Visibility of eTwinning Projects Group Newsletter no. 5 - July 2015 | Page 78
Visibility of eTwinning Projects Group July 2015 Newsletter
-----------------------------------------------------------------------------------------------------fully motivated and very enthusiastic towards
achieving those objectives.
best, to meet deadlines and to be open to
collaborative comparison, the construction of
knowledge.
The classes of the various partner countries have
chosen the stories to tell. In each class, the children
read and discussed the fairytale in their mother
tongue; the different fairy tales were illustrated by
students using a variety of techniques to draw and
paint the scenes. The scenes were commented in
English. Photographed images or switch to the
scanner were then placed into PowerPoint
presentations or with an online tool (Glogster), with
narration of the story in English. Digital
presentations complete with comments in English
have been gradually uploaded to the TwinSpace so
that all classes could watch and read the different
fairy tales produced by the partners and compare
them to your own.
3rd phase: "ALL AT WORK ..."
In the life cycle of the project, a variety of activities
have been carried out, for which, from time to time,
the partners have chosen and agreed on the
methods and tools to use. From the design phase of
work to the realization of a shared workspace,
synchronous interaction in the documentation of the
project: ICT has offered several solutions. The
project has grown so inside a practical work that
you fully understand the meaning in the making
and that can be treasured by the class or for the
benefit of other classes, therefore, a good practice.
Within the project activities have been marked by
stages shared, and have been divided on the basis
of the results to be achieved in each case. If, in
fact, collaborated to present the various fairy tale
characters, the students applied to make them
known to the partners producing drawings and
descriptive texts. If the collaboration was about the
appearance of the environments, the students were
concerned to be accurate and timely work in
descriptive and narrative.
Each stage of the project has been a result of that,
as he allowed the partners to go forward hand in
hand, to have a contact and an ongoing discussion
in the performance of work. Working together has
been an important stimulus to learn, to do their
Communication between the partner schools was
marked by stages and organized in TwinSpace
through:
• the use of the diary of the project, where they
were shown the achievements or work completed
and the next steps and timing of work;
• management of project activities where, from
time to time, were inserted entries, corresponding
to the stages initially agreed, the activities to be
carried out and were given time in which to publish
their work;
• the blog, used to exchange during the school year
greetings for the holiday, to make proposals or
simple greetings, and from teachers that pupils;
• the bulletin board in the staff room, where the
founding partners of the project were organizational
communications of the progress of the project;
• the folder of files in the dining pupils, used by
them to place documents containing your
presentation;
• the dashboard of real students in the hall, used by
the previ to exchange greetings and to know;
• the use of the mailbox of the home page of the
TwinSpace, by which there was an exchange of
information on activities carried out or to be carried
out, on experiences made, the problems
encountered and how to solve, etc ...
The use of technology in design and media
education is indispensable during the whole design
process, as an initiative of "new literacy" for
students but also for adults, beginning with the
parents. Initially because the teachers have sought
partners for the project, one of which, the other
founder, is a partner in a project of the previous
school year, at which it was decided to work
together again. So in TwinSpace you have drawn
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