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Online school_space for educational innovation.eu
FunderEuropean Commission
Funder Contribution €181,962.00
Funded underERASMUS+ | Partnerships for cooperation and exchanges of practices | Cooperation partnerships in school education
Project code2021-1-RO01-KA220-SCH-000027729
Open Access mandatePublications: NoResearch data: No
Identifiers
Description
<< Background >>The global impact of the COVID-19 pandemic on education has been unprecedented, with school lockdowns affecting 1.6 billion students across 194 countries. In April 2020, 90% of students in pre-primary, primary, secondary, and upper secondary levels found themselves subject to lockdown measures. All surveyed schools swiftly transitioned to online teaching, and 60% anticipate a continued emphasis on online or distance education post-reopening.For 2/3 of respondents, the pandemic marked their first experience with online teaching, presenting both positive and challenging aspects. European countries implemented measures to mitigate education disruption, requiring a shift to online teaching. The challenges of non-schooling, abandonment, and absenteeism gained increased attention during the pandemic.As a result, additional activities are essential to develop digital competencies crucial for all. Online teaching poses challenges in time management, a universally difficult element for both students and teachers globally.Reflecting on the past, the COVID-19 pandemic has underscored the need for adaptability, innovative solutions, and renewed efforts to address educational challenges in the face of a rapidly changing world.<< Objectives >>The project aimed to develop the abilities of the participants to use digital technology and media in a certain way—responsibly and efficiently. Ensuring the continuity of online teaching became a priority for all involved. Online teaching posed challenges for many pupils and teachers who lacked access to ICT technology (laptops, tablets, or internet access). This situation made it impossible for a significant percentage of pupils and teachers to send and receive instructions, organize lessons, and monitor/evaluate teaching progress.Families with school-age children, particularly those living in areas with poor internet connectivity, such as villages, those with incomplete studies, and those with reduced income, were most severely impacted.<< Implementation >>The plan of activities was flexible to respond to the needs of the institutional and local levels. This flexibility helped the target groups to participate in all stages of the project—planning, implementation, evaluation, and dissemination. At the transnational level, the partnership's management team communicated and worked together. Children used eTwinning to initiate informal communication, improving their communication abilities, foreign language skills, developing digital competencies, and preparing for interaction during teaching mobilities. Participants learned to use a forum to discuss their interests and share materials.A project management strategy was established and tested, outlining the structure, objectives, and planned activities. Visits, TPM, and activities were gradually reorganized to create a fluid process. A main communication method was implemented to post messages for the entire group, with school dates updated at the beginning of the project. Transnational project meetings, short-term exchanges of groups of pupils, and local activities were part of the established framework. All partners had set deadlines for project activities and were responsible for adhering to them.<< Results >>Developed 10 lesson plans for each educational level (primary, secondary, high school) adapted to online teaching, focusing on critical thinking.Created a guide of web resources for online teaching.Conducted one digital meeting with parents per class, featuring meetings, lectures, individual consultations, and various training activities.Compiled a best practices guide for online learning, initiated during mobilities and continued in schools upon return.Assessed the online learning situation in partner schools, identifying strengths and weaknesses.Prioritized areas of improvement, fostering collaboration and communication in the virtual environment.Developed digital abilities, stimulated creativity, and enhanced teamwork.Provided pupils with qualitative and accessible teaching resources and social-emotional support from teachers and parents.Supported teachers in building, developing, and applying knowledge, abilities, and attitudes based on life skills and civic participation.Equipped families to contribute to their children's learning through support and encouragement.Enhanced participants' digital competencies and skills in using ICT tools for improved digital abilities.Utilized digital games as a supportive environment for promoting active learning and improving problem-solving competencies.
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<< Background >>The global impact of the COVID-19 pandemic on education has been unprecedented, with school lockdowns affecting 1.6 billion students across 194 countries. In April 2020, 90% of students in pre-primary, primary, secondary, and upper secondary levels found themselves subject to lockdown measures. All surveyed schools swiftly transitioned to online teaching, and 60% anticipate a continued emphasis on online or distance education post-reopening.For 2/3 of respondents, the pandemic marked their first experience with online teaching, presenting both positive and challenging aspects. European countries implemented measures to mitigate education disruption, requiring a shift to online teaching. The challenges of non-schooling, abandonment, and absenteeism gained increased attention during the pandemic.As a result, additional activities are essential to develop digital competencies crucial for all. Online teaching poses challenges in time management, a universally difficult element for both students and teachers globally.Reflecting on the past, the COVID-19 pandemic has underscored the need for adaptability, innovative solutions, and renewed efforts to address educational challenges in the face of a rapidly changing world.<< Objectives >>The project aimed to develop the abilities of the participants to use digital technology and media in a certain way—responsibly and efficiently. Ensuring the continuity of online teaching became a priority for all involved. Online teaching posed challenges for many pupils and teachers who lacked access to ICT technology (laptops, tablets, or internet access). This situation made it impossible for a significant percentage of pupils and teachers to send and receive instructions, organize lessons, and monitor/evaluate teaching progress.Families with school-age children, particularly those living in areas with poor internet connectivity, such as villages, those with incomplete studies, and those with reduced income, were most severely impacted.<< Implementation >>The plan of activities was flexible to respond to the needs of the institutional and local levels. This flexibility helped the target groups to participate in all stages of the project—planning, implementation, evaluation, and dissemination. At the transnational level, the partnership's management team communicated and worked together. Children used eTwinning to initiate informal communication, improving their communication abilities, foreign language skills, developing digital competencies, and preparing for interaction during teaching mobilities. Participants learned to use a forum to discuss their interests and share materials.A project management strategy was established and tested, outlining the structure, objectives, and planned activities. Visits, TPM, and activities were gradually reorganized to create a fluid process. A main communication method was implemented to post messages for the entire group, with school dates updated at the beginning of the project. Transnational project meetings, short-term exchanges of groups of pupils, and local activities were part of the established framework. All partners had set deadlines for project activities and were responsible for adhering to them.<< Results >>Developed 10 lesson plans for each educational level (primary, secondary, high school) adapted to online teaching, focusing on critical thinking.Created a guide of web resources for online teaching.Conducted one digital meeting with parents per class, featuring meetings, lectures, individual consultations, and various training activities.Compiled a best practices guide for online learning, initiated during mobilities and continued in schools upon return.Assessed the online learning situation in partner schools, identifying strengths and weaknesses.Prioritized areas of improvement, fostering collaboration and communication in the virtual environment.Developed digital abilities, stimulated creativity, and enhanced teamwork.Provided pupils with qualitative and accessible teaching resources and social-emotional support from teachers and parents.Supported teachers in building, developing, and applying knowledge, abilities, and attitudes based on life skills and civic participation.Equipped families to contribute to their children's learning through support and encouragement.Enhanced participants' digital competencies and skills in using ICT tools for improved digital abilities.Utilized digital games as a supportive environment for promoting active learning and improving problem-solving competencies.
