LTT1 - C1
Experiences on IT Tools - June 2022
This meeting was led by the host, Burdur Anatolian Vocational and Technical High School. The participants were expected explored the technologies and IT tools and techniques they used for remote teaching, describing the advantages and disadvantages of each one. Tools known by the participants were discussed, even if they haven’t had direct experience with them. This meeting marked the official start of the project’s activities. There were presented Power Point Presentations about participating organisations and countries of origin. The content of the first questionnaire evaluating this type of activity was filled in by the participants. The basics of the IT tools were used in the project. We created the Facebook and Whatsapp groups and the Twinspace pages of the project. As participants, we attended several courses about Learning Zone in FCL and introducing the Useful equipment, Data loggers, Robots, Microscopes, Online laboratories, 3D models. There were held Lego Robotics workshops. We made sample software as a mixed team work, designed robots and installed the software program. We aquired knowledge of digital materials used in acqusition of reading/writing skills ( analisys/presentation/discussion). We created learning scenarios using Lego Robotics to increase Science Literacy. We attended a seminar about 3D modeling and online laboratories to increase the Science Literacy. We visited Kışla Primary School, which has a FCL accredited by the Ministry of National Education of the Republic of Turkey and attended a workshop organized by Kışla Primary School.
On the first day, the guests were welcomed, the teams presented their scools, there were presentations of each partner who introduced their countries and school or institution, the ice-breaking activities were very useful for interraction.
The host school applied a pre-survey to measure the backround knowledge of teachers about Lego Robotics.
On the second day, digital materials were used in acqusition of reading/writing skills ( analisys/presentation/discussion)
- A Conference was held about Software and hardware of the Lego Robotics EV3 program
- At the workshop we made sample software as a mixed team work, designed robots and installed the software program;
On the third day we created learning scenarios using Lego Robotics to increase Science Literacy. We created 3D models to increase the Science Literacy. We visited Kışla Primary School, which has a FCL accredited by the Ministry of National Education of the Republic of Turkey and attended a workshop organized by Kışla Primary School . A questionnaire was pplied to measure the level of Lego Robotics to remark the teacher’s improvements as an innovative approach. The experiences gained with LTT was transferred to the teachers in the participating schools, and intercultural connection and interaction was realized which was one of the objectives of the project. At the Leading Organization, Burdur Anatolian Vocational and Technical High School, the daily activities were monitored by the teachers responsible for this task. Inquiry-based and project-based learning environments improved students’ critical thinking skills. With the enriched teachers methods, students improved themselves according to their unique learning style and became willing to discover to learn how to access and acquire the knowledge they need. As individuals who learn, work collaboratively, think critically, solve problems and establish positive connections with the outside world the students will also be prepared for business life. In this process, the teacher’s role was to guide the student’s discovery of knowledge.
C3- LTT Romania
This meeting was led by the host, Antim Ivireanu Highschool, from Romania. The mobility consisted in a Training about the methodologies used for remote teaching, describing the advantages and disadvantages of each one, and taking into account the tools described in the other project reunion. As a new methodology, web 2.0 tools was intoduced to the participant teachers and new competencies were gained by teachers using this method in their lessons. We have buit up STEM handbook activities for students. The coordinator designed evaluation forms; initial&final questionnaires. A “STEM hand Practice and activity Book” was designed.
On the first day was held the official opening by host school, Antim Ivireanu,
- There were organised ice-breaking activities, was analysed the Good practices guide and reviewed it in the transnational meetings, we presented the fields which were completed in this training meeting;
- a SWOT analysis of Literature Literacy was made;
- The teachers presented “New methodologies and didactic skills” (with special attention on STEM), exchanged experiences used by each partner forn distance teaching;
- There was applied a pre-survey to measure the backround knowledge of teachers about new “Web 2.0 tools” methodological experiences;
On the second day there was organised a workshop about the meaning of Literature Literacy.
- We discovered three steps of Literature Literacy (pre-reading process , reading process, post reading process).
- there wes presented of sample lessons aiming to increase Literature Literecy.,
- one of the Romanian teachers created a podcast for the pre-reading process, based on these questions:What is a podcast? What are the advantages and disadvantages of a podcast? How can be integrated the pre- reading activities into podcasts?
- The reading skills were introduced by another Romanian teacher from the coordinating school. He presented the plotagon web2.0 tool using3D animated videos, the advantages and disadvantages of the plotagon web2.0 tool , integrated the reading skills into plotagon web2.0 tool.
- The evaluation forms were:- a padlet quiz web 2.0 to for the post reading process, -the advantages and disadvantages of padlet and quizzez web2.0 tools.
On the third day we visited the eTwinning exhibition organized by the hosting partner. The conclusions of the 2nd day were presented by each group by applying the questionnaire measuring the level of Web2.00 tools to Activity Description (including profile of participants per organisation, goals and results of the activity) remark the teacher’s improvements as an innovative approach;
- A training activity evaluation was prepared (with google forms);
- A Good practices guide fulfillment among all teachers was made led by Antim Highschool)
- The results of the transnational activity consisted in:
- a guide for teachers, a LTT album; project website, eTwinning space for the project, magazine about the mobilty in Romania;
- the meeting evaluation and certificates ceremony.
- the experiences gained with LTT which transferred to the teachers in the participating schools, and intercultural connection and interaction was realized, which was one of the objectives of the project.
Through these activities, the participant teachers got an idea about the Romanian educational system. Most importantly, they were able to create a common lesson plan in different classes and age categories. They gained the necessary competences for coding.
The participant teachers who developed their skills and integrated them into the digital world, have reached the individualized learning environment . These teachers developed their skills through critical thinking, and learnt across disciplines. Because of the teachers’ desire to learn digital World, the participant teachers were be exposed to continually improving their digital competences, life long learning inevitable for teachers.
C4- LTT BULGARIA
The activity entitled Adaptation to Mathematics with “Scratch Programming Language” was led by the host, SMB.
The participants participated at a training concerning the best tools and methodologies that fit into distance teaching secondary and VET levels.
Through the activities held by the Bulgarian partner we noticed that STEM is a reality that approachs, methods, techniques and tools which add color to many lessons and which positively affected the technological literacy levels of our schools, teachers and students.
This project provided our participant teachers with social, linguistic and cultural difference / awareness, professional development and motivation.
The participants gained awareness about learning environments and mentality using coding / robotic tools.
The participant teachers improved their coding skills and digital capacities, professional careers.
- During the avctivities, computational thinking activities were learned and the education level was internationalized.
- On the first day was organised the Official Opening by the host partner (SMB),and also Ice-breaking activities.
- There were prepared presentations of each partner analyses about the online teaching period;
- The training session:” New methodologies and didactic skills” was a part of the guide (with special attention to STEM), based on exchange of experiences used by each partner for distance teaching.
- The host partner applied a pre-survey to measure the backround knowledge of teachers about new methodological experiences;
On the second day, the Bulgarian host organised a Traning sesion based on the “Best teaching practices and adaptation to virtual teaching“- part of the guide.
- There were found various solutions which icreased the virtual learning skils;
- The participants created, presented and evaluated sample learning scenarios;
- The partners made presentations about the use of web2.00 tools in lessons, made kahoot activities from web2.0 online survey tools by host introduction of qr code application and activities about virtual reality .
On the third day, the participants completed the Good practices guide the materials during the training meeting;
The host school organised a visitit at the Vocational high school in computer modeling and computer systems – Varna and the Primary school inVarna;
- Each partner group presented the conclusions of the 2nd day applying the questionnaire of measuring the teacher’s improvements as an innovative approach;
Activity Description (including profile of participants per organisation, goals and results of the activity)
- The training activity evaluation was made with google forms;
The results of the activity consisted in a guide for teachers, LTTs album; project website, eTwinning space for the project, magazine about Bulgaria mobilty;
The meeting evaluation and certificates ceremony, and LTT experiences gained were transferred to the teachers in the participating schools, and intercultural connection and interaction was realized, which was one of the objectives of the project.
During this activity, the participant teachers learnt by doing; won ICT abilities; gained Coding awareness, used ICT as a tool, developed their creativity and creative thinking, contributed to teamwork and cooperation, developed their systematic thinking skills by working step by step, realised a guide of good practices and share it.
C5 AEVA-PORTUGAL
The activity named Adaptation to Sciences with “Interactive White Boards” was led by the host, AEVA. The members from each partner country participated at a training regarding the best tools and methodologies that could fit into distance teaching of sciences at secondary and VET levels.
- Through the internet and social network communication with the participants and stakeholders, the teachers shared their experience and exchanged ideas. Thanks to this mobility, all partners provided interactive learning opportunities integrated with their development plans. The activity enabled the teachers to review their learning needs, shortcomings and took part in collaborative professional development activities.
- The Portuguese partner school provided interactive learning environments, where students’ active participation in classes is further increased.
- The Portuguese school will showed the partners a healthier social institution that cares about students’ personal development and peace of mind.
On the first day, the host school organised the Official Opening and ice-breaking activities.
- On the first Session, the participant teachers had a presentation about the new tools used for distance teaching, an exchange of experiences used by each partner;
- We noticed through the activities that introducing web 2.00 tools can be used to increase the Science Literacy;Dvolver, Zimmer Twins At School, Explee, Moovly, Creaza, Comic Creator and their usages on the Interactive White Boards.
- The host teachers developed content for interactive whiteboards and interactive learning with individual devices such as tablets and smartphones as a mixed team activity.
- There was applied a pre-survey to measure the backround knowledge of teachers about new methodological experiences; “interactive White Boards”.
There was organised a training course in Microsoft Teams.
Objectives/contents of the course were:
- Structuring school teams and/or learner teams
- Communication and co-operation in school and/or in trainee teams
- Referencing people and teams
- Creating assessment tasks
- Organising synchronous and asynchronous work sessions
- Using Microsoft Teams in school and/or other training environments
- Using chat for one-to-one communication
On the second day were underlined the problems encountered in studies to increase Science Literacy and solutions/suggestions.
- The second session was based on the way that teachers can „integrate mobile devices into lessons to increase Science Literacy?”
- The participants attended to the Workshop: “Creating learning scenarios using mobile devices and interactive whiteboards to increase Science Literacy” as a group work.
- On groups, we created a sample lesson plan;
- Presented the lesoon plan;
- Evaulated the plans as a group.
- Visited the Aveiro University, which participates in the World Robot competition every year, where collaborative learning is practiced.
The objectives/contents of the second session were the following:
- Structuring school teams and/or learner teams
- Communication and co-operation in school and/or in trainee teams
- Referencing people and teams
- Creating assessment tasks
- Organising synchronous and asynchronous work sessions
- Using Microsoft Teams in school and/or other training environments
- Using chat for one-to-one communication
On the third day, the materials were all put together to create the part of theteachers Guide;
The objectives/contents of using microsoft onenote class notebook in a training environment were:
- Structuring of OneNote school notebooks
- Distributing pages or new sections to students
- Navigating students’ notebooks
- Supervising students’ work
- Interconnecting with the school team in Microsoft Teams to create assessment tasks
- Use of specific applications (Immersive Reader, Math Assistant)
- There were joined the conclusions about the mobility activities;
- There was applied the questionnaire measuring the level of “Interactive White Boards” tools to remark the teacher’s improvements as an innovative approach.
- The training activity evaluation was done with google forms.
- The Good practices guide was fulfilled among all teachers(lead by AEVA)
The results of the meeting were:
- a guide for teachers, LTTs album; project website, eTwinning space for the project, magazine about Portugal mobilty;
- meeting evaluation and certificates ceremony.
- The experiences gained with LTT were transferred to the teachers in the participating schools, and intercultural connection and interaction was realized, which was one of the objectives of the project.
The Interactive boards, the mobile learning devices, the OER content provided the teachers to create new teaching scenarios to create a student-centered learning atmosphere.
During the activities, the teachers were active learners of the educational process, with the efforts to establish the link between the interactive whiteboard and the learning contents.
C2 Italy
The activity entitled Methodological Experiences “Gamification” was lead by the host school, Lucrezia della Valle from Cosenza, Italy. The participants have discussed the methodologies they have used for remote teaching, described the advantages and disadvantages of each one, and took into account the tools described in activity C1. The gamification method as a new methodology, was intoduced to teachers and new competencies were gained by them using it metho in their lessons.
On the first day was organised the Official Opening by host school, Lucrezia della Valle and Ice-breaking activities.
- A Good practices guide was elaborated in C1 and reviewed in the transnational meeting in Cosenza. The presentation of fields were completed in this training meeting;
- A SWOT analysis was realised of Math Literacy;
- The host school organised a Workshop about the new methodologies and didactic skills (with special attention on STEM), exchange of experiences used by each partner for distance teaching.
- It was applied a pre-survey to measure the backround knowledge of teachers about new methodological experiences; “Gamification”
The participants attended theWorkshop: “Teaching and playing games“, based on the difficulties encountered to increase the teaching process, students’ fears of learning or the deffinition of gamification.
- On the first session ,we integrated the games into the lesson plans
On the second day, the second session we used different creating activities based on Math skils, such as “Gimkit gamification tool”.
- We presented and evaluated different scenerios created to pose a problem on the Gimkit application as a group activity.
The host teachers created anologue games to increase the Maths Literacy;
The teachers Presented and evaluated scenerios created to pose a problem through the analogue games as a mixed team activity.
On the third day, the groups of teachers from the partner schools visited the Calabria University www.unical.it
- The hosts organised the Workshop: “Mind games and Learning process“;
- In the end each group presented its own conclusions applying a questionnaire measuring the level of Gamification to remark the teacher’s improvements as an innovative approach.
- The training activity evaluation was realised with google forms.
- The Good practices guide was fulfilled among all teachers, a LTTs album; project swebsite, eTwinning space for activity description, including the profile of participants per organisation, goals and results of the activity) the project, magazine about the Italian mobilty;
- The meeting evaluation and certificates ceremony was organised by the hosts, the experiences gained with LTT were be transferred to the teachers in the participating schools, and intercultural connection and interaction were realized which was one of the objectives of the project.
The students and teachers felt free when they were playing games. The students overcomed the fear of different subjects since the games opened new gates to empower their creative thinking ,problem solving skills.They could learn both individually and as a team member. Gamification also increasedthe learner engagement, improved knowledge of the subject, made eLearning fun and interactive. Thanks to real World applications of gamification, both students and teachers prepared some unexpected cases that can be encountered during their daily lifes.