This Project is not specific to Greece. For more details, please visit OpenAIRE Explore.
Link with research outputs.
Please log in first and try again.
Digital Power
FunderEuropean Commission
Funder Contribution €60,000.00
Funded underERASMUS+ | Partnerships for cooperation and exchanges of practices | Small-scale partnerships in school education
Project code2022-1-DE03-KA210-SCH-000083326
Open Access mandatePublications: NoResearch data: No
Identifiers
Description
"<< Background >>Through the Digital Power project, we wanted to make ourselves fit for high-quality, inclusive and accessible digital education in Europe in line with the Digital Education Action Plan. As digitalization is an issue that affects us all, we were keen to compare how other countries are dealing with the challenges of digitalization and thus learn from each other.With the help of this project, we wanted our teachers and students to improve their digital competences and to increase their awareness of digital security. Better use of innovation and digital technology should enable teachers to help students develop the relevant digital skills they need for life and work in an age of rapid digital change. A particular focus of our program has been to invite and empower girls to play a more active role in the digital world. By providing participants with a set of skills that enable them to use language in a communicative way, respect and learn about different cultures, combine knowledge from different sources and use technology safely and actively on a regular basis, we are helping to shape a great generation that will not need to complete additional training after graduation to be ready for the job market.<< Objectives >>We wanted our teachers and students to get to know and try out new digital tools during the activities, which would improve their digital skills. Teachers and students should learn how to use new Web2.0 tools and be inspired by jointly developed videos, presentations and links for the project website, eTwinning and social media.The teachers should then use the digital tools in their own lessons or adapt them for themselves, supported by the project's own guidelines and a handbook.All students, including girls, the socially, educationally and economically disadvantaged and refugees, should be able to participate in the activities. Through collaborative and communicative work with their national and transnational peers in English, students should not only improve their creativity and problem-solving skills, but also acquire important linguistic and intercultural competences. Furthermore, they should recognize the dangers of the Internet and learn how to navigate the Internet more safely.All of this should aim to better prepare students for their future lives and careers in the digital age.<< Implementation >>In our activities, we explored media literacy and creatively integrated digital apps and tools into the classroom, including bionics, virtual reality, and programming with Lego robots, mBot2, VinciBot, drones, and 3D printers. We engaged with nature through an orienteering activity using the digital tool MapRun. Students utilized green screen technology to create videos highlighting environmental issues. Our project focused on digital skills such as media literacy, digital storytelling, coding, and robotics through media creation projects, encouraging participants to produce their own content (articles, videos) and understand the production process and ethical considerations. Participants developed digital stories using multimedia elements like text, images, audio, and video, creating interactive stories or choose-your-own-adventure projects on platforms like Book Creator. In addition to these activities, we engaged in cultural exchanges, including baking cookies, hosting cultural evenings, and visiting local towns, museums, and sights. These experiences fostered connections among participants and improved their English skills, enhancing their understanding of both digital tools and cultural diversity.<< Results >>The project results collectively support digital competency, cultural exchange, and environmental awareness in school education. A significant outcome was the enhancement of digital skills among students and teachers, who gained expertise in digital tools, coding, media literacy and content creation, preparing them for effective engagement in the digital landscape. The project ensured inclusive participation by involving all students, including girls and those facing social, educational, and economic disadvantages, fostering a sense of belonging and equal access to learning resources. Cultural exchange was promoted through activities like ""Culture Stands"", which strengthened participants' social skills and respect for diversity. Additionally, orienteering and sustainability sessions raised students' environmental awareness. To sustain and showcase the project outcomes, we produced a Guide Book for teachers and an e-magazine. We established digital platforms, including a project website and social media accounts to share resources widely and engage the community. Evaluation tools, such as surveys, measured improvements in digital readiness, ensuring the project's impact was effectively assessed."
Partners (5)
Start a new DMP in Loading
"<< Background >>Through the Digital Power project, we wanted to make ourselves fit for high-quality, inclusive and accessible digital education in Europe in line with the Digital Education Action Plan. As digitalization is an issue that affects us all, we were keen to compare how other countries are dealing with the challenges of digitalization and thus learn from each other.With the help of this project, we wanted our teachers and students to improve their digital competences and to increase their awareness of digital security. Better use of innovation and digital technology should enable teachers to help students develop the relevant digital skills they need for life and work in an age of rapid digital change. A particular focus of our program has been to invite and empower girls to play a more active role in the digital world. By providing participants with a set of skills that enable them to use language in a communicative way, respect and learn about different cultures, combine knowledge from different sources and use technology safely and actively on a regular basis, we are helping to shape a great generation that will not need to complete additional training after graduation to be ready for the job market.<< Objectives >>We wanted our teachers and students to get to know and try out new digital tools during the activities, which would improve their digital skills. Teachers and students should learn how to use new Web2.0 tools and be inspired by jointly developed videos, presentations and links for the project website, eTwinning and social media.The teachers should then use the digital tools in their own lessons or adapt them for themselves, supported by the project's own guidelines and a handbook.All students, including girls, the socially, educationally and economically disadvantaged and refugees, should be able to participate in the activities. Through collaborative and communicative work with their national and transnational peers in English, students should not only improve their creativity and problem-solving skills, but also acquire important linguistic and intercultural competences. Furthermore, they should recognize the dangers of the Internet and learn how to navigate the Internet more safely.All of this should aim to better prepare students for their future lives and careers in the digital age.<< Implementation >>In our activities, we explored media literacy and creatively integrated digital apps and tools into the classroom, including bionics, virtual reality, and programming with Lego robots, mBot2, VinciBot, drones, and 3D printers. We engaged with nature through an orienteering activity using the digital tool MapRun. Students utilized green screen technology to create videos highlighting environmental issues. Our project focused on digital skills such as media literacy, digital storytelling, coding, and robotics through media creation projects, encouraging participants to produce their own content (articles, videos) and understand the production process and ethical considerations. Participants developed digital stories using multimedia elements like text, images, audio, and video, creating interactive stories or choose-your-own-adventure projects on platforms like Book Creator. In addition to these activities, we engaged in cultural exchanges, including baking cookies, hosting cultural evenings, and visiting local towns, museums, and sights. These experiences fostered connections among participants and improved their English skills, enhancing their understanding of both digital tools and cultural diversity.<< Results >>The project results collectively support digital competency, cultural exchange, and environmental awareness in school education. A significant outcome was the enhancement of digital skills among students and teachers, who gained expertise in digital tools, coding, media literacy and content creation, preparing them for effective engagement in the digital landscape. The project ensured inclusive participation by involving all students, including girls and those facing social, educational, and economic disadvantages, fostering a sense of belonging and equal access to learning resources. Cultural exchange was promoted through activities like ""Culture Stands"", which strengthened participants' social skills and respect for diversity. Additionally, orienteering and sustainability sessions raised students' environmental awareness. To sustain and showcase the project outcomes, we produced a Guide Book for teachers and an e-magazine. We established digital platforms, including a project website and social media accounts to share resources widely and engage the community. Evaluation tools, such as surveys, measured improvements in digital readiness, ensuring the project's impact was effectively assessed."
