u2013 page 127 A Podcasting eTwinning Project for Content Creation and Sharing at Our Fingertips by Marie-H\u00e9l\u00e8ne Fasquel, Maria Rosaria Gismondi, Mariella Sorrentino and Sabine Buckart \u2013 page 129 Gamified Math Lessons by Anamaria Corina Golumbeanu \u2013 page 133 Teaching Democratic Values in the Era of Artificial Intelligence by Georgia Lascaris and Stavroula Skiada \u2013 page 134 Autumn Steam Activities - eTwinning Project by Ruxandra Florentina Badescu \u2013 page 140 The Adventures of Olympic Mascoteers by Sophia Kouzouli \u2013 page 142 The Water Footprint through the Interdisciplinary Approach and International Collaboration by Iva Naranda and Bilge Varel \u2013 page 147 Learn and Pay It Forward by Marika Emese C\u00eempean \u2013 page 151 eTwinning Projects, eTwinners and Educational Software by Carmen Sin \u2013 page 155 Facing the Pandemic - eTwinning as a Bridge 4 Collaboration & Continuity by Marisa Badini \u2013 page 157","Visibility of eTwinning Projects Group July 2021 Newsletter eTwinning Heart and eTwinning and the Mind Challenge of by Daniela Bunea Technology in Education by Cornelia Melcu Each summer for the past 11 years I have It is no longer enough to refer, when we talk been compiling articles written by dedicated nowadays about school, only to an eTwinners and putting together a yearly environment in which education is done with newsletter that presents to the world many specialists, but we must think about dealings within the eTwinning universe, with everything that is related to the formation of the explicit aim of making it more visible on new generations and what it really is a factor the European educational stage. We talk about of change and progress, starting with a simple relevant subjects with reports, tips, practical lesson taught by a teacher with his students in advice, testimonials and opinions about the classroom. Adapting to these challenges is eTwinning. done step by step, day by day, with patience, dedication and, above all, openness. This year\u2019s newsletter is no exception, albeit a little later than usual. And whether the texts We have in our schools the so-called \\\"digital speak about competences, apps, sharing, natives\\\". They are friends with technology, interculturality, projects, professional look for information quickly, understand more development, collaboration, or offer points of easily the concepts with technological support view on Erasmus+, they make this annual and lose their patience, quickly, if they do not newsletter once again an effective collection, always receive a new stimulus. We see them keeping the readers up to date, reassuring every day on the street, in parks, in shops, at them that we are doing well. Please forward it the desks of educational institutions of any to your friends. Thank you. level. As a teacher, we have a big dilemma: how to organize the instructive-educational Daniela Bunea is a teacher of English as a foreign process in the classroom in such a way as to language at a secondary school in Sibiu, Romania. She has been an eTwinning ambassador since 2010 and a Microsoft Innovative Educator Expert since 2015. For 3 years now she has been a Scientix ambassador, a member of the Europeana User Group and a National Geographic Certified Educator. She has been a Galileo Teacher and an Adobe Creative Educator for 2 years now. She is a certified Wonderologist and a member of the Polar Star Advisors Team. She has been a Nearpod Certified Educator since January this year. She is also the editor of this newsletter.","Visibility of eTwinning Projects Group July 2021 Newsletter make this type of student participate, to curriculum: in the language and develop, to meet the established educational communication classes the students may talk objectives? The answer lies in every teacher about their partners\u2019 countries, traditions, who understands that he is the one who has to customs etc. They may learn some basic adapt and not the student. words in the languages of their partners. They may create texts - both in their native The key of success in teaching and learning language and in a foreign language too; they process could be an integrated curriculum may describe natural phenomena. They also based on interdisciplinary links, since may discuss the topic with other partners preschool education. Such a curriculum can be during several online meetings. approached, most easily and effectively, by using project learning as a method, means During ICT lessons, they may use different and even form of organizing the classroom devices to create online games and activity. The integration of projects in the questionnaires, take photos and edit them, curriculum should start from the design phase, search and discover information related to the and eTwinning could help. topic. How is the technology used? Students create online games, upload the class During the pandemic, eTwinning offered to the presentation on the TwinSpace, conduct students and teachers who were a member of experiments, create questionnaires, work in the community an opportunity to continue international groups to complete a common learning at home based on projects uploaded task as writing a project\u2019s journal, for on the platform. example. During the Art classes the children may create books\/posters, draw and paint. Here are some examples of the integration of For personal development, students may find the eTwinning projects in the primary class the solutions to various problems (e.g. how would you survive in space?) and present their project to different audience. In Maths and Science the students may calculate, solve problems, make experiments and explain specific natural phenomena, etc.","Visibility of eTwinning Projects Group July 2021 Newsletter Being a teacher is a great responsibility and an U Bagghiu: A Digital honour. If we want our students to become Love Project in responsible citizens in the future, it is eTwinning necessary to adapt our teaching approach to by Maria Giovanna their needs and interests, in order to motivate Battaglia, Gabriella them to learn. The school must be a friendly, Giardina and collaborative, open environment: a place Giovanna Cilia where teams made of students, teachers, parents collaborate and develop together. Cornelia Melcu is a primary school teacher in Bra\u0219ov, eTwinning by definition is the meeting place Romania. Additionally, she is a teacher trainer and she is for educational and relational growth mentoring newly qualified teachers and trainee teachers. experiences online. The projects are the She is also a Scientix Ambassador in Romania, an setting for the meeting of different cultures eTwinning ambassador, an ESERO consul and an award that merge and create new cultures in work. winner in several competitions (eTwinning Awards and eTwinning is the place where everyone is national competitions). Cornelia is currently involved in included, not even the language is an the Erasmus+ programme, using extracurricular activities obstacle, because technology helps to and projects to motivate her students. overcome it. There is one thing that for a moment saw us helpless, that hit the world, Covid-19, made us helpless, disoriented and with great pain forced us to change even our education and our way of doing. school. It has changed human relations, between distances and isolations, all of a sudden, we have become alone.","Visibility of eTwinning Projects Group July 2021 Newsletter eTwinning, after being lost, has become the of the elderly. At the end of January, our lifeline, the leitmotif to start rebuilding, debate finds the way of a concrete experience learning and building loving relationships even in the European project on the eTwinning at a distance. platform \\\"U Bagghiu, places of encounters and experiences\\\", offering us the opportunity, So also in DaD in DDI we were able to even with many constraints, to do something experience moments of great affection and for \\\"those others\\\" with which we felt united by closeness with that part of the population an intimate suffering. U BAGGHIU, the most exposed to Covid-19 and forced to a courtyard, from a real place of the past to a hard distance: the elderly of a residence in our virtual place of today, capable of containing territory and of four other European countries. and giving life to a digital and alternative But let's take a step back. interaction to stem the distance and loneliness The lockdown has marked everyone's life, of grandparents. between prohibitions, protocols and obligations we have been far from that eTwinning becomes a caress, because you lifestyle made of hugs, smiles and affectionate see, the projects in this platform have to be looks that more than a thousand words reach chosen or founded to give educational answers the heart. to the students and they have to be integrated My students suffered a lot in the first phase of into the curriculum, they have to be nothing the lockdown, and as we sang from the else in the educational project. balconies, that experience prompted our reflections on suffering and deprivation. Joining this project saw us involved in a meet After a long reflection, my students concluded call with the guests of Vittoria's \\\"Paradiso degli that they and the young people in general had Anziani\\\" residence in joint activities for the suffered more. However, only fools do not creation of carnival masks depicting means of change their opinion, the news of the embrace communication and entertainment from the rooms in residences for the elderly has past. All the children from home, with their reopened the debate in the classroom, shifting grandmothers and mothers led by the the axis of reflection on the suffering of the teachers, were engaged in synchronous meet moments of encounter with the outside world in the preparation of Easter cakes of our local tradition: u panarieddu cu l'ovu and cassatine di ricotta. Even the trees in the school garden on the occasion of Easter were set up with the colours of Europe, and with good wishes in five languages. Several meetings followed with the grandparents to dance and sing together and to get to know them better, they interviewed them to learn their stories and take information on their childhood and adolescence to compare their analogue world with the digital one of our days. Grandfather Tommaso, from Juventus, caught the attention of the children who gave him a warm white and black scarf, while the grandmothers were the recipients of bunches of yellow gerberas made by the same pupils on 8 March. Collaborative activities and cultural exchange followed with the five project partners, Italy (Vittoria and Licata), Portugal, Spain, Armenia and Romania and the pupils from each country","Visibility of eTwinning Projects Group July 2021 Newsletter told the story, culture, civil and religious The logo competition to give a symbol to the holidays and finally, since everything ends project was won by the Portella della Ginestra around a good table, the children have Team, with a special logo designed by the organized a European snack, how? Each pupil students who describe it as follows: \\\"The logo prepared the Tortillas de patatas (omelette consists of a flower with five petals, one for with potatoes) according to the recipe each partner country, to their inside there is proposed by the Spanish partners and brought the eTwinning logo and then the photos of the to school; they had a snack in meet with all hugs and symbolic tenderness exchanged with the pupils of the five countries. the grandparents. These petals are firmly held together by a corolla represented by the European flag that expresses the values of extended citizenship, so we not only feel proudly Italian, but also European citizens.\\\" The exciting experience was disseminated at various times to the families of the school pupils who, with deep participation and emotion, appreciated the feeling of respect and attention with the affectionate virtual closeness with the elderly that was promoted in their children. All this involved 90 pupils of the Comprehensive Portella della Ginestra Institute, already awarded the title of \\\"eTwinning School\\\" since 2018, coordinated by the two primary school teachers of Catholic religion at their first experience in eTwinning, Gabriella Giardina and Gianna Cilia, supported from the many years of experience in European projects of the teacher Maria Giovanna Battaglia. All this was possible thanks to the encouragement and support of the Headteacher, Daniela Mercante, who runs a frontier school, but which has no barriers, on","Visibility of eTwinning Projects Group July 2021 Newsletter the contrary it welcomes and creates colourful enthusiasm the subject she teaches. This year she faced and inclusive bridges between all those who her first experience with eTwinning and, although not very have a high civic sense. and citizenship experienced in the digital, she was able to dive into it with respectful of the rights and duties of all. On great enthusiasm and with the certainty of being able to June 30th this experience ends with the \\\"navigate\\\" safely thanks to the guidance of the one she presentation of the candidacy for the calls her \\\"Angelo costode\\\", Maria Giovanna Battaglia. This recognition of the quality of the project and, allowed her to open in front of her new, wonderful as always, it is not easy to obtain it, but what horizons, which she never imagined she could know, each participant brings within as civil, ethical especially in a year like this, made up of fears, anxieties, and moral growth will still have great value. poor in human contacts and very full of suffering, from every point of view. Thanks to eTwinning, however, she Link to the project video playlist: discovered that that human contact, which we have all https:\/\/www.youtube.com\/watch?v=B- missed so much in recent times and which, above all, has e_78ko52U&list=PLLmhYQlMICle47Y1kFYIJBVb been missed by our little ones, can still live, thanks to IGhuepY5l&index=1 technology, imagination and good will. For all these reasons she can only thank those who helped her in these times, who made her discover this brilliant platform, because, in a word, it enriched her when she least expected it. Maria Giovanna Battaglia is a STEM teacher in primary Giovanna Cilia has been teaching religion for about 20 school. She loves digital, methodological innovation and years in primary school. This year she participated in an everything that animates minds to prepare them for eTwinning project, just to experience new educational learning. Her motto is \\\"no less\\\" so her teaching is opportunities by promoting peaceful moments in the inclusive in the classroom and outside the classroom. As a pupils unrelated to having to carry out tasks to be digital animator of her school, she tries to digitize her performed, rather favouring activities to live. An colleagues, often she can do it with pride because she experience that has thrilled them, virtual relationships knows that, in this way, they can guide and stimulate that have given them back many emotions. It was her pupils to make learning easier. Many national awards have first experience, and she is very enthusiastic and will been received for this reason. She has been in eTwinning spread it among her colleagues in the near future. for only five years, but she has already established important relationships with many eTwinners who have become her partners and together they have founded and participated in successful projects, not only for the awards, but for the educational goals achieved. Every time a new colleague of hers \\\"dives\\\" into the eTwinning experience, she is happy, because she knows they will bring their pupils into a cultural world of great relevance to their future as responsible citizens. These are her sites: https:\/\/magibattaglia.wixsite.com\/oltreladidattica\/etwinni ng and https:\/\/inventocreoimparo.wixsite.com\/steamlab, always being updated. Gabriella Giardina is a Catholic religion teacher in primary school. She loves her job very much, because it leads her to acquire ever new experiences that enrich her professional and personal life. She is a very creative person, and this is the focus of her relationship with her students who, in fact, appreciate and learn with","Visibility of eTwinning Projects Group July 2021 Newsletter eTwinning School \u2013 include other staff as well: teacher assistants, Successful librarians, ICT coordinators, psychologists, Collaboration social workers. The more specialists you have by Naira Harutyunyan in your team, the more chances you have to and Liana Karapetyan succeed. eTwinning has become an inseparable part of Have an assigned eTwinning coordinator at our school life. A great team of eTwinners, school who will keep the work ongoing. many implemented projects, National and Periodically organize meetings and discussions European Quality Labels, National Awards, within the team. Help each other to find eTwinning School Labels for 2019-2020 and projects, do the tasks. Discuss problems; try 2021-2022 \u2013 this is what we have now. to find solutions. Engage those who can be of help, no matter eTwinners or not. It is also What is the journey behind all this? What are very important to coordinate which students the steps that lead to this success? How do we are involved in the projects so that different manage to keep teachers and students teachers work with different classes. It is a motivated? What do we do to enlarge our good idea to have projects in different age team? What is the secret of our success? ranges: primary, middle school, high school, depending on the type of your school. The first and most important thing in every undertaking nowadays is teamwork. If you Motivate your students to engage in want to become an eTwinning School, create a eTwinning. Organize seminars for them team of motivated, hardworking and open presenting eTwinning, its benefits, and its role members, who are ready to share their in education. Form a team of experienced knowledge and experience, who can infect students who have already taken part in with their enthusiasm, who are eager to take several projects and can support other the school to a higher level in eTwinning. It is students. Encourage them to share their crucial that either the headteacher or the knowledge of different ICT tools with students deputy headteacher are involved in the and teachers. program. This will give an advantage of having support and guidance from the administration. The team should not only consist of teachers;","Visibility of eTwinning Projects Group July 2021 Newsletter Another very important thing is to involve the Here is the link to our school website community: parents, different NGOs, your eTwinning page: NSS. Your school should not be isolated in https:\/\/vanadzor16.schoolsite.am\/etwinningpl implementing eTwinning. In many projects, we us\/. need parents\u2019 support. This was particularly obvious during the pandemic when the In order to promote eTwinning, collaborate students did the projects at home. That is why with different eTwinning schools both on it is extremely important to reveal the role of national and international levels. We often eTwinning at school so that parents are always organize seminars for schools that are not ready to support it. involved in eTwinning, or are new in it. Our eTwinning team visits those schools, or we Create an eTwinning space at school. It can be invite them to our school where we organize a a special room or just a corner with some presentation about eTwinning, discuss how to posters, certificates, photos. Organize an implement successful projects. We also opening ceremony. Give special meaning to organize different online events with other this, because it will make eTwinning more schools, such as European Day of Languages, significant for everyone at school. This year Safer Internet Day, etc. This year we had a our team participated in the Spring Campaign very interesting online quiz on the Safer dedicated to Media literacy and was one of the Internet Day with another school in Armenia; winners, with certificates and prizes, and we it was great fun and success. We always try to had the ceremony of awarding the students at collaborate with other eTwinning Schools in this eTwinning corner. It was so nice! Armenia or abroad. This year we founded \u201cThe Readers and Writers Club\u201d, which is implemented with another eTwinning School in Armenia. In this project, we blended eTwinning with reading and writing poetry and prose. It is important to enlarge the idea of eTwinning and make it a broader notion. Dedicate a special page to eTwinning on your school website or blog. Highlight all the important events taking place, make announcements, publish motivating stories of success. All this will make eTwinning more engaging and significant for teachers, students and parents.","Visibility of eTwinning Projects Group July 2021 Newsletter Finally, every year summarize what has been It was rather difficult to keep eTwinning active done during the year. Organize a special last year because of the pandemic and this ceremony to encourage successful eTwinners. entire situation, but nothing hindered us from Show their projects, tell about them, engage continuing our journey through eTwinning that students. Make all this a great celebration. helped us find optimism, motivation and keep Associate eTwinning with joy and positivity. going on. Start your journey today and Last year, in December, we organized the first discover the amazing world of eTwinning! eTwinning School Award and awarded those teachers and students who were active in Naira Harutyunyan is the headteacher at Vanadzor Basic eTwinning during the year. We asked our NSS School no. 16, Armenia. She has been teaching Chemistry coordinator to join us online and congratulate for 20 years. In 2011, she was recognised as \u201cThe teacher our teachers and students on their success in of the year\u201d in Armenia. She has been involved in eTwinning. We also had a special nomination eTwinning since 2013. She is the winner of 2020 National \u201dThe eTwinning Class\u201d for the class that eTwinning Prize Competition 12-15 age category. participated in several eTwinning projects showing activity and motivation. They were awarded the eTwinning Cup that will be annually awarded to the most active class. Liana Karapetyan is a teacher of English at Vanadzor Basic School no. 16, Armenia. She worked as a school ICT coordinator for 11 years. She has been involved in eTwinning since 2015, and she has been an eTwinning ambassador since 2017. Currently she is a T4 Country Ambassador.","Visibility of eTwinning Projects Group July 2021 Newsletter A To-do List for The project coordinators were determined to Online Project have this last meeting, and that is why the Meetings - idea of an online project meeting was Experienced Based discussed in more and more detail during the by Nina Pippan and online coordinators\u2019 meetings. Johanna Chardaloupa Our first \u201ccrash test\u201d was the online celebration of the SAFER INTERNET DAY 2021 (09.02.2021), where we used MS TEAMS as a communication platform for all international participants. It went well all around and it inspired us to go on with our plans of an online project meeting. In the 10th Visibility of eTwinning Projects Preparing the students for the online Newsletter https:\/\/pubhtml5.com\/xzfd\/axzu conference (pages 63-66) we described our eTwinning & Erasmus+ project \u201cAusgew\u00e4hltes Virtuelles Asynchronous meetings Europa \u2013 Selected Virtual Europe\u201d (its TwinSpace is here: As a first step to introduce the students we https:\/\/twinspace.etwinning.net\/77317\/home organized an \u201cicebreaker\u201d task. Our students had to get to know each other and that is why As we explained in the article, due to COVID- we planned an asynchronous week (15.- 19 and the first lockdown we missed our last transnational meeting in P\u00f5lva\/Estonia. All the partners hoped that by postponing the meeting, we would be able to implement it in the next school year (2020-21). But because of the second lockdown this could not be realized.","Visibility of eTwinning Projects Group July 2021 Newsletter 19.02.2021), where they had to prepare an \u201cAbout Me\u201d slide, text or whatever suited them best. We also used the forum of our project\u2019s TwinSpace to communicate. The students had to upload their self-presentation and leave at least 3 comments to others. Synchronous meetings Just to get a glance of what they had to do during our synchronous meeting-week, we organized two synchronous preparatory online meetings: We took advantage of the possibilities of a live distance meeting by using many different internet applications, starting from the way we communicate and collaborate. The members of each group (A, B, C and D) met online on different platforms: Microsoft Teams Group A, Webex Group B, Google Meet Group C and Zoom Group D. The first one took place on 25.02.2021. The task of our students was to find out more about Estonia. The Estonian coordinator, Aimi J\u00f5esalu, who was the driving organizational mind behind the whole online meeting, created 4 groups of international students. Each group got the same digital resources about Estonia. After reading and discussing the sources, each group created a Google slide presentation. The group members stayed in the same group till the end of the whole meeting. That gave them the feeling of \u201ctogetherness\u201d, of belonging to the same team.","Visibility of eTwinning Projects Group July 2021 Newsletter The second live meeting on 02.03.2021 made the students find out more about the partner schools. In the TwinSpace\u2019s forum the groups could find the questions and they had to use the Chat on TwinSpace to ask the others and answer the others' questions about the partner schools. The online meeting itself The official start of the online meeting took place on Tuesday, 09.03.2021, where the Principals of all the schools participating in the project addressed a short greeting, the Estonian school was presented etc. We chose ZOOM as the meeting place. The subject of the remote meeting on Wednesday, 10.03.2021 was the Educational System of each country participating in the project. The students of each partner school had prepared a presentation with PPT and an infographic using Canva about their home country beforehand. In this meeting we used a Padlet for collaboration and communication between the groups. All sources were uploaded onto the Padlet and the students","Visibility of eTwinning Projects Group July 2021 Newsletter used the chat in the Padlet to ask and answer The final live meeting took place on Tuesday, questions. The School of the Present was the 16.03.2021. A flashback of the whole project\u2019s task on Thursday, 11.03.2021. Each group history and its highlights were given by the member had to upload a photo of their current Austrian project coordinator, Ms. Nina Pippan, workplace onto the group Wakelet and add a combined with music, photos and videos from small explaining text. the Estonian virtual meeting organizer, Ms. Aimi J\u00f5esalu. The online meeting ended with On Friday, 12.03.2021, the students had to an \u201cEscape Room\u201d activity prepared by the think about the School of the Future. Each Greek Coordinator, Ms. Johanna Chardaloupa. international group discussed the topic The most valuable thing about this virtual separately and then added their thoughts and project meeting was that we had so many suggestions about the School of the Future in positive experiences and learned a lot from a joint Google presentation. Afterwards, the and about each other. groups added pictures\/photos and text in the groups\u2019 Jamboard. After each synchronous meeting all the students gave their feedback and evaluation of the meeting via Mentimeter.","Visibility of eTwinning Projects Group July 2021 Newsletter This project has already earned three awards: \u25cf Smartphones are not really suitable as In 2019 our project won the prize for the best a tool for some tasks and for hosting a innovative project at that year's Merkur meeting - you see too little and you cannot Awards, where the best school projects of all type in answers easily or correctly VBS schools are awarded. In 2021 the Greek \u25cf Keep the number of platforms as low as school received the SILVER Award at the possible - it was difficult for some students to Education Leaders Awards with this project. find their way around And in 2021 our project was recognized by the \u25cf Try out platforms before you use them Estonian eTwinning NA as one of the best in the meeting (e.g.: How can I see cooperation projects between Erasmus+ and participants as a gallery, how do I have to eTwinning. invite the participants - how can I share films etc. via the screen etc.) Organising and holding an online meeting \u25cf Send out invitations with all the One thing to keep in mind when doing an necessary links for participating in time before online meeting is that in these meetings the meeting \u201cMurphy's law\u201d is always present! Whatever \u25cf Plan the meeting very precisely and you have in mind, no matter what you have announce it in time (everyone must know planned or how good you have planned it, exactly who has to do what and when - both something unexpected is sure to happen. So the host and the participants) the best you can do is to stay calm and react \u25cf Keep process changes and general by giving your best! Here are some tips and changes as small as possible to avoid tricks that we got from doing an online project confusion and clutter meeting. \u25cf Use for example Google Docs or OneDrive for collaborative work What to look out for when preparing an \u25cf Work assignments must be feasible and online meeting understandable online - the teacher cannot \u25cf Zoom \/ Google Meet \/ Webex can easily provide help as they could on site and handle large groups easily you cannot do every task only online (e.g. \u25cf MS TEAMS was not fully suitable for design tasks where the students have to be this (preparation and invitation of large groups very creative) was too laborious) \u25cf Send a list of the necessary links and tools to everyone before the meeting \u25cf Students should be familiar with the platforms and tools used, then there are fewer problems (discuss and instruct beforehand) \u25cf Students who do not know each other find it difficult to work with each other. Therefore, organize a kind of online caf\u00e9 beforehand with an introductory round to get to know each other (only profiles are not enough, the students do not look at them closely) \u25cf A lot of coordinator meetings are necessary beforehand as you have to discuss the organisation very much in every detail \u25cf Establish precise communication channels in advance - who communicates with whom and when (coordinators and students) \u25cf Do and document as much as possible on TwinSpace and on the homepage of your project","Visibility of eTwinning Projects Group July 2021 Newsletter What to look out for when implementing In general, we can say that online project an online meeting meetings are much more time-consuming than on-site project meetings for everyone, not \uf0aa There should be two equal leaders (one only for the host. They also need a much more moderates, the other takes care of the intensive cooperation between the technology, recording the videos ...) coordinators, which we nevertheless consider as a definite plus as we got to know each \uf0aa The students should get exact work other even better through all this work. instructions a little earlier and should Finally, we noticed that communication, a be trained by the teachers (the good plan, flexibility, and a good sense of students do not read emails very humour are the most important things to carefully) succeed in online meetings. Despite all the work and the problems we had to face, we can \uf0aa Consider alternative options in the say it was a lot of fun and we are glad that we event of problems (e.g. if ZOOM does were able to have all these experiences. not work, then use Google Meet ...) and provide links Nina Pippan is an Austrian teacher for German and English and has been teaching for 15 years. Her hobbies are \uf0aa Bear in mind that Internet connections travelling, reading and finding out more about new are not always stable - perhaps provide technologies and how to use them in class. This is her smaller data sizes for films \/ videos etc. second international project and her fourth larger or send the files to the partner schools eTwinning project. She lives in Guntramsdorf, a small before the meeting town near Vienna, together with her family. \uf0aa Use TwinSpace as a contact point for Johanna Chardaloupa (Wakelet & Book Creator links and work tasks - students have to Ambassador) teaches German as a Foreign Language at know their access data or to remember the Experimental High & Senior School of the University of them which is very often not the case Patras\/Hellas (Peiramatiko Gymnasio-Lykeio Panepistimiou Patron) \u2013 an eTwinning School. She has \uf0aa Keep in mind that monitoring the been a passionate eTwinner since 2005 and loves to students\u2019 work might be difficult, e.g. if involve NT & Web 2.0 tools to inspire and motivate her they are all actually present and students in her foreign language classrooms. working together, if not you then have to use other communication channels such as e-mail, SMS, etc. to ensure participation) \uf0aa Do not underestimate the duration of activities - online always takes longer than on-site and that is often a problem for coordinating time tables \uf0aa Consider a possible time delay in transmission, therefore try to speak more slowly and wait in between \uf0aa Sometimes the connection is broken, so think about who can then step in What to look out for after implementing an online meeting \uf0fc Mentimeter or Google Forms are good for evaluation as results can be published easily \uf0fc Dissemination can be made without a huge effort by posting online links and screen shots especially on TwinSpace and on the schools\u2019 homepages","Visibility of eTwinning Projects Group July 2021 Newsletter Action Research: Identifying a classroom problem and developing an Action Research plan eTwinning for We worked in a team of teachers together Inclusion through with an external observer\/supporter. Europeana, CLIL and The members of the teachers\u2019 team, after identifying the problem (difficulties in Debate relationships), shared reflections, discussed about possible solutions and elaborated a by Marisa Badini hypothesis for the ACTION RESEARCH: \u201dWhat about an eTwinning project based on The secret of success in the teaching Europeana, making use of CLIL (Content and profession is to continually grow and learn. Language integrated Learning) and debate as Action research is a way to continue to grow a challenging path towards integration and and learn by making use of your own inclusion?\u201d experiences. Our hypothesis was based on 4 elements that Facing problems or some difficulties, teachers seemed to make a good puzzle: are challenged to find strategies and to eTwinning offers the best social virtual investigate in order to find the best ways to environment, fostering multicultural solve them. interactions. Europeana is a web portal created by the This experience is a testimony of an Action European Union containing a great online Research carried out at Ottavo Circolo collection of European Cultural Heritage, with Piacenza, aimed to help a 4th graders Primary intercultural setting and perspective. class with pupils from a multicultural The CLIL approach is an effective practice in background, to improve their relationships, our school, and finds the best way to be enhancing their inclusion. We followed the implemented through eTwinning and main steps for the Action research: Europeana. Identifying a classroom problem Debate is a practice that supports \u201cthe ability Developing an Action Research Plan to see one statement or idea from various Collecting and analyzing data perspectives, through critical thinking, critical Using and sharing results listening and critical speaking,\u201d says Leela Koenig, a team leader in the Speech and Debate department. Through debating, children can broaden their horizons and begin to explore big ethical questions, so opening their minds. ACTION Research PLAN We took part in the eTwinning Project \u201ceTwinSafety & Herit@ge at risk\u201d, coordinated by Joanna Vrentzou (Greece), with partners from Greece, Croatia, Romania, Portugal, Ukraine, and Moldova (eTwinning project: https:\/\/live.etwinning.net\/projects\/project\/226 298 https:\/\/twinspace.etwinning.net\/121745\/home","Visibility of eTwinning Projects Group July 2021 Newsletter The main aim of the project was to introduce Content: CULTURAL HERITAGE at RISK from the Europeana platform to the students, by Europeana Gallery. using one of its galleries to enhance critical Communication: Language of\/for\/through thinking, to learn about endangered cultural learning: words and chunks, enhancing heritage, present it, while working listening, reading, writing, speaking abilities collaboratively, as well as to promote the and the interaction with eTwinning partners. importance of its existence Culture: Historical endangered monuments of (https:\/\/www.europeana.eu\/en\/exhibitions\/he different European Countries (Italy \/ Croatia \/ ritage-at-risk). Greece \/ Romania \/ Portugal \/ Republic of Moldova \/ Ukraine) as shown in the Europeana Moreover, students would improve their Gallery. English language skills, as well as their Cognition: Critical thinking, comparison, communication skills. The project aimed to Causes and effects, Thinking skills. support students to think critically in order to choose from a source the piece of information STEPPING CLIL that suited their project with respect to Introducing our town and monuments and copyright. knowing other towns (English through Geography History, Art, ICT) The project was fully integrated into the school Creating a collaborative presentation on e- curricula, encouraging students to work in an safety and endangered cultural heritage. innovative way for creating common products. (English through History - ICT- Art) Contributing to the Artistic exhibition The expected outcomes were: concerning endangered heritage. (English - to know each other: school, town, cultural through Art) aspects; Creating an e-book with Collaborative stories - a collaborative presentation of endangered about endangered landmarks (English for cultural heritage; Storytelling) - an e-book with collaborative stories Taking part in a debate on whether landmarks concerning heritage at risk; of cultural heritage should change their state - games, quizzes, crosswords puzzles, (English through History - Geography - Art - concerning e-safety and heritage at risk; ICT: radio podcast + online debate) - debate on cultural heritage issues. - an artistic exhibition of endangered cultural ACTING: WORK PROCESS heritage. The main strategies were: The project website is here: - connecting the eTwinning project goals with https:\/\/etwinsafety- the class learning needs; heritageatrisk.weebly.com\/heritge-at-risk. - using PBL, Collaborative Learning, DEBATE inside the CLIL paths; In our context teachers, together with an external supporter, planned to activate a collaborative setting in order to improve better relationships among pupils with different cultural background, some of them having suffered the distance Learning time, so enhancing effective learning processes. As the eTwinning project was focused on the CLIL approach (Content and Language Integrated Learning), a priority was taking into account the 4Cs: Content, Communication, Culture, Cognition.","Visibility of eTwinning Projects Group July 2021 Newsletter \uf0b7 working in heterogeneous groups of January to June, with comparative students with collaborative tasks and observations and re-planning. rules (& use of Classroom Language); Groups\u2019 reports, twice a month, were focused \uf0b7 self-evaluation and external on self assessment about group work, on the observation; basis of a shared rubric, integrated by students\u2019 reflections (pupils\u2019 voice). \uf0b7 students\u2019 voice (attention to relationships and attitudes, besides the learning process). Pupils worked: Interviews and questionnaires \uf0b7 as a class-Starting point: Observations, interviews and reports gave Brainstorming-Presentation- Task evidence of a progressive collaboration among Introduction pupils, opening to different perspectives and \uf0b7 in groups (following the steps of CLIL increasing their intercultural awareness, approach: Finding out\/Sorting out) thanks to the topics proposed by Europeana \uf0b7 groups interaction (sharing \/ platform, the continuous collaborative works comparing \/ puzzling \/ debating \/ with the partners and the activities focused on evaluating) CLIL approach and Debate. Teachers had to \uf0b7 international collaboration occurred re-plan the steps as all the pupils requested to in each step. All the tasks were take part in the debate (not only the groups\u2019 aimed to puzzle the partner work, representatives). with some online meetings, as planned for the outcomes. The Twin Sharing results Space was a common online space The Final evaluation, made by SWOT analysis for sharing and collaborating (considering Strenghts and Weaknesses, Opportunities and Threats), highlighted the Teachers acted as coordinators \/ facilitators \/ following: supporters \/ motivators and observers: to Group work enhanced shared responsibility, carry out the Action Research. interdependent decisions and inclusion, with positive results both for social and ACTION RESEARCH communicative skills development. The Action Research was developed collecting and analysing data. Teachers\u2019 observations were taken through weekly discussions and a Teachers\u2019 journal once or twice a week, from","Visibility of eTwinning Projects Group July 2021 Newsletter Teachers\u2019 collaboration was a great support Here are the Final Questionnaire results. in the different steps and crucial in sharing Class questionnaire \u2013 Results: observations. External observer had a really I improved my communication\/collaboration useful role. skills: 98% Debate was a powerful motivator and I became better at Art tasks (Drawing):94% improved multidimensional perspective, critical I improved my ICT Skills. It was exciting for thinking, listening skills: an opportunity for me to use a variety of web 2.0 tools: 100% different fields, also in Primary school. I learnt more about Cultural heritage sites in Europeana was a Plus for CLIL paths and Europe. -100% Inclusion, particularly inside an eTwinning During the project I improved my English skills project. (speaking, listening, reading, and writing):98% Is the debate an interesting task? I\u2019m excited about it: 89- Yes 11- no 0 The Action Research Plan reached the aims. Finally, to better explain how Debate was Students found a way to work together and used, here is the report of the final debate collaborate, accepting different points of view, made by the project coordinator, from the improving their self esteem although facing Twin Space dedicated page: some obstacles, as: lack of time, interruptions \u201dTeachers and students from Greece, Italy and and changes for quarantine, some difficulties Romania met online on the 3rd of June in documentation. 2021 in order to take part in our cultural debate inspired by the Europeana Exhibition Pupils expressed their great interest in debate Heritage at risk. Students divided in 3 teams and Europeana platform, asking for other (activists, businessmen and voters) in order to experiences and projects through the same discuss on whether there should be a strict approach. (\u201cWill we go on with other similar restriction on the number of tourists visiting projects next year? Will we use Debate again?\u201d vulnerable cultural heritage sites such as were some questions by pupils at the end of Venice and Dubrovnik. Teams worked in the path). breakout sessions for 25 minutes and when they returned in the main room the","Visibility of eTwinning Projects Group July 2021 Newsletter representative of each team announced the Projects of Primary arguments of their team. The voters were given a Mentimeter link in order to vote for School in P\u0159imda, the most persuasive arguments. Voters voted in favour of economy suggesting that such Czech Republic sites should be accessible and open to everyone at any time. However, tourists by Jana And\u011bl should respect the cities they visit\u201d. Vale\u010dkov\u00e1 Even if our action research was focused on solving a specific problem, maybe it can offer The school year 2020-21 was due to the some contributions, as a practice to be epidemic of the Corona virus an unusual year adapted in other contexts. again. We spent most the time at home (14th October 2020 \u2013 17th May 2021) and realized Marisa Badini is a member of the Group for \u201ceTwinning not only the learning, but also the projects Schools Monitoring and Developing Activity\u201d with online. In our school, we used Google eTwinning CSS 2019\/2020, a member of the Erasmus+ Classroom for giving tasks and Google Meet group and project counsellor, and a teacher of English and for meeting. Our pupils did many of the now teacher trainer and CLIL expert at Ottavo Circolo project tasks on their own at home and sent Piacenza in Italy. me the results of their work via Google Classroom or e-mails. We also organized common meetings \u2013 we met every Tuesday for two hours in the afternoon and worked on our projects together. It wasn\u2019t easy, but the pupils were really hardworking and keen, so we managed to realize and finish four eTwinning projects \u2013 we are very happy. Three of the projects were eco-projects. The fourth one is a project that compares the childhood now and the childhood of pupils\u2019 parents and grandparents. If the Earth can\u2019t breathe it calls a helper (Kdy\u017e se Zemi \u0161patn\u011b d\u00fdch\u00e1, zavol\u00e1 si pomocn\u00edka) The project If the Earth can\u2019t breathe it calls a helper was a Czech-Slovak eTwinning project that started in February 2020. Originally, it should have been just a short-term project that we wanted to realize during the second term of the school year 2019 \u2013 20. Our work was broken due to the epidemic of Corona virus and closing schools in spring 2020. We worked up the project activities during our summer holidays and continued our work in autumn 2021. Unfortunately, the new wave of pandemic caused closing our schools in","Visibility of eTwinning Projects Group July 2021 Newsletter October 2020, so we had to continue our We share all the outputs in our TwinSpace cooperation only online, and our pupils had to (https:\/\/twinspace.etwinning.net\/110292\/hom fulfil the tasks at home and send them to me e) and we also inform about our project on online. school websites (https:\/\/www.zsprimda.cz\/etwinning\/etwining- Partners of the project came from different 2020-21\/kdyz-se-zemi-spatne-dycha-zavola- types of schools \u2013 there were four primary si-pomocnika\/). schools, one kindergarten and one school for children with special needs, so it was an Eco-Island\u2026 - Our dream place to live in inclusive project. And also the age of Europe (\u00d6ko-Insel\u2026 - Unser participating children was different \u2013 small Traumwohnort in Europa) children from kindergarten (3 \u2013 6 years old), This eTwinning project was realized by the pupils visiting the first stage of primary primary schools in Jazowsko (Poland), schools or the after school club (7 \u2013 11 years Bia\u0142ystok (Poland), Cerkno (Slovenia), P\u0159imda old) and pupils who visit the second stage of (Czech Republic) and Netzschkau (Germany). primary schools (12 \u2013 15 years old). Due to It was a short-term project that we realized in the different age and abilities of our pupils, we spring 2021. The topic of the project was organized the project as a \u201cteam work\u201d \u2013 ecology and sustainable development. The there were 13 teams from 6 schools (2 Czech language of communication was German, but and 4 Slovak) participating in the project. we also used our native languages, so the The aim of the project was to learn about the younger pupils and beginners in German were environment and building the sustainable able to participate in the project too \u2013 the development. The particular activities were participants of the project were pupils who focused on the European or World days visit our ERAclub (a free time activity that was connected with environmental education (e. g. realized also during the distance learning): 6th World Animal Day, Arbour Day) and traditional graders (that haven\u2019t started learning German festivals in our countries (Christmas, Easter). yet), 7th graders (the beginners in German) We\u2019ve created different tasks and activities to and 9th graders (their level in German is A1). the particular days that the teams had to do. And they did them despite the difficulties We started this project during the distance connected with the distance learning. learning (thanks to our common afternoon meetings on Tuesdays) and finished it when The outputs of our project are the eco- we returned back to school. calendar, our book of tales about animals (https:\/\/en.calameo.com\/read\/006001783649 Pupils participating in the project fulfilled 82b1ea466) and our common project e-book many tasks: they introduced themselves using (https:\/\/en.calameo.com\/read\/0060017833f03 the talking avatars (Voki), they created a 8da8ce0d). common map of our island, designed its flag, decided who will live on our island, described the weather on it, wrote texts about their favourite animals and trees, discussed the healthy eating habits and created a common bio-shop. They also prepared some online games for practising new vocabulary and played them. We\u2019ve created our own postcards and sent them to our project partners. The output of our project is our common e- magazine: https:\/\/issuu.com\/celinasw\/docs\/ergebnis_der _zusammenarbeit_3_.","Visibility of eTwinning Projects Group July 2021 Newsletter Pupils had to introduce themselves, take photos of the trees in their neighbourhood in different seasons, they created a common Czech-Slovenian-German dictionary, looked for proverbs about trees, created short poems (elevenies). We share all the outputs in our TwinSpace The common output of our project is an e- (https:\/\/twinspace.etwinning.net\/106923) and book: we also inform about our project on school https:\/\/en.calameo.com\/read\/004838585aeec websites c5bda152?page=1. (https:\/\/www.zsprimda.cz\/etwinning\/etwining- We share all the outputs in our TwinSpace 2020-21\/oko-insel-unser-traumwohnort-in- (https:\/\/twinspace.etwinning.net\/109537) and europa\/). we also inform about our project on school websites Zelene vse moje obleke so\/Gr\u00fcn sind alle (https:\/\/www.zsprimda.cz\/etwinning\/etwining- meine Kleider\/Green are all my 2020-21\/zelene-vse-moje-obleke-so\/). clothes\/Zelen\u00e9 je v\u0161echno moje oble\u010den\u00ed (Na\u0161a drevesa eTwinning\/Unsere eTwinning-B\u00e4ume\/Our eTwinning trees\/Na\u0161e eTwinningov\u00e9 stromy) This eTwinning project was realized by the primary schools in Cerkno (Slovenia), Idrija (Slovenia), P\u0159imda (Czech Republic) and the secondary school in Weitensfeld (Austria). The participants of the project were pupils who visit our after school ERAclub. Most of the activities were done during the distance learning \u2013 pupils had to fulfil the tasks either on their own at home or during our online meeting in the afternoon. The topic was trees around us - in the neighbourhood of our schools and homes. The language of communication was German, but we also used our native languages (Czech and Slovenian), so the pupils who are beginners in German or haven\u2019t started learning German yet were also allowed to participate in the project.","Visibility of eTwinning Projects Group July 2021 Newsletter Oh, you dear time! \u2013 Was everything German lessons, team 3 \u2013 children\u2019s outdoor better a long time ago? (Ach du liebe games, team 4 \u2013 musical games. Pupils also Zeit! \u2013 War den fr\u00fcher alles besser?) created their own simple comics in German. This eTwinning project was realized by the The output of our project is an e-book about primary schools in Jazowsko (Poland), our project activities: Bia\u0142ystok (Poland), Cerkno (Slovenia), P\u0159imda https:\/\/read.bookcreator.com\/KyuGHWsMsWZ (Czech Republic) and Netzschkau (Germany). p09mCCpdR1FptK4y2\/fdmCGBUTSMe4DwGEM It was based on the 68th European 92qQA. Competition that was organized by the Conference of the Ministries of Education of We share all the outputs in our TwinSpace the particular German federal states. The topic (https:\/\/twinspace.etwinning.net\/119663) and of this year was Digital EU \u2013 and YOU? Our we also inform about our project on school project belongs to the 22 winners of this websites competition (https:\/\/www.kmk- (https:\/\/www.zsprimda.cz\/etwinning\/etwining- pad.org\/index.php?id=1136). 2020-21\/ach-du-liebe-zeit-war-denn-fruher- alles-besser\/). The aim of the project was to compare the childhood now and a long time ago \u2013 to Jana And\u011bl Vale\u010dkov\u00e1 is a Czech, English, German and familiarize the pupils with the childhood of History teacher at the Primary school in P\u0159imda, Czech their parents and grandparents. This project Republic. She has been active in eTwinning since 2010 was included in German lessons in the 7th and she is an eTwinning ambassador. grade - the participants were beginners in German. They started learning German in September 2020 and after 6 weeks at school they had to learn this language only online due to the closing schools \u2013 our project helped them a lot to learn this new foreign language. At the beginning of the project, pupils introduced themselves and designed the logo. They also introduced our school. Divided in 4 international teams, they then fulfilled the particular tasks: teams 1 and 2 \u2013 children\u2019s\u2019 duties, teams 3 and 4 \u2013 school a long time ago and now; team 1 \u2013 the history of children\u2019s games, team 2 \u2013 games in","Visibility of eTwinning Projects Group July 2021 Newsletter Audio Short Stories Research by Alexandra Duarte Research has shown us the power of reading aloud to children for bonding as well as for \u201cHe who reads aloud exposes himself language and literacy development (Scholastic absolutely. If he doesn\u2019t understand Inc, 2019). Yet, read-aloud frequency begins to decline dramatically with each additional what he\u2019s reading, he betrays himself year of age, meaning it does not take place out loud.\u201d with the desired or necessary frequency... almost the only exception being our (Pennac, 1992\/1994) classrooms, with a particular focus on language classes, whether mother tongue or Introduction foreign language, and it is even included in our Reading skills are important. I know it. You assessment criteria. know it. Our students know it. According to Trelease (2006), reading aloud is But how can we make reading practice definitely not just for children and has a long engaging in our EFL classes and for European and rich intellectual history \u2013 be it spiritual projects? and secular readings or in the labour force. One of the examples provided is the Rule of As partners in the reading project entitled St. Benedict, which specifies that the meals of \u201cBookpackers Around Europe: Inspiring the brethren should not be without reading. journeys through past and present cultures\u201d, Therefore, meals are taken in silence and only of the ERASMUS+ programme, and without reading aloud by the designated monk should the possibility of materialising the anticipated be expected. mobilities, the planned strategies and activities have been redesigned. For the school Another fascinating example is the reader- year of 2020-21, there were, as usual, aloud in the Cuban cigar industry: contacts and videoconferences, followed by debates (as depicted in last year\u2019s newsletter: https:\/\/pubhtml5.com\/xzfd\/axzu, pages 10- 13) or recordings of short stories. Photo Credit: https:\/\/mashable.com\/feature\/cigar-factory- lectors For hours, artisans hand-rolled hundreds of cigars. To break the boring routine, workers hired readers, who, usually sat on elevated platforms, read them aloud from local newspapers to classical novels and short stories. These daily readings not only kept the workers informed and entertained, but also","Visibility of eTwinning Projects Group July 2021 Newsletter added to the workers\u2019 intellect and general the internet and their mobile devices. The awareness. With the Great Depression, outlined goals are simple: prepare the mechanisation and technology, these readers expressive reading of the selected text, use were eventually replaced by radios and the available technology to promote contact handheld gadgets as we know them today. between partners, keep the project and students active and record them reading the Reading Aloud in EFL debated stories. Regardless of geographic Many researchers (Haupt, 2015; Horwitz, locations, all the potential interested parties 2008; Krashen, 2007; Nation, 2008) consider will have access to the audio recordings, that assisting language learners in the particularly students who are partially sighted development of their reading skills is a crucial or visually impaired. step in leading them to refine and master other language skills. Methodology & Recordings Having selected the text, I linked each one When reading aloud in classes, students with a different colour for each character. An practise pronunciation and improve their oral email was then sent to the readers, in which I English. They also get a deeper understanding not only attached the text but also scheduled of the texts, build their vocabulary and can a video conference for prep work. strengthen what they have learned by listening, speaking, reading and writing. We all know it is difficult to read unfamiliar Reading aloud allows for emotions and feelings material and even more in a foreign language. to be present, and that, in turn, motivates In fact, Huang (2010) observes that students to read more and be engaged with comprehension is the foundation and the text. Paying close attention to their peers\u2019 prerequisite of reading and only understanding reading is also a learning process and can the material, can the reader convey what the contribute to improving the classroom author expressed. Huang (2010) therefore atmosphere. After all, reading can invite concludes that we need to fully prepare the conversation and offer an unmatched students. opportunity to talk together. After that groundwork, whenever needed, the Reading aloud takes place repeatedly in my next step was to exchange our phone contacts EFL classes but does not have to happen only as our remote collaborative recordings were in the classroom. created using www.anchor.fm, a free and very user-friendly app \u2013 just like any WhatsApp In what concerns the Bookpackers project, group call with up to five people total, anytime and amid the global pandemic, instead of and anywhere. As easy as that! longer narratives, the coordinators agreed on approaching short stories as they are Here are some illustrative examples of our versatile, accessible and, well, short, but with growing collection: proper plots, providing relevant practice in \u2013 The Last Command, by Arthur C. Clarke \u2013 understanding a situation and events. recorded during the COVID-19 confinement Simultaneously, students gain the needed period, with two 9th graders: exposure to English language and, with https:\/\/voca.ro\/1eYooFpSYVUg; confidence, may put language knowledge into \u2013 the same story, this time read by a Spanish practice in debates and, as in this case, in student and a Turkish student: reading aloud. https:\/\/voca.ro\/1kDCSfbN32gN; \u2013 Tuesday Siesta, by Gabriel Garcia Marquez, So, following the work already started in the recorded while in quarantine, with my 7th and last school year with short stories, students 9th grade students, a Polish student and a from our school as well as partner schools Turkish student: have been challenged to engage in https:\/\/voca.ro\/121FjbnERFjG collaborative readings, taking advantage of","Visibility of eTwinning Projects Group July 2021 Newsletter \u2013 Eveline, by James Joyce \u2013 recorded while in quarantine, with 9th grade students: https:\/\/voca.ro\/1bzCZ61i5KRw; \u2013 and The Gift of the Magi, by O. Henry \u2013 recorded at school, with 9th graders: https:\/\/voca.ro\/1iqxLgv2gSBo: Though it is not a collaborative reading, here is an excellent read-aloud of House Taken Over, by Julio Cortazar, recorded and submitted by one of my 9th graders: https:\/\/voca.ro\/1dI6kavMLZmd. Final Thoughts Besides the cognitive functions, reading improves both our physical and mental health, beginning in early childhood when being read aloud to is a real treasure from an educational perspective, as well as the added bonus with quality family time. Within our project, while benefiting students academically, reading aloud has created a sense of community, building the group repertoire of short stories and a shared reading history. Bearing in mind that these podcasts are another resource, in English, not only for the aforementioned European project, but above all, for sharing and appreciation, anytime, anywhere, this initiative will be continued aiming, ultimately, to further encourage the act of reading. We believe that these audio short stories are perfect examples of how technology can be used to provide memorable moments, unique exchanges, replicable and can therefore be extended to any classroom.","Visibility of eTwinning Projects Group July 2021 Newsletter Moreover, while commuting, when driving our Horwitz, E.K. (2008). Becoming a language cars to and from our workplaces, when teacher. A practical guide to second language hiking\u2026 anyone may take advantage of that learning and teaching. Pearson Education. time wisely, listen to these recordings and be a little more knowledgeable. Your choice. Huang, L. (2010). Reading Aloud in the Foreign Language Teaching. Asian Social There are still other aspects worth Science, 6(4), 148-150. highlighting. https:\/\/pdfs.semanticscholar.org\/179f\/f751b3c a63f8f30af8f065856a54097a5720.pdf Recording students reading aloud represents an asset not just for the Bookpackers project Krashen, S. (2007). Extensive Reading in itself, but, above all, for the development of English as a foreign language for adolescents skills in the domains of orality and reading. and young adults. The International Journal of These are included in the English curriculum Foreign Language Teaching, 3(2), 23-29. and, therefore, subject to evaluation, since it requires, on the part of the student, prep work Nation, I.S. (2008). Teaching ESL\/EFL reading from semantics to prosody. As pointed out and writing. Routledge. before, collaborative readings follow advance preparation, in videoconference meetings, in Pennac, D. (1994). Better than life (D. Homel, which doubts are clarified as to the meaning of Trans.). Coach House Press. (Original Work words, pronunciation, intonation and correct published 1992) rhythm. This way, the articulation between the project work and the curriculum of the subject Scholastic Inc (2019). Kids & Family Reading becomes not only effective, but also has great Report - 7th Edition - The Rise of Read Aloud. relevance in favour of the student's linguistic https:\/\/www.scholastic.com\/content\/dam\/KFR competence, contemplated in the Common R\/Downloads\/KFRR_The%20Rise%20of%20Re European Framework of Reference for ad%20Aloud.pdf Languages (2001). Trelease, J. (2006). The Read-Aloud Handbook Thankyou note (6th ed.). Penguin. A final \u201cThank you!\u201d to my Polish, Spanish and Turkish partner teachers for providing contacts Alexandra Duarte is an EFL teacher currently teaching in and to their and my wonderful students for Soure, Portugal. She has been a teacher of English for their availability in giving voice to these over 20 years and has already taught different levels and superb short stories. age groups. She is an avid reader and very curious about free tools and their implementation in the classroom. For References: her books and readings, feel free to visit Arbuckle, A. (2016, November 19). Cigar https:\/\/www.instagram.com\/teacheralexduarte\/?hl=en. Factory Workers. Mashable. https:\/\/mashable.com\/feature\/cigar-factory- lectors Council of Europe. (2001). Common European framework of reference for languages: Learning, teaching, assessment. Press Syndicate of the University of Cambridge. Haupt, J. (2015). The Use of a Computer- based Reading Rate Development Program on Pre-university Intermediate Level ESL Learners\u2019 Reading Speeds. Reading Matrix: An International Online Journal, 15(1), 1-14.","Visibility of eTwinning Projects Group July 2021 Newsletter Teaching from a \u25cf Lack of the in-person connections and relationships teachers and students Distance with have in the brick-and-mortar school. eTwinning \u25cf Teacher\u2019s physical absence. When learning online, students lack the by Angeliki benefit of a teacher\u2019s physical presence moving about the room and monitoring Kougiourouki and learning engagement. Natalia Tzitzi \u25cf Need for appropriate and timely feedback. Providing clear, specific, Introduction instructive feedback is critically important to good teaching. Moreover, Like most educators around the world, it is difficult and often time-consuming, eTwinners have been dealing with a new especially in a hybrid or remote setting. education reality for over a year now. Having shifted from the traditional to the hybrid or \u25cf Lack of fun. The teacher is under a lot blended learning class, teachers have faced of stress to cover the coursebook, various challenges such as designing and check absentees, assess & give implementing eTwinning projects in the virtual homework. There is no room for fun classroom and looking for professional ...under pressure. development opportunities that can aid them in dealing with a long and strenuous \u25cf Lack of engagement and discourse that multitasking teaching situation. \u201cTeaching take place in the physical classroom. from a distance with eTwinning\u201d aims at giving Many of the challenges of online a helping hand through exploring the role of learning stem from student the student in distance learning and engagement. Keeping students on presenting thoroughly-researched effective track and engaged is fundamental in techniques and strategies the teacher can use any classroom setting (physical, to engage and assess learners in the online remote or hybrid). All teachers have classroom. Within an easy-to-understand times when they struggle with getting theoretical framework and through, hopefully, their students to participate. Simply sufficient examples, the article attempts to asking students to be a part of the cover issues such as student engagement, lesson cannot do the trick. effective distance teaching and assessment as well as practical tips for lesson planning with \u25cf Need to maintain motivation. It is an impact on social and emotional learning. admittedly more difficult for teachers to motivate students remotely. Challenges of remote teaching \u25cf Students\u2019 online learning Based on a number of resources and independence. During the online class testimonials, the challenges teachers have but mainly outside of video been facing in remote teaching can be any of conferencing and other technology the following: tools, students do the bulk of online learning independently. \u25cf Low student attendance. There may be early leavers or those who permanently arrive late or even those skipping online classes altogether. \u25cf Need for a different set of communication skills. In the online classroom, teachers need to improve their communication skills if they are to maintain effective communication with the students, foster engagement and inspire collaboration.","Visibility of eTwinning Projects Group July 2021 Newsletter \u25cf Need for structure and support in order provide students with more opportunities to for students to self-regulate their learn (Siebere-Nagler, 2016). behaviour. Possibly because of the difficulty in interpreting emotions, The recent school closures as well as the shift disruptions to online classes can be from face-to-face to online and remote challenging to manage. Disruption can teaching and learning proved to be the hot be direct such as abusive emails, or topic of the year. less direct such as a student posting material in the chat or during online The majority of teachers have been trained collaboration which renders neither to use the classroom management collaborative time unproductive and at techniques that distance teaching requires the same time offends and\/or annoys nor to adapt the ones they have already used others. in the physical classroom. Having made that clear, it would be important to have in mind \u25cf Need to address difficult discipline the following list of techniques suggested in problems such as cheating and the bibliography. plagiarism which are often amplified with the world at the students' Techniques that can be effectively applied fingertips and their teachers remaining in the online eTwinning classroom: distant. \u25cf Giving choice. The teacher prepares a \u25cf Technical issues. Many students are list of project activities and invites the struggling to adapt to remote learning. students to take their pick, or allows Digital access and connectivity remain them to decide in what order they a pervasive equity issue. would like to do the activities. Giving them the freedom to choose and justify \u25cf Familial dynamics: Stay-at-home their choice holds them accountable for orders have magnified existing completing the task and gives them a problems in familial dynamics. sense of ownership of their learning. Online Classroom management with \u25cf Passing the floor to the students. The eTwinning teacher encourages the students to suggest activities for a given topic or Whether learning takes place in a physical theme or become \u201ctutors\\\", turn on their classroom or in an online one, effective camera, share their screen and \\\"teach\\\" classroom management is probably one of their classmates or their international the most important responsibilities educators peers in pairs, groups or with one need to deal with in any number of learning project class teaching another. environments. \u25cf Working in breakout rooms. Using a Researchers define classroom management as random group generator, the teacher \\\"the multifaceted actions a teacher takes can arrange students into random to create, support, and facilitate the goals of instruction and learning in the classroom\\\" (Wolff et al., 2017) or as \\\"a preventive activity that results in decreased discipline problems\\\" (Iverson, 2003). Both in physical and online classrooms teachers must deal with unexpected events and control students behaviour, using effective classroom management strategies to create a positive climate and","Visibility of eTwinning Projects Group July 2021 Newsletter transnational or national groups. \u25cf Using gamified activities \\\"for learning Alternatively, the teacher may arrange reinforcement and engagement\\\" the students in mixed-ability groups so (Ferlazzo, 2021). After sharing that they benefit from diversity. information and working with an Community-building tasks are also in eTwinning partner on a topic, project order. teachers could use games to assess the \u25cf Assigning leaders to class groups. project students\u2019 newly acquired Initially, the teacher needs to identify knowledge. Formative assessment in students who exhibit leadership skills the form of games is both productive such as trying to get others to talk in and fun! Games should be selected breakout rooms, asking questions, and based on how appropriately they can responding when the teacher invites aid in solidifying the acquisition of new suggestions. In eTwinning project, in knowledge. particular, the project teachers can form a project-leadership team and \u25cf Using e-books, YouTube clips, videos inform its members about their with embedded comprehension check responsibilities that would include tasks questions (made with Edpuzzle, for such as leading breakout rooms, instance) either in class at the contributing to class discussions, teacher's pace or handing them as identifying other students who should homework for project students to do at join the team, answering questions in their own pace and then discuss them the chat that the teachers might have in a forum with their international missed, evaluating with the teacher partners. how the project is going and what changes might need to be made to \u25cf Using pictures highly engages children\\\" improve it. (Acosta, K. 2021). To find pictures to use in online classes, the teacher can \u25cf Using examples and models. The visit stock photo sites or check out teacher demonstrates how to apply a websites where educators share skill or strategy so the learners can pictures or even take his\/her own observe before they try it on their own. photos. Ideally, the teacher could also For all project students to have the design tasks that would require the opportunity to view multiple times, the learners to go out in the streets, parks teacher records the modelling with a and take photos themselves. video-making tool e.g. Flipgrid and posts it. In a remote learning context, \u25cf Using anchor charts. Anchor charts and crystal clear models are invaluable. other visual reminders such as an anchor chart that expresses expectations for collaboration in breakout rooms can help students self- regulate. \u25cf Using brain breaks. Brain breaks include gifs, action songs, Physical Education warm-ups (e.g. toe touches, arm circles, jumping jacks), charades (one child can act out a vocabulary word on camera and the others can put their guesses in the chat box), scavenger hunts ... around the house, chair yoga, \u201cTell a joke\u201d or play \u201cWithin reach\u201d. Brain breaks help children clear their minds, move their bodies, and stay more focused and engaged in the online classroom.","Visibility of eTwinning Projects Group July 2021 Newsletter One student selects 3-5 items that are within the videoconferencing platform their his\/her reach and shows them on camera. online class is hosted on. The student His\/her classmates look for them without reflection worksheet entitled \u201cLet me standing up, find them within reach and show think!\u201d can be modified and them on camera, too.) incorporated in any eTwinning project activity. Weekly check-in surveys can \u25cf Relentlessly checking for also ensure involvement and meta- understanding. The teacher should cognitive skills development consistently perform simple, disarming particularly if class time is limited and checks for understanding using digital the reflection activity tends to be done polls, asking questions or even cold during the break. Another example of a calling (holding students accountable reflection activity worksheet is the for answering oral questions the simple one with the emojis where teacher poses, regardless of whether a students reflect on the project hand is raised). activities, pinpointing on the one they like best and explaining why. If they \u25cf Using writing. \\\"Writing improves are young, they can be invited to use learning by consolidating information in their mother tongue, too. To ensure long-term memory\\\"(Terada, 2021). The engagement in the activity, emojis are process of writing improves a student\u2019s used to make the reflection look fun. ability to recall information, make connections between different Strategies concepts, and synthesize information in new ways. In the online eTwinning Facing the challenges and using the existing classroom, writing can be used as a tools the web offers to teachers are of a learning technique. For example, respected importance for the online teaching students can write letters to update while effective classroom management their partners\u2019 parents on the activities strategies to apply are the key to a quality they have done or the students can program in instructors\u2019 ability to manage the keep a learning journal where they online environments. record and reflect on their performance data, thus keeping track of growth First and foremost, an effective online which, in return, works as a classroom should be based in three techniques motivational factor. Another use of that elementary teachers use in brick-and- writing is the short reflection activity at mortar classroom environments: the end of class or the end of an eTwinning activity. The students reflect \u25cf Build a community and apply an on the process of the activity and type engaging experience their answers using a web tool e.g. a Google form) or the chat box tool of \u25cf Establish routines while having an organisation \u25cf Know each student personally","Visibility of eTwinning Projects Group July 2021 Newsletter Taking into consideration the aforementioned \u25cf Manage the time: The investment of techniques teachers can expand them when time can be 2-3 times higher than in a facilitating an online learning environment. In face-to-face course (Palloff & Pratt, their recent published articles Heather 1999). The amount of time required for Wolpert-Gawron and Whitney Gordon adequate participation by both teachers (Wolpert-Gawron, 2017; Gordon, 2020) and learners, and the optimal number suggest the following strategies for the of participants in an online classroom teachers to have in mind when teaching setting are important components to online: have in mind for effective classroom management. Techniques like flipping \uf0b7 Build an online engaging learning the classroom, mind mapping, self- experience: It is suggested for learning, instructional design, adaptive teachers to take their time, understand learning can be efficient when teaching what their students' interests are, build online. Of course, teachers should have an online classroom management plan in mind that a little bit of scheduling, a that is tailored to the students and lot of keeping track, and making time provide them multiple opportunities for for what\u2019s important outside of the interactive learning. Creating virtual online classroom can help make it one spaces in the blended classroom could of the all-time great ways to live their serve different purposes like in life as well! elementary school: a \\\"lounge\\\" or a \\\"chat room for side discussion\\\" could \u25cf Establish norms of communication: help you on this purpose. The sudden transformation of face-to- face to the online teaching gave the \u25cf Build a community amongst students: floor to unexpected incidents to occur: Palloff and Pratt (2007) state that \u201ckey background noise, camera on, to the learning process are the discussion contributing ahead of time interactions among students are some of interrupting situations that themselves, the interactions between teachers have to handle with. teacher and students, and the collaboration in learning that results \u25cf Teach students about plagiarism: the from these interactions\u201d. These massive use of the internet and its appropriate relationships between resources in teaching and learning from people, purposes, and processes are in distance lately highlighted the fact that need when using technology to students have an impressive access to enhance face-to-face classes, blend everything that goes beyond their face-to-face and virtual interaction in a textbooks. To tackle the temptation of hybrid forum, or create fully online copying everything that exists on the courses. web students should be taught about plagiarism and the consequences of \u25cf Establish norms & routines: An using the online resources without important component of effective citation and licence (Antoon, 2019; classroom management in any learning Clifford, 2012; Watters 2011) environment is the establishment of clear and transparent rules and \u25cf Praise students: teachers should stop routines. Gold & Holodynski (2017) for a while from online teaching to state that when rules and routines are think how they are going to praise well-established and positively stated, students for their achievement. It is not they can serve as an orientation to possible to \\\"high five\\\" with them or to students and provide a structure to see teachers\u2019 smiles and content when everyday teaching in the classroom. they are productive and engaged! Thus, they can influence students' Instead, they may find other ways of behaviour and save time for the tasks acknowledgement and congratulations. (Evertson & Emmer, 2012). Badges, cartoons, stars, virtual applause and songs or even what the","Visibility of eTwinning Projects Group July 2021 Newsletter imagination can create, may be useful activities into shorter, simpler ones. They to praise students for the progress they should also use a weekly journal, a calendar are making. Because as Whitney and a participation chart. For all three of Gordon states \\\"Positive reinforcement them, one could turn to Google Workspace for yields higher engagement, and higher Education, which is a set of Google tools and engagement is the key to a well- services that are tailored for schools and managed online classroom\\\" (Gordon, homeschools. To be effective, teachers- 2020; TeachHUB). eTwinners should also set measurable learning objectives and engage the students with them. Tips They should build as they go along, experimenting, and repeating what works, Based on research and the authors\u2019 eTwinning discarding what does not. Moreover, they experience of remote and blended learning should be proactive in planning ahead to and teaching, some advice is offered at this make up for the lost time (and learning) due point so that teaching from a distance can be to technical problems e.g. loss of connection. more effective through eTwinning. Last but definitely not least, they should stay in contact with their students, communicating To start with, teachers-eTwinners should build through the TwinMail or an app such as Viber an online learning community for their or Remind, reminding them to maintain students upon their existing eTwinning contact with the project partners, making sure community and make the most out of the that they are missed when they are absent, eTwinning projects they design and implement remembering to greet them by name at the to enhance student participation and beginning of class and saying goodbye when encourage active learning. they exit the virtual room. Second, they can design activities or quick Assessment tasks that foster project students\u2019 interaction both with the content and each other Educators learned a very good lesson due to exploiting, in the online class, fundamental the pandemic and schools closure this year: features of eTwinning projects such as \\\"Distance learning is not simply a matter of communication and collaboration. changing the way we transfer knowledge to our students, but finding ways to bring all Third, teachers-eTwinners are also strongly aspects of the school experience to their advised to collaborate with their students and homes\\\" (Midkiff D.) While they were looking project partners to extend the project contract for opportunities to re-invent the curriculum, to the online classroom. Starting with what is gamifying it, flipping the classroom or already there, an \\\"online project contract\\\", introducing project-based learning, they had namely an agreement for project norms, rules to search for creative ways to assess online and consequences, can be designed during learning! project partners\u2019 first online meeting. To achieve ultimate student ownership, all There is no doubt that to assess student partners should participate in developing the learning online can be challenging. Educators contract and agree upon it. cannot just \\\"walk around\\\" in the virtual classroom and look over students' shoulders to Fourth, to manage the online class and an keep track of their progress. Assessment eTwinning project effectively, teacher- activities should be integrated into several eTwinners should get organised. More parts of the online learning, providing specifically, they should customize activities continuous feedback. Should relevant rubrics into ice-breakers, sharing & presentation, for student assessment like the following be collaboration & production, for instance. They created? should give clear and simple instructions and keep activities simple or break complicated","Visibility of eTwinning Projects Group July 2021 Newsletter Researchers state that there is no need for them to evaluate their personal level of educators to reinvent totally their traditional knowledge acquisition. Encouraging formative assessment but to follow practical students to self-reflect, they create steps (Papadopoulou, 2019) while creating it: opportunities for them to think about what they may need to revisit to get a \u25cf Link the assessment with the course better understanding of the learning objectives material and how they could put the acquired knowledge into practice. A \u25cf Add assessment in every part of the self-assessment questionnaire, a online classroom survey, recordings of verbal statements or even reflective captions as part of a \u25cf Give self-assessment opportunities portfolio may serve as ways of self- \u25cf Form questions mapping them from low assessment. \u25cf E-portfolios: When educators use to high-order skills: portfolios they can check students\u2019 Knowledge \u27a1Comprehension progress at any time by accessing the final product as a conclusion of a \u27a1Application \u27a1Analysis \u27a1Synthesis learning unit. They can check the growth or change over time identifying \u27a1Evaluation strengths and weaknesses (Mueller, 2016). Hence, portfolios can illustrate Having the aforementioned steps in mind ongoing knowledge acquisition and when planning a formative assessment application. teachers-eTwinners can use several strategies \u25cf Learning journals: Using this ongoing for powerful insights of students learning and collection of writing for learning progress: educators encourage the writing for the purpose of learning (Heick, 2017). In \u25cf Peer-assessment: When educators learning journals students usually write engage students on peer assessment, about their own learning. This constant they provide them with opportunities to writing, which may have the form of a reflect upon their learning, develop life- simple word document or even more long skills while giving constructive the form of a blog, an online diary with feedback, and improve peer extensions of video or voice recordings, connections. Peer-assessment can be can serve as a source for formative conducted either in a synchronous and assessment for the educator to keep an asynchronous setting (Best, 2020). track of students\u2019 progress. Students may post their work in a \u25cf Online discussion: When educators discussion board or work with others in encourage online discussion among real time in breakout rooms using an students, they may want to facilitate it online synchronous tool, for instance. via a synchronous or an asynchronous way. They can use discussion boards, \u25cf Self-assessment: When educators blogs or wikis or even monitor it in real encourage students to get involved in time. Unlike the classroom discussion, self-understanding practices, they allow students have time to post detailed and considered responses. Besides, they may read other comments submitted to the discussion boards as many times as they want. Discussion can be used to assess students' content knowledge, written communication, participation, collaboration, language skills or even the ability to make connections.","Visibility of eTwinning Projects Group July 2021 Newsletter To assess students online, teachers-eTwinners \u25cf improve behaviour can use several types of activities such as \u25cf improve students\u2019 academic online quizzes, rubrics, written assignments, matching exercises, concept maps, online performance (Durlak, et al, 2011) polls, game activities. For that purpose, a variety of web 2.0 tools or online platforms To cope with students' stress and anxiety in exist to help them design the kind of the online classroom and to give positive assessment activity that caters for the feedback educators should focus on: students' needs for feedback. \u25cf Creating environments that promote a Social & emotional learning positive sense of well-being and healthy connections between peers Talking about feedback, we should have in mind that managing effectively the online \u25cf Encouraging secure relationships and classroom involves more than creative ways emotional safety for online assessment. Undoubtedly, there are also other skills, non-cognitive ones, that have \u25cf Building an online community and long-term effects on students' life such as self- having students meet to work in small confidence, the ability to work well with groups others, attitudes toward learning, control over one\u2019s emotions (Balonon-Rosen, 2015). \u25cf Involving students in collaborative projects through shared documents The acquisition of core competencies such as Encouraging students to participate in the ability to recognize and manage emotions, role-plays in order to solve possible set and achieve positive goals, establish and conflicts maintain positive relationships, feel and show empathy for others and make responsible \u25cf Generating open-ended questions that decisions is defined by Elias et al. (1997) as require young people to reflect on their SEL-Social Emotional Learning. personal experience and feelings. SEL programs focus on the development of Resources: competencies like self-awareness, self- Antoon, J. (2019). Plagiarism in Online management, social awareness, relationship Courses. Retrieved from Insider, 14\/07\/2021 skills, responsible decision making. Balonon-Rosen, P. (2015). Non-Academic When Social and Emotional Learning is Skills Are Key Ingredients To Student Success. embedded in the curriculum, it can: Retrieved from Learning Lab, 18\/07\/2021 \u25cf reduce aggression and emotional Best, J. (2020). Online Assessment Strategies distress for Distance Teachers and Learners. Retrieved from 3P Learning, 18\/07\/2021 \u25cf increase positive attitudes in schools Clifford, M. (2012). 20 Techniques to Combat Online Plagiarism in Virtual Classrooms. Retrieved from informED, 14\/07\/2021 Dans, E. (2021) Twelve Things I\u2019ve Learned After A Year Of Video Conferencing. Retrieved from Forbes, 18\/07\/2021 Durlak, J.A., Weissberg, R.P., Dymnicki A., Taylor R. D. (2011). The Impact of Enhancing Students\u2019 Social and Emotional Learning: A Meta-Analysis of School-Based Universal Interventions. Retrieved from ResearchGate, 18\/07\/2021","Visibility of eTwinning Projects Group July 2021 Newsletter Elias, M. J., Zins, J. E., Weissberg, R. P., Frey, independence. Retrieved from One Stop K. S., Greenberg, M. T., Haynes, N. M., et al. English, 19\/07\/2021 (1997). Promoting social and emotional learning: Guidelines for educators. In Durlak, Heick, T. (2017). 20 Types Of Learning et al. (2011). The Impact of Enhancing Journals That Help Students Think. Retrieved Students\u2019 Social and Emotional Learning: A from teachthought, 18\/7\/2021 Meta-Analysis of School-Based Universal Interventions. Retrieved from ResearchGate, Iverson, Annette M. (2003). Building 18\/07\/2021 competence in classroom management and discipline (4th ed.). Upper Saddle River, N.J.: Evertson, C. M., & Emmer, E. T. (2012). Merrill Classroom management for elementary teachers (9th ed.). New York: Addison Wesley. Loya, L.B. (2020) Strategies to Encourage Students to Turn Their Cameras On. Retrieved Ferlazzo, L. (2021) Six Strategies I Apply to from Edutopia, 17\/07\/2021 Make My Distance Learning Classes Not Terrible. Retrieved from EducationWeek, Midkiff, D. (2020). Distance learning: How do 18\/07\/2021 you support student wellbeing? Retrieved from Firefly, 17\/07\/2021 Fleming, N. (2020) Why are some kids thriving during remote learning? Retrieved from Minero, E. (2020) 13 Virtual Games to Play in Edutopia, 14\/07\/2021 Your Elementary Classroom. Retrieved from Edutopia, 17\/07\/2021 Fleming, N. (2020). 7 Ways to Do Formative Assessments in Your Virtual Classroom. Mueller, J. (2016). Portfolios. Retrieved from Retrieved from Edutopia, 28\/07\/2021 Authentic assessment toolbox, 18\/7\/2021 Frazier, E. (2021) Among Us: Bringing Fun Palloff, R. M., & Pratt, K. (1999). Building Back to the Digital Language Classroom. Learning Communities in Cyberspace: Retrieved from The FLTMAG, 28\/07\/2021 Effective Strategies for the Online Classroom. San Francisco, CA: Jossey-Bass Gold, B., & Holodynski, M. (2017). Using digital video to measure the professional Palloff, R. and Pratt, K. (2007). Building vision of elementary classroom management: Learning Communities Online: Effective Test validation and methodological challenges. Strategies for the Virtual Classroom. Second Computers & Education, 107, 13e30. Edition. San Francisco, Calif.: John Wiley and Son Gordon, W. (2020). Classroom Management in an Online Environment. Retrieved from Papadopoulou, A. (2019). Learner Assessment TeacherHub, 19\/07\/2021 in Online Courses: Best Practices & More. Retrieved from LearnWorlds, 18\/7\/2021 Gordon, W. (2020) How to teach students self- regulation. Retrieved from TeacherHub, Pappas, C. (2013). The 5 Best Free Annotation 14\/07\/2021 Tools For Teachers. Retrieved from Educational Technology, 20\/07\/2021 Hamilton, M. (2013). Autonomy and foreign language learning in a virtual learning Powers, R. (2020). Moving your teaching environment. London, UK: Bloomsbury. online: riding the rush to remote! Retrieved from School Education Gateway, 19\/07\/2021 Hasper, A. (2020) Online Education: Learning for themselves\u2014developing learner","Visibility of eTwinning Projects Group July 2021 Newsletter Rothstein, S. (2021). 7 Tips for Breakout Angeliki Kougiourouki is a primary school teacher who also Room Success. Retrieved from Edutopia, has a degree in History. She holds a MEd in Visual Culture. 19\/07\/2021 She came across eTwinning in 2012 and has been coordinating eTwinning and Erasmus+ projects ever since. Shane, S. (2021). A Better Breakout Room She became an eTwinning Ambassador in 2015, after Experience for Students. Retrieved from which she organised many online and on-site seminars, Edutopia, 17\/07\/2021 ambassadors' webinars and Learning Events on Emotional Intelligence, eTwinning projects for Young Learners, Sieberer-Nagler, K. (2016). Effective Blended Learning and Remote Teaching. Angeliki is Classroom-Management & Positive Teaching. moderating the Creative Classroom eTwinning featured English Language Teaching; Vol. 9, No. 1. Group encouraging teachers to take part in creative Canadian Center of Science and Education activities, expert talks and events. Terada, Y. (2021) Why should students write NataliaTzitzi is a Teacher of English. She holds an MEd in in all subjects? Retrieved from Edutopia, Teaching English as a Foreign Language. She has been an 14\/07\/2021 eTwinner since 2005 and an eTwinning Ambassador since 2015. She is very much interested in adult education, Wang, F.L. et al (2009) Handbook of Research technology in education and teacher professional on Hybrid Learning Models: Advanced Tools, development. She has participated as an expert and\/or Technologies, and Applications. Hong Kong: moderator in eTwinning Ambassadors MOOCs (2017, InfoSci-onDemand 2019, 2021) and eTwinning Learning Events and Online Seminars on eTwinning Schools, Student Agency, Blended Watters, A. (2011). How to Combat Learning and Remote Teaching. Plagiarism. Retrieved from Edutopia, 14\/07\/2021 Wolff, C. E., Jarodzka, H., & Boshuizen, H. (2017). See and tell: Differences between expert and novice teachers' interpretations of problematic classroom management events. Teaching and Teacher Education, 66, 295e308 Wolpert-Gawron, H. (2017). Extending Classroom Management Online. Retrieved from Edutopia, 14\/07\/2021 Zhong, Q. M. (2018). The evolution of learner autonomy in online environments: A case study in a New Zealand context. Studies in Self-Access Learning Journal, 9(1), 71-85 https:\/\/doi.org\/10.37237\/090106","Visibility of eTwinning Projects Group July 2021 Newsletter Coding to Save the Why is sustainable development so crucial? Planet \u2013 2nd Edition Sustainable development is essential for by Stefania Altieri economic development because we do not have unlimited resources. We need to avoid waste and keep the stock for future use too. In 2015 many Countries all over the World What can we do to change direction? adopted the so-called Agenda 2030 for We need to correct our mistakes and look at Sustainable Development within 17 Goals. the world with different eyes. Our Earth is one Schools can help by joining and supporting the and we don\u2019t have another in reserve. The Campaign in order to produce a real change. sustainable goals of the 2030 Agenda push us to a new lifestyle and school helps us to After the first eTwinning project experience, reflect. we promoted a second edition to find solutions and fight poverty and inequalities. We faced What about our eTwinning project? new challenges to tackle climate change and \u201cCoding to save the Planet -2nd edition\u201d protect our Planet, while ensuring that no one involves many classes of our school, from is left behind. Kindergarten to Primary and Secondary. All of us deal with topics for good. Activities have We are implementing coding and STEM been organized in different subjects with new education in our classrooms. We are technologies. integrating them in the subjects and improving computational and critical thinking through real-life tasks and sustainable targets. Moreover, we want to focus on the responsibility of active citizenship and the role of new generations for a better future. Here are the parts of interview with my students (5\u00b0A Class Scuola Primaria B. Lunedei \u2013Istituto Comprensivo Valle del Conca in Rimini, Italy) about our project:","Visibility of eTwinning Projects Group July 2021 Newsletter What\u2019s your message for teachers and mates? Use coding and STEAM to enrich teaching and face important issues in a creative way. We enjoyed online games during the lockdown and we used augmented reality and artificial intelligence to protect the Earth and the creatures that inhabit it. Everyone can do something to improve our life quality. Why is digital education important? It helps us to actively participate, to collaborate, to find solutions together. This improves our soft skills and allows us to learn while having fun. The objectives of the Agenda are based on the five Ps: People, Prosperity, Peace, Partnership, Planet. We have added another P: Programming, to plan our future and improve our lives. How do we share our work? On the eTwinning platform we share our experience with students from all the European schools. This can enhance cultural diversity and we become global citizens. Stefania Altieri is an Italian teacher, a Scientix Ambassador and the moderator of Coding@schools eTwinning group. She loves ICT and digital education. She believes in the teacher role in training new generations for a better and responsible future.","Visibility of eTwinning Projects Group July 2021 Newsletter Young Filmmakers \u2026 - giving children full creative freedom to create and More characters, to include them in a fairy tale by Svetla Popova invented by them and to make cartoons with sound - project \\\"Young Filmmakers\\\"; https:\/\/youtu.be\/cMd55Yz6HPY - all the time the children play and enrich their own creative potential. Much has been written about the formation of a creative personality at an early age, as one It is a pleasure for me to share the last project of the most important tasks of pedagogical we worked on together: \\\"Young Filmmakers\\\" - theory and practice. And the main activity of https:\/\/live.etwinning.net\/projects\/project\/278 preschool children is play. 245. \u201cLatinka\u201d Kindergarten, Shumen, Bulgaria and Easter was approaching. Two years ago, we \u201cPetar Pan\u201d Kindergarten, Zagreb, Croatia celebrated it together in an online meeting, have been working together since 2017 to presenting traditional egg painting at the two develop children's creative activity. eTwinning partner institutions. This year we asked the is the platform that provides us with a rich children if they would like to make adventure palette of experiences in this sense. eggs. They decided that the eggs should be animals, birds, people, mythological The \\\"tricks\\\" we teachers use in our work are: characters, aliens or non-existent creatures. - involvement of children in an adventure The enthusiasm was huge - everyone had an story created by teachers from Bulgaria and idea for their character. They also invented the Croatia, in which children are the main names of the artistic eggs \u2013 \u201cpersons\u201d. Then characters; involved in imaginary situations, the children played the characters like a they learn to think creatively and solve theater with plots they invented. The children emerging problems - the project \\\"Kids in from Bulgaria chose one of the stories to Action\\\": \\\"dress\\\" in animation. They shot a short film https:\/\/live.etwinning.net\/projects\/project\/158 with the Stop Motion app, a smartphone app 221; that allows children to create a product - creation of a virtual stories - cartoons by autonomously. children for children - project \\\"Young Creators- animators\\\": Stop Motion is an animated filmmaking https:\/\/live.etwinning.net\/projects\/project\/191 technique in which objects are physically 634p manipulated in small increments between - giving children the opportunity to try new individually photographed frames so that they tastes - project \\\"Young cooks\\\": will appear to exhibit independent motion or https:\/\/live.etwinning.net\/projects\/project\/185 change when the series of frames is played 576; back. Any kind of object can thus be animated. (from Wikipedia) The children from Bulgaria started filming the fairy tale \\\"The sun is looking for a friend\\\". The tale ends with the saying \\\"A friend in need is a friend indeed '. The children from Croatia continued the story line with the fairy tale \\\"The sun is happy again\\\". Alen Pti\u010dar from Croatia \\\"gathered\\\" the two tales into a common story, which ends with the message \\\"Those who are bad can become good!\\\". See https:\/\/youtu.be\/cMd55Yz6HPY.","Visibility of eTwinning Projects Group July 2021 Newsletter All the time, the children played and marveled Fostering Innovative at their own creative impulses. They were active, enthusiastic and happy with the result Pedagogical Practices - the created eggs, the invented common story and its shooting. At the end of the through eTwinning project we asked the children if they would like to become filmmakers. 58% answered by Alexandra Bega \\\"Yes\\\". A successful learning experience occurs in a Why do we purposefully work for the stress-free environment, in a relaxed formation of creative personalities? Because atmosphere, thus leading to the consolidation numerous studies show that as they grow up, of children\u2019s knowledge on a particular area children who have a rich imagination always related to any school subject. Using eTwinning find ideas that allow them to cope with projects is an original and refreshing way to unforeseen circumstances, find a way out of a reach the curriculum goals. This article difficult situation and creatively find a solution presents a vision of effective and to problems. It is important for the child to pedagogically meaningful teaching and accumulate reserves of optimism and self- learning through eTwinning projects. belief, encountering the inevitable difficulties of life. We will continue to work for the development of creative activity in children. Because it enriches us, the teachers too! Svetla Popova is a senior teacher at \u201cLatinka\u201d International projects are often regarded by Kindergarten in Shumen, Bulgaria. She is the creator and students as an opportunity to learn new things administrator of many eTwinning projects and the in a fun way. They stimulate students\u2019 coordinator of Erasmus+ projects. She is interested in creativity and attention, and they increase innovation in education. motivation for learning. Moreover, eTwinning projects are suitable for students with different learning styles, and they address different types of intelligence: emotional, linguistic, interpersonal. They also improve students\u2019 interaction and communication. Students interact with each other and communicate their feelings, ideas, and knowledge. An eTwinning project can serve to introduce, practice, or review any content covered in the curriculum and related to diverse subjects. By using eTwinning, students become part of their own learning process without realizing;","Visibility of eTwinning Projects Group July 2021 Newsletter being relaxed and not feeling any pressure will together in this project strengthens help them become more confident. international connections and increases the understanding of other cultures. All activities Teachers should create an attractive learning carried out are based on material drawn by environment for students, and I believe that students from different school subjects such this goal can be achieved by using the right as Art, Foreign Languages, Environmental eTwinning projects and activities. Education, Informatics \/ ICT. Students have Nevertheless, the whole process can be quite the opportunity to work on the project as an challenging, as there are several factors that integral part of their school lessons, in teachers should consider before using this transnational groups, which is especially learning platform, such as relevance to the beneficial in terms of improving digital and curriculum objectives, the students\u2019 age and foreign language skills, cultural awareness and proficiency level, their interests and expression. background. In conclusion, I am proud and honoured to be I joined this amazing European community in part of this international community, a safe 2017 and soon after, I decided to start my place, where we can all improve our skills, own project \u2013 Face to Face \u2013 with the aim of learn from each other, and help each other. increasing cultural and diversity awareness. eTwinning has been a great teaching and Over the years I completed several projects learning tool, especially now, during this and in 2020 I received the European Quality difficult time and, at this point, I couldn\u2019t Label for the project Worth to Remember: imagine my school life without it. Local Traditions. Alexandra Bega is a teacher of English as a second When the Covid-19 pandemic began, teachers language at a secondary school in Sibiu, Romania. She is all over the world were given little notice to a motivated educator seeking to better the lives of her shift to distance learning, sometimes without students and improve her school and community through any special training. We had to rethink lessons cross-cultural interactions and an expanded world view. for an already planned curriculum, learn new Alexandra has served as a team member and organizer technologies, and figure out how to keep for international partnership projects, such as Comenius, students engaged. Nevertheless, eTwinning Erasmus+ and Academy of Central European Schools, and has managed to accommodate all the newly has been responsible for writing reports and coordinating created needs for a teaching and meeting the exchanges. platform that can bring the excitement of school at home. eTwinning has encouraged me to design activities which help me achieve my teaching goals. Additionally, it has helped me keep in contact with my colleagues in Europe, to exchange ideas, knowledge and experiences. The Salad Bowl, my latest project, created bonds of cooperation and friendship, and it helped my students improve their personal and professional skills. The name of the project comes from the metaphorical expression of the world as a multicultural society in which different cultures can integrate and yet maintain their separate identities. Different cultures are brought together and just like salad ingredients, they keep their own distinct qualities. Working","Visibility of eTwinning Projects Group July 2021 Newsletter My Interactive Here you can find the links to my Activities during presentations valid since 30 September 2021: Lockdown by Fran\u00e7oise Altamura - Naissance de la langue fran\u00e7aise: https:\/\/share.nearpod.com\/A5vBerThiib; I used an app when I had to do remote - Halloween: lessons or when I had some of the students in https:\/\/share.nearpod.com\/FH34INdjiib; the classroom and the others at home, so they - Tourism: l\u2019attrait de la France: felt more involved and I could see who was https:\/\/share.nearpod.com\/ma7fttkjiib. really following. Fran\u00e7oise Altamura has been a French conversation This app helped me a lot during the lockdown. teacher since 1996 in Rome, Italy, at Liceo Ignazio Vian, I prepared my materials, using my PowerPoint Bracciano. She has always tried to get her students to presentations or copying the materials participate in activities in which they could practice French proposed by the app. in an authentic way. Also, she started with eTwinning projects and videoconferences in 2007. In 2010, her It is very easy to use for all of us, teachers project \\\"BLA ... BLA ... BLA ...\\\" was awarded and became and students. an eTwinning kit. In 2013, she launched the idea of creating the Italian eTwinning page on Wikipedia. Since Thanks to this app I had the full participation 2009 she has been an eTwinning ambassador for her of the class because at the same time, the region Latium. students were active and enjoying the videos and quizzes; besides, at the end of the presentation I always proposed a game to assess comprehension and learning. This app is Nearpod! I leave you the pleasure of discovering it at the links that follow. Video: What is Nearpod? https:\/\/youtu.be\/cYVHSAqEeMM. Link to the app: https:\/\/nearpod.com\/.","Visibility of eTwinning Projects Group July 2021 Newsletter Efficiency of Web 2.0 educational platform, through contact with people from different countries, with different Tools in eTwinning cultures and knowledge, I came across many applications. In the projects I participated in I Projects learned to make multiple materials, along with those I already knew, and I transferred this by Marinela Pantea information to my students, who were attracted by the interactivity triggered by Traditional methods must be combined with these web 2.0 tools. I also use materials modern ones, and the use of web 2.0 tools has created by me in: become more widespread in modern ones. - CANVA https:\/\/www.canva.com\/tr_tr\/, - QUIZIZZ https:\/\/quizizz.com\/, Through eTwinning projects I was given the - GOOGLE FORMS quizzes, opportunity to discover and use Web 2.0 tools - JIGSAW PLANET puzzles effectively. Through them we were able to https:\/\/www.jigsawplanet.com\/, increase the motivation and interest of - PADLET https:\/\/padlet.com\/, students, who then have to apply them in - LEARNING APPS https:\/\/learningapps.org\/, - class, creating portfolios and projects with - GOOGLE SLIDES these Web 2.0 tools. At the same time, each https:\/\/www.google.com\/slides\/, teacher will consolidate their knowledge by - WORDWALL https:\/\/wordwall.net\/, making different applications in their own - EMAZE https:\/\/www.emaze.com\/, branch. - GENIALLY https:\/\/www.genial.ly\/en, - AVATOON, Introducing web 2.0 tools to teachers and - CHAPTER PIX KIDS students provides great opportunities to apply https:\/\/www.duckduckmoose.com\/, Web 2.0 tools in lessons and increase - WORD ART https:\/\/wordart.com\/, students' motivation for lessons. By - PREZI https:\/\/prezi.com\/, participating in eTwinning projects, students - RENDERFOREST found the zeal to learn new and new https:\/\/www.renderforest.com\/, knowledge about different modern learning - FLIXPRESS https:\/\/flixpress.com\/, tools, and they socialize with different study - SURVEY MONKEY groups and have the chance to learn while https:\/\/tr.surveymonkey.com\/, having fun through competitions, - VIVAVIDEO https:\/\/vivavideo.tv\/, presentations and digital games. - VOKI https:\/\/l-www.voki.com\/, - PIXTON https:\/\/www.pixton.com\/, The eTwinning projects surprised me through - YOUTUBE https:\/\/www.youtube.com\/, their interactivity, keeping the creativity from - MENTIMETER https:\/\/www.mentimeter.com\/, using the playful in any type of theme and - TRICIDER https:\/\/www.tricider.com\/, achieving the final objectives. It determines - POLL EVERYWHERE the flexibility and adaptation of the teacher, https:\/\/www.polleverywhere.com\/, finding optimal solutions, appropriate for the - KAHOOT https:\/\/kahoot.com\/schools-u\/, whole group of students, regardless of - BLOGGER https:\/\/www.blogger.com\/, whether she is only involved in the project or BITMOJI https:\/\/www.bitmoji.com\/, is the group participating in school lessons. - SCRATCH https:\/\/scratch.mit.edu\/, - STORYJUMPER Following the multiple Events Learning in https:\/\/www.storyjumper.com\/, which I participated, I realized that you can do - POWER POINT, lessons with online teaching, and within the - GOOGLE MEET, - JAMBOARD, - other Google applications.","Visibility of eTwinning Projects Group July 2021 Newsletter We have discovered types of learning that we WORD ART can integrate effectively throughout the lessons, we can use different working VIDEO: methods, such as FLIPPED CLASSROOM or VIVAVIDEO UCL lesson model (University College London). YOUTUBE Of course, we do not forget the interactive RENDERFOREST games used both at the beginning of the projects, through which we socialize the groups of students with each other, to create a relaxed atmosphere and first contact between them, but also during projects, to avoid possible monotony, but also at their end, to end with an optimal and cheerful state. How can we separate these applications in creating our materials useful for eTwinning projects? I will make a separation of them on the categories used in creating the materials, but in addition to these they are quite many, in fact, but I will show only a part of them, keeping the categories in which I used them both in projects, as well as in the learning events I participated in or created on the eTwinning platform. Their usefulness and applicability in the production of materials will determine you to participate with confidence and impatience in eTwinning projects, events and workshops. POSTER and LOGO: CANVA","Visibility of eTwinning Projects Group July 2021 Newsletter SURVEYS: MIND MAP: GOOGLE FORMS SURVEYMONKEY POLLEVERYWHERE TRICIDER AVATAR: PRESENTATION PREPARATION: AVATOON EMAZE BITMOJI VOKI GENIALLY CHAPTERPIX CANVA PIXTON POWERPOINT PUZZLE: JIGSAWPLANET","Visibility of eTwinning Projects Group July 2021 Newsletter DIGITAL STORY: ONLINE TEST PREPARATION: STORYJUMPER QUIZIZZ KAHOOT LEARNING APPS COLLABORATIVE WORK: MENTIMETER PADLET INTERACTIVE MATERIAL PRESENTATION: GENNIALY GOOGLE MEET WEBSITE FOR DISSEMINATION: BLOGGER"]