eTwinning LE 2014Sailing Through the Twinspace

Sail

Turkish and Azeri Teachers'

Collaboration

2 My eTwinning LEs

Twinspace - e Heart of etwinning projects

Note that to the le! of the image you

can see an activity index with titles

that do not offer details to identify the

author’s country. These are collabora-

tion activity pages where the project

partners have taken part. They can be

organized into subjects, groups, type

of activities, etc. The way the activity

pages are presented is to be agreed by

the project members.

If this is your first project, and there-

fore your first TwinSpace, click in the

top right corner to obtain help:

The project coordinators’ imagination

and a proper initial planning of both

the project and the tasks are factors

to guarantee that students will be in-

volved from the start in their common

work.

The content of the TwinSpace can be

published totally or partly, depending

on those in charge. This is especially

interesting, for example, in the case

that there is personal information

about the students, in connection

with the topic of data protection.

In previous units we mentioned that

the colour for the teacher’s personal

Desktop is orange; in this case, the

colour for TwinSpace is blue.

TwinSpace is the place for the project

members, the space where planned ac-

tivities are developed. Students and

teachers are the main users of

TwinSpace; they can contribute de-

pending on their access profile.

TwinSpace is a private space, which

can only be accessed by people who

have been given permission by the ad-

ministrators. It is designed to include

those people who are not registered in

the eTwinning platform, which allows

students, parents or teachers working

in the project to see what is happening.

The platform welcomes you to the

new TwinSpace and through the Help

button you will have access to the

TwinSpace Guide:

In each new TwinSpace, there is a de-

fault page of activities which have al-

ready been created as an example

with the title Introduce yourself

which, of course, you can modify or

delete:

This is the moment to create your new

activity pages and start a collabora-

tive adventure amongst teachers and

students from different countries, for

mutual enrichment. In addition, the

first time you Access TwinSpace it will

probably show some words in English.

This should not pose a problem for

teachers who do not speak it. Later

on, we will see how to select the lan-

guage in Twinspace depending on

what each user wants (Go to docu-

ments 5.c).

Note: the eTwinning platform is being

constantly updated, so the transla-

tions may not be simultaneous to the

best techniques used.

Each TwinSpace has a fixed structure

of 7 main sections that appear in the

top menu of the page – Home, Project

Activities, Staff Room, Pupils’ Corner,

Chat and Guidelines. Although you can

add or delete sections, we recommend

that you do not change these seven

which appear by default until you have

mastered using the TwinSpace.

3My eTwinning LEs

4 My eTwinning LEs

Computer-based collaborative learn-

ing

This option includes the ICTs possibili-

ties for the previously mentioned mod-

el. It is especially important in eTwin-

ning projects, where collaboration be-

tween two centres from different coun-

tries must take place through ICTs.

Thanks to these tools, the concept of

working together has acquired a new

meaning, as it is now possible to work

with a school that is thousands of kilo-

metres away just through e-mail, or

with an expert on a specific subject

through a chat; this way, the school

walls are no longer a physical limita-

tion to have access to resources and

people, whether they are near the

school or further away.

In addition to the new possibilities for

communication, ICTs provide new

ways to support and develop collabo-

rative work due to their capacity to ac-

cess and deal with the information. For

instance, the fact that all the com-

ments made in a forum remain there

(as opposed to oral comments), so we

can go back to them, answer, modify

them... offers more opportunities for

cooperation (regardless of whether

participants are in the same room or

not), and also to learn to assimilate the

building of a speech where arguments

must be justified, discussed and then

written over again.

Another important example is set by

collaborative work platforms, such as

the one offered to twinned centres in

t h e eTw i n n i n g s i t e , k n o w n a s

TwinSpace. It is a common virtual

space on the Internet for project mem-

bers; here we can store, organise, cor-

rect and share documents and infor-

mation (such as text documents, im-

ages, news, etc.) easily, with no paper-

work and made accessible at all times

and from any place: something which

was hard to imagine in a traditional ed-

ucational context.

In order to develop an eTwinning

project we do not have to establish

work groups with students; this de-

pends on whether the contents to be

developed are suitable for this

methodology and whether the teacher

wants to use it or not. However, most

projects are being carried out through

group work.

Collaborative learning in eTwinning

Projects

In collaborative learning, the activities

are structured so that students get to

work together, learning from one an-

other; therefore, interaction and partic-

ipation on behalf of everyone is re-

quired. This way, students become re-

sponsible for their learning as well as

that of others.

Collaborative learning is not the only

way to learn, but rather just another

strategy. There is an agreement to a

certain extent when it comes to admit-

ting that it improves motivation, per-

formance, social abilities and learning

strategies in students. This kind of

learning is especially suitable when a

group of students is working on a

project where everybody's collabora-

tion is required to reach the objective

set. We will see that this is the starting

point for many projects developed

w i t h i n t h e e T w i n n i n g a c t i o n

framework.

Collaborative learning is not just about

creating groups of students and wait-

ing for them to learn. In comparison

with other types of learning, it be-

comes even more necessary to design

an activity founded on a project-based

syllabus, adequate materials and su-

pervision on behalf of the teacher of

the processes taking place within the

group of students: the development of

planned activities, participation from

all members, conflict negotiation, roles

played by students...

This way of learning is founded on the

theory of social constructivism. The

general constructivist theory states

that learning is a process where knowl-

edge is based on the individual's previ-

ous knowledge, by integrating and ac-

tively assimilating new knowledge, and

where students are responsible for

their own learning. Social construc-

tivism adds the social dimension of

learning, highlighting the importance

of interaction amongst classmates and

with the teacher in the knowledge-

building process.

As opposed to more cognitive ap-

proaches where students are believed

to build their learning individually by

interacting with the syllabus, phe-

nomenon or problem, it is believed

that knowledge is necessarily based on

situations providing specific experi-

ences that allow students to explore

and reflect with mates and teachers.

What it is and how to organise collaboration

Collaboration in a project goes beyond

communication or coordination

amongst participants. It must be an es-

sential element in the project, a way to

understand and organise the entire

process, from its starting point to its

conclusion. This collaboration can take

place on various levels, all of which are

complementary. This richness and vari-

ety in interactions amongst partici-

pants is what, in most cases, establish-

es the quality of the project. In general,

we are not used to working collabora-

tively. At first, organising a project like

this may seem complicated, but it is re-

ally just about making new approaches

to methodologies and objectives, as-

suming that we must give up certain

common dynamics in the classroom

for others that are usually not present.

Once we start working with a collabo-

rative structure, we can soon see that it

is easy, efficient and motivating both

for students and teachers.

The main point is to negotiate starting

off from initial ideas, finding some ob-

jectives, contents and methodologies

that can and may be assumed by ev-

eryone. Basically, finding a final design

and a project development that comes

as a result of everybody's work, and

where everyone feels comfortable and

reflected.

Some lines of collaboration can be

found amongst:

• Coordinating teachers. Negotiation

and a good understanding amongst

the teachers in charge of the project.

Syllabuses can be very different in each

participating country so we must en-

sure compatibility between our needs

and those of our partners. This does

not necessarily involve finding a teach-

er with identical ideas to ours. The con-

cept of intersyllabus can be extended

to coordinators; a project about the en-

vironment can be developed in the

area of science, ethics or economy, and

each one of them have a partner in

charge in each country. It is not the

identity, but the complementarity what

must be borne in mind.

• Groups of teachers. Usually, each

school requires more or less participa-

tion on behalf of teachers. This does

not necessarily have to take place with

the same level of involvement and

commitment in all cases. We may need

constant presence from teachers of

other subjects or groups, or specific

contributions for specific activities.

• Teachers and students. Usually, most

students, especially from a certain age

onward, have a command of certain

basic tools such as e-mail or instant

messaging services, like Skype. Some

students may also know how to create

and manage other tools such as blogs

or wikis, and even have a certain com-

mand of text editing programmes or

multimedia. Why not ask them what

they can do? We can count on their col-

laboration on all levels of the project;

not just as students but also as cre-

ators of contents or designers. They are

bound to provide new ideas and will

also feel much more involved in the

project.

• Students in the same centre. We can

achieve greater levels of motivation in

students if we make them take an ac-

tive part in their learning. In order to do

so, team work is a very useful tool. The

way to organise work in a project must

be varied and be adapted to each spe-

cific activity. Even though individual

work can be suitable for some activi-

ties, group organisation will promote

social and self-learning skills. Whether

it is done in pairs on in larger groups,

the teacher can help students to estab-

lish task division in an efficient and bal-

anced way, as well as provide the

sources to obtain information and su-

pervise the quality and correction of

the work. Team work allows to make

the most of students' skills; tasks such

as searching for information, writing,

edition and publishing, public presen-

tation, etc. can be assigned depending

on the features and knowledge each

one of them has.

• Students from different schools. This

is the core element of an eTwinning

project. If we wish to develop our stu-

dents in terms of linguistic, intercultur-

al and social competences, we must or-

ganise the project so that interaction

between students from different

schools becomes necessary. This is not

limited to making materials at the

same time and then comparing them

in class. We may increase mutual un-

derstanding and collaboration if we

choose the right activities. Thus, if we

can plan the communication activities

between them (by e-mail, chat, forums,

etc.), we can design them based on

clear and well-defined objectives.

When exchanging e-mails where stu-

dents introduce themselves, we can

ask them to create a text document or

a slide presentation making a compari-

son with the students from the other

school. This would make them have to

ask for and offer specific information to

establish such comparisons. This

mechanism to exchange information,

negotiate contents and jointly create a

document can be applied to any final

product we wish to create. In addition,

should we want to have any kind of

competition in teams, we can organise

them including members from differ-

ent nationalities, so that partners are

on either side of the computer and not

at the next desk.

When we analyse projects with a high

level of cooperation we can see that,

not only the planned objectives are

reached, but also other factors, such as

motivation or the final quality of the

materials, also increase considerably.

5My eTwinning LEs

eTwinning TR Ambassadors

6 My eTwinning LEs

What is an eTwinning project?

An eTwinning project is a collaborative

project between two or more European

schools from different countries about

a previously arranged topic. Collabora-

tion is done through an Internet plat-

form and thanks to other ICT tools. Al-

though from the beginning there have

been changes and progress has been

made in eTwinning tools, the basis for

the project remains the same. In the

next units of this course we will study

all these aspects in detail, but they can

provide a context for the rest of this

unit. Since a teacher gets in touch with

eTwinning for the first time until a

project is completed, several stages are

dealt with, with tools and functions for

different levels of privacy. From a lower

to a higher level of privacy, they are as

follows:

1. Sites: The first contact with

eTwinning is done through sites, both

the Spanish one (www.etwinning.es)

a n d t h e E u r o p e a n o n e

(www.etwinning.net). They both offer

users news, interesting information,

ideas and support, all offered to the

public and available to anyone who

may access the sites. From here on-

ward we can access the next stage.

2. Register : Users register in

eTwinning, providing some personal

data and information about the school.

They insert their data, they complete a

profile and explain what ideas they

want to deal with in the project. Imme-

diate access is given to the personal

desktop, with a user name and a pass-

word, although the National Services

verify the data.

3. Desktop: It is the platform used

to get in touch with other teachers,

share and discuss ideas, create groups

and, lastly, start a project. It has tools

such as the partner search, forum, in-

ternal messaging, contact list or the

management of the actual profile. 1.

Once registered, the teacher can partic-

ipate in the eTwinning Groups, the

Learning Events or create a Teachers’

Room, independently from the begin-

ning of a project.

4. Project registration: If you have

found someone to work with and have

reached an agreement as to how you

wish to do so, it is time to register the

project. Like until the present moment,

everything is done through the

desktop. The only essential require-

ment for a project to be passed is to

have two teachers from two different

countries. These teachers are the

'founding members'. Once the project

has been passed, other teachers can

join in, regardless of the number or na-

tionality ('annex partners'). No prior as-

sessment of the projects is required; in

general, all projects are passed, as long

as they comply with the previous con-

dition and deal with contents and ob-

jectives that are acceptable in teaching

practice. Before passing the project,

the National Support Service, in collab-

oration with the counties, then verifies

the data again to make sure they are

right and that the school knows about

the existence of the project.

5. TwinSpace: Once the project has

been approved by the two National

Support Services from the countries of

the two founding partners, two work

spaces are generated: the Project Diary

(Twinblog) and TwinSpace. The first

one is a blog where member teachers

can leave comments on the stages and

the most important details regarding

project development. 'TwinSpace' is a

collaborative work platform: a safe en-

vironment that students can access

and work in. This space can only be ac-

cessed by those participants that have

been given permits by the teachers:

other teachers, students, parents...

These teachers have complete control

over the users' permits. There are com-

munication tools (e-mail, forum, chat)

and a content manager to share docu-

ments, photos, sounds, etc. All these

contents may be made public or kept

private.

eTwinning Pedagogical Bases

We must not forget that the eLearning

programme, where eTwinning was a

central action, appears as a need in the

educational field to give an answer to

the European Union demand to train

its citizens in basic competences.

These competences are set as follows:

- Competence in linguistic communica-

tion

- Mathematical competence

- Competence in the knowledge and in-

teraction with the physical world

- Treatment of digital information and

communication

- Competence to learn to learn

- Social and citizenship competence

- Personal autonomy and initiative

- Cultural and artistic competence

From here on, eTwinning is structured

around three main axes that are close-

ly connected:

1. European dimension

2. Use of ICTs

3. Collaborative work

'European dimension'

eTwinning is a community formed by

teachers and students from 32 Euro-

pean countries. For the former, it is a

place to meet partners from other

countries, share ideas, discuss com-

mon interests and create joint projects.

For students, it is a chance to open the

doors to the classroom and get in

touch with a reality that, in most cases,

we do not know about directly. Having

a person on the other side of the

screen who belongs to another cultural

and linguistic community but who,

however, shares common objectives,

makes us use certain negotiation

strategies that consider linguistic and

cultural competences.

'Use of ICTs'

In a society where ICTs have become a

common tool in almost all activities,

the classroom is still one of the places

with a lower level of implementation of

computer-based tools. At this regard,

eTwinning provides a good means to

integrate ICTs in teaching. On the one

hand, it is created to develop curricular

contents. On the other, it offers a plat-

form and easy-to-use, safe and virtual

tools, with a support team that coun-

sels those teachers who request it.

Flexibility in the kind of projects that

may be carried out allows us to adapt

to the available means, the kind of stu-

dents, the level of access to the equip-

ment… Therefore, it is an ideal pro-

g r a m m e t o d e v e l o p d i g i t a l

competence, for instance.

Collaborative work

This is an essential aspect in an eTwin-

ning project, which, in fact, is dealt

with in a specific section later on. The

communication tools and the contact

with people from other cultures make

full sense within a collaborative con-

text. But this concept goes beyond co-

ordination. In a good eTwinning

project, collaboration is organised on

different levels: amongst teachers, to

agree on some contents, objectives

a n d m e t h o d o l o g i e s t o s a t i s f y

everyone's ambitions and needs; be-

tween students and teachers, where

both groups come up with ideas and

initiatives, design the project jointly

and assess it; amongst students, both

in the school itself and between

twinned schools. In the last case, the

idea is not just to carry out equivalent

activities and then share the results. In

What is eTwinning?

The 'eTwinning' project is an initiative

that promotes the establishment of

School Twinnings and the develop-

ment of collaborative projects through

the Internet between two or more

schools in different European countries

to deal with any topic agreed on by the

participants. It started in 2005 as an es-

sential part of the 'eLearning' pro-

gramme, and since 2007 it is integrated

in the Lifelong Learning Programme as

an accompaniment to 'Comenius'. As

such, it is a decentralised action and

therefore not necessarily coordinated

by the National Agencies of the Life-

long Learning Programme. Their role

within this action will be studied in an-

other section of this unit. eTwinning is

organised on a European level by the

'Central Support Service' (SCA), whose

central off ices are in Brussels

(www.etwinning.net), and in the na-

tional scope it is coordinated by the re-

spective National Support Services. In

S p a i n , t h e ' N a t i o n a l S u p p o r t

Service' (SNA) is integrated in the 'Na-

tional Institute of Educational Tech-

nologies and Teacher Training' of the

Ministry of Education, Culture and

Sport in coordination with all counties

(www.etwinning.es). Since its creation,

eTwinning has been constantly grow-

ing. In these seven years, eTwinning

has bought together more than 175000

members from all over Europe, who

are involved in 2550 active projects. In

Spain there are more than 7100 regis-

tered schools and 13900 teachers. The

number of active projects has reached

700.

And these figures are constantly in-

creasing. In order to see the current

number of participants, you can visit

t h e C e n t r a l S e r v i c e w e b s i t e ,

www.etwinning.net .

eTwinning is aimed at all educational

levels prior to university. All areas, sub-

jects and occupational families in In-

fant, Primary and Secondary Education

can participate in the eTwinning pro-

gramme. The working languages are

those which the partners want to use;

naturally including Spanish, which is

being used more and more in Europe

as is reflected in the eTwinning

projects.

The number of participating countries

has also increased to 33. The latest

country to join the program has been

the Republic of Macedonia in 2012. The

complete list is as follows: Germany

Austria Bulgaria Belgium Cyprus Croat-

ia Denmark Slovakia Slovenia Spain Es-

tonia Finland France Greece Hungary

Ireland Iceland Italy Latvia Lithuania

Luxembourg Malta Norway The Nether-

lands Poland Portugal The United King-

dom The Czech Republic Republic of

Macedonia

Romania

Switzerland Sweden

Turkey

7My eTwinning LEs

order to achieve real cooperation, stu-

dents are to work jointly to produce re-

sults that reflect everyone's contribu-

tions. That way, there is real contact

and intercultural negotiation, and a

significant use is made of the ICT tool

interaction possibilities.

Features and types of projects

Two of eTwinning's most valued fea-

tures are the absence of paperwork

and its flexibility. All administrative

documents to be filled in for eTwinning

are done online and are limited to the

registration as a user and further

project registration. The National Sup-

port Service and Counties check and

validate the data, but this process does

not exist as far as teachers are con-

cerned. From here onward, there are

no more compulsory forms to be filled

in regarding expense details or memo-

randums. Only if the teacher wishes to

obtain some kind of acknowledgement

will he or she have to fill in the corre-

sponding documents. We will deal with

this acknowledgement and how to get

it later on. eTwinning is not subjected

to summons or deadlines. This pro-

vides the programme with great flexi-

bility. Indeed, an eTwinning project can

be started any time of the year and can

last as long as teachers want. The ini-

tial plan may also be revised. Depend-

ing on how the project is going, teach-

ers may decide to end it before time or

extend it, accept new partners, etc. Ba-

sically, if a project is not working as ex-

pected and there is no solution, it only

has to be closed and a new one can be

started.

Regarding the types of projects, the

flexibility we referred to before offers a

wide range of possibilities, both in

terms of subjects and fields that the

participants work on. They are all ac-

cepted in eTwinning and there are ex-

amples of good results for all cases.

Therefore, we can find projects involv-

ing only one field or subject, several or

the entire syllabus, cross-curricular

topics or other aspects of school life,

s u c h a s l i b r a r y o r s c h o o l

organisation… Participant profiles are

also varied. Here are some of the com-

binations:

1. Teachers and groups of students:

This is the most common type of

project in eTwinning. Two teachers

from different schools agree to jointly

develop certain aspects of the syllabus.

Within this group, we can also find

projects with an interdisciplinary con-

tent involving several teachers of dif-

ferent subjects in each school or

projects developed by teachers of the

same department, developing con-

tents in one subject or field in/with dif-

ferent groups from the same school.

2. Groups of teachers: A group of

teachers with common interests (sub-

jects, fields, European projects, cross-

curricular topics…) are gathered in one

single project and share information,

materials, discussions, etc. in a com-

mon collaborative space (TwinSpace).

These projects can involve quite a lot

of members and are a good starting

point to start other eTwinning projects

with students.

3. Management teams, counsellors,

library supervisors: The members of

these teams can find European col-

leagues using the partner search and

start common projects working in their

respective fields of action. There is a

wide range of objectives and contents:

comparing educational systems, ex-

change of good practices, establishing

common actions and measures or cre-

ating a context that could host other

projects and that involves students

and teachers from participant schools.

What does eTwinning offer its participants?

eTwinning is based on two main ser-

vices: counselling and training and ac-

knowledgment and visibility. Both are

offered from the National Support Ser-

vice and the Central Service and are

specified in different ways.

Counselling and training

1. Distance Training Course: The Na-

tional Support Service makes an annu-

al summons of one or two editions of

the eTwinning 2.0 training course,

which is created and approved by the

Educational Technology Institute, in

cooperation with all Counties. On the

other hand, course materials are made

available to all those who are interest-

ed - even if they have not enrolled - at

t h e S N A s i t e ( h t t p : / /

www.etwinning.es). For further infor-

mation on this course, please visit this

page or the INTEFP Teacher Training

site (http://formacionprofesorado.edu-

cacion.es/index.php/es/materiales/

materiales/51-etwinning-20 ).

2. eTwinning Educational Meetings:

Organised by the Central Support Ser-

vice, these meetings are held online

and led by experts in the correspond-

ing subjects. They last one to two

weeks. Here, teachers get to know each

other, they share materials, discuss,

create and comment.

3. Information provided online or

over the telephone: You can always

make any inquiry to the SNA at these e-

m a i l a d d r e s s e s :

asistencia@etwinning.es. The CON-

TACT section on the Home page of the

Spanish eTwinning portal allows you to

leave a message with a question which

will be answered by a member of the

NSS.. You may also call +34 913778377 .

And if you look on the le" side of this

wiki there is also the contact with the

NSS.

4. Kits: Both the Spanish and Euro-

pean sites publish ideas to carry out

projects or activities. They deal with

various topics and are a guide to teach-

ers. They are known as 'Kits' (for com-

pleted projects) and “Modules” (for

concrete activities which can be inte-

grated into projects). On the Spanish

portal, the modules EXPERIENCIES and

IDEAS offer simple activities, outstand-

ing projects and award winning

projects which can serve as a model or

example for a future project.

5. Chat: The SNA organises periodi-

cal encounters through Skype. These

encounters are advertised on the web-

site in advance. Should to wish to take

part, you must install the programme

(www.skype.es), search for and add

eTwinning Information as a new con-

tact (info_etwinning).

6. Project Diary: It is a blog that is

presented in reverse chronological or-

der, where partners can comment on

the most important aspects and the

most relevant details in the develop-

ment of the project in its different

stages. The posts added by a partner

can be commented by other partners

or users. Once the project has been

completed, it can become a very valu-

able document for assessment. (See

unit 6, Documents 6.d).

7. Project cards. They are a direct

communication tool between a teacher

with an active project and his/her Na-

tional Support Service. They are easy

to use and through them a teacher can

pose the NSS all his/her doubts regard-

ing the technical and pedagogical as-

pects of the project; the NSS follows up

the cards, answers and provides the

help required. This means of communi-

cation can only be used by the project

partners and their respective NSS.

Acknowledgement and visibility

1. eTwinning label: Whenever a

project has been approved and starts

to work, it obtains an eTwinning label.

This Label comes in an electronic for-

mat and can be downloaded from the

teacher's desktop.

2. National Quality Label: Teachers

may request their National Support

Services to be awarded a Quality Label.

It is given to those projects that reach a

certain level of quality. The entire pro-

cess is done from the user's desktop.

There are some common criteria for all

participating countries, which appear

on the online form. In order to read

these criteria and the specifications

made by the Spanish SNA, go to Quali-

ty Label Criteria. This document is also

a useful guide to teachers starting a

new project.

3. European Quality Label: Whenev-

er a project receives at least two Na-

tional Qualiy Labels from two different

European countries, it will automati-

cally be awarded the European Quality

Label.

4. National Awards: The Spanish

SNA makes an annual summons of the

National eTwinning Awards. The crite-

ria are similar to those stated for the

Quality Label but in this case the num-

ber is limited (usually 10 projects are

awarded). There are three age cate-

gories (4 to 11; 12 to 15; 16 to 19). Also

this year for the first time there is a

prize category for novice teachers.The

usual award is to invite the supervisors

to the Annual eTwinning Conference,

where the European Awards are given

and other activities are carried out.

5. European Awards: also, the Cen-

tral Support Service annually sum-

mons the European eTwinning Awards.

There are three age categories (4 to 11;

12 to 15; 16 to 19). In the last calls for

award proposals, prizes have been giv-

en to projects on Mathematics and Sci-

ences, in the French and in the Spanish

language. Two projects are selected

per category. The prize is the invitation

from the CSS to the finalist teachers

and pupils to attend the Annual eTwin-

ning Conference. For a project to be

able to opt for these prizes it is impera-

tive for them to have previously ob-

tained a European Quality Label.

6. In addition to this, there may be

other special categories. In the latest

summons, awards were given to Maths

and Science, French and Spanish. Two

projects are chosen per category. The

prize is the attendance of teachers and

runner-up students to the Annual

eTwinning Conference, to which they

are invited by the CSS. To make a

project eligible to these awards, it must

have previously been given a European

Quality Label.

7. Galleries: Project galleries com-

ply with both visibility and counselling

functions. The Central and National

Services acknowledge good practice by

exhibiting the projects in different gal-

leries. At the same time, these projects

are suggested as an example and inspi-

ration for teachers in search for ideas.

The Central Service page exhibits the

projects selected by the different Na-

tional Services, as well as those that

have obtained the European Award or

Label. On the Central Service website

you can see those projects chosen by

the different National Services, as well

as those who have obtained an Award

or European Quality Label. The Span-

ish National Support Service has sever-

al modules: “Project of the month”,

"Featured projects", "Best bits",

"eTwinning Awards", advice on how to

use ICT tools...

8 My eTwinning LEs