Pages

Final considerations and results' analysis

  • About 100 students answered anonymously to the satisfaction survey and here you can see the results:

    The involved teachers discussed a lot about the results we got from the students. 

    Actually the answers are very positive and the general mood of the students about the project is really good. 

    We could prepare a shared file with the common analysis but probably at this stage is much better that every involved teacher writes in the TwinBoard his/her feelings about the results we got, taking in account the suggestions of the students about what we can improve the project, if we decide to do it again in future.

    By the way, we don't think it is necessary a teachers' survey and the following considerations are good also as shared reflection on the progress, the impact on the classes and the results of the project.

  • Teachers' considerations about the students' answers to the survey

    Zulmira - Maths portuguese teacher

    First of all, I think students did a good job and enjoyed collaborating with their European colleagues. They developed their English and ICT skills, which is an asset for the future, as these are essential areas in any future activity they develop. Not less important, also citizenship knowledge was accured and, working in international teams, made them more conscencious about their own culture and other cultures different from theirs.
    This project allowed them to open up horizons that, otherwise, would be impossible.

    Enrica - Maths Italian Teacher

    Undoubtedly the project was a success for what the students learned, both from a disciplinary point of view and as regards soft skills, those which will remain even after students finish their high school path.
    With this in mind, the students, who, as we have seen in the survey, liked the project giving an overall very positive opinion, were able to really consolidate and develop the key competences of European citizenship.

    Enrica - Maths Italian Teacher

    From their answers, we can understand that students consolidated their digital competences according to the European Digital Competence Framework for Citizens (DigComp) which is divided into five areas: information and data literacy; communication and collaboration; digital content creation; safety; and problem solving. Our project, infact, hepled students to:
    1. identify, locate, retrieve, store, organize and analyze digital information, judge their importance and purpose.
    2. communicate in digital environments, share resources through online tools, connect with others and collaborate through digital tools, interact and participate in communities and networks.
    3. create digital contents, integrate and rework knowledge and content, know and apply intellectual property rights and licenses.
    4. learn about personal protection, data protection, digital identity protection, security measures, safe and sustainable use.
    5. identify needs and digital resources, solve conceptual problems through digital means, using technologies creatively and solve technical problems, update your own skills and that of others.

    Enrica - Maths Italian Teacher

    DigiComp 2.0

    Enrica - Maths Italian Teacher

    Students’ key competences of European citizenship:
    1- functional alphabetic competence (interacting in their mother tongue and in English);
    2 - multilingual competence (a good chance to practice English);
    3 - mathematical & technological competence (using their knowledge of Statistics and tools and strategies to avoid the risks they can run while surfing the web);
    4 - digital competence (remote collaboration helped to develop this, thanks to the wide and diversified use of tools)
    5 - personal, social competence and the ability to learn to learn (teamwork and collaboration within international teams helped to develop this competence);
    6 - social and civic competence in matters of citizenship (interacting with partners and discussing digital citizenship issues with them);
    7 - entrepreneurial competence (they had to organize themselves to work together);
    8 - competence in cultural awareness and expression (working with foreign mates, with different habits, allowed them to verify or deny commonplaces).

    Sevgi-Maths Teacher

    This years extraordinary conditions lead us us ICT more. By the help of this project we learned how to use online resources properly and safely. Students learned how to interpret survey results and used excel in order to plot the survey results graphs .

    Mevlidiye Melda Gürsel/Çağrıbey Anadolu Lisesi/Philosophy Group Teacher

    Students increased their awareness by researching the risks associated with surfing the Internet and learned to identify possible actions to prevent dangers, to use Computer Communication Technologies correctly, to recognize fake news, to choose the right information sources on the Web, and to think critically. They improved their digital literacy. They used their English. They studied online in international groups using Game-Based Learning and Problem-Based Learning methodologies. They contacted students from different countries and learned about other European cultures, different habits and lifestyles. It was a project that developed cultural and social tolerance and European awareness.

    Plamena- English Bulgarian teacher

    In my opinion, this project was very useful for our students, especially in this pandemic situation. The impact of project work on motivation, communication skills and skills for working in international teams is extremely valuable. At all stages of the work the students discussed, negotiated, created common strategies. It was in the group work that conditions were provided for the individual contribution of each student to the achievement of the common goal, depending on the individual abilities and knowledge. This created a positive emotional background and further motivated students to actively learn. The work on the project created a basis for the formation of individuals who independently control their own learning and the ability to improve throughout their lives.

    Zina - ICT Bulgarian Teacher

    This project was created and implemented in a pandemic. The emergency necessitated work from home. This was quite difficult because the contacts between students were only online. Nevertheless, the students actively participated and coped with the set tasks. The online environment helped them understand the risks of the network. They learned to recognize dangers and fake news, to use computer communication technologies correctly, to choose the right sources of information on the network, to protect their personal data and devices. They have improved their digital literacy. They improved their English. They worked in international groups, communicated with their peers and learned about life and traditions in their partner countries. They shared resources through online tools, made statistics, learned to work in a team. They developed the key competencies of European citizenship.

    Enrico- Support Teacher (Italy)

    The project, led for the Italian part by the math teacher, Enrica Maragliano, was undoubtedly a success. In this particular year, where the opportunities for socializing for students have been inevitably reduced, participating in a project that has seen the involvement of several schools at the international level has been a valuable moment of confrontation for students and teachers. The theme of the project is of extreme relevance and more and more current: in the world of web 2. 0 (3.0. or 4.0...) is increasingly important, in order to develop an active and aware citizenship, to be able to develop digital skills, to be able to recognize the numerous fake news present on the web and to be able to deal with the issue of cyberbullying, increasingly common in today's society, especially among young people.

    Enrico- Support Teacher (Italy)

    Among the most significant skills that students have been able to develop, recalled by the Council of Europe in documents such as the White Paper on Intercultural Dialogue (2008) and the UNESCO Pedagogical Guide - Education for Global Citizenship. Themes and Learning Objectives (2015), include:
    - the development of language skills: knowing how to interact and communicate in a foreign language, in this case English;
    - logical and mathematical skills: knowing how to use basic statistical and mathematical tools, including those in electronic format;
    - digital skills: knowing how to use specific tools for data processing and text formatting;
    - Specific web surfing skills: recognizing and reporting fake news.
    - Citizenship skills: to grow in a conscious way, to interact in the network with different partners within an international team.
    - social skills: knowing how to work in groups, organize oneself and learn in the context of learning based on peer relationships.

    Katia - Support teacher (Italy)

    “Safe young citizens on the net” was an interesting project about the risks of the net surfing.
    The students learnt a time-sensitive theme, improved and developed a lot of skills, abilities, competences related to several areas such as ICT, mathematical, multilingual, social etc.
    But most importantly, they enjoyed meeting new people from different countries, working together with them, having fun by playing the games at videoconferences. There were many social restrictions for pandemic and the project was a way to keep in touch and overcome isolation.
    Definitely, I find that the strength of the project was to give students the opportunity to work together, make a new experience and look beyond themselves… to Europe.
    That was great!

    Sophie - Maths teacher (France)

    I think this project was really successful. The students learnt a lot about safety on the net, of course, but they also acquired key competences: working in teams, using collaborative tools, using statistics applied to real data, communicating in English. It helped them too, in this pandemic situation, exchanging with foreign students, to be aware that this situation was the same out of our national borders. They felt less isolated. They said they really enjoyed to work in international teams. Most of them joined groups on social networks to keep in contact even after the end of the project.