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 78