Voices of eTwinning

Teachers talk

2

Publisher Central Support Service for eTwinning (CSS) www.etwinning.netEuropean Schoolnet (EUN Partnership AISBL)Rue de Trèves 61 • B-1040 Brussels • Belgium www.eun.org • info@eun.org

Editors Christina Crawley, Anne Gilleran, Donatella Nucci, Santi Scimeca

Contributors Laurence Altibelli, Julie Ashby, Sari Auramo, Margarida Barbieri Figueiredo, Maria Jesús Bayonas, Alessandra Cannelli, Patrick Carroll, Valentina Cuadrado Marcos, Manuel Díaz Escalera, Tautvyd! Daujotyt! Mukile, Inge De Cleyn, Nuria de Salvador, Silvije Devald, Maria Doria, Paulien du Fosse, Vincent Dupont, Mary Fournari, Maria Georgiadou, Mudr"te Grinberga, Siv Grete Stamnes, Helgi Hólm, Aimi Jõesalu, Catherine Johannes, Ingrid Keller-Russell, Conor Kelly, Christine Kladnik, Angelos Konstantinidis, Anna Krzy#anowska, Justyna Kukulka, Asta Liukaitiene, Marilina Lonigro, Eva Luptáková, Laura Maffei, Corina Mandi, Adriana Maris, Maria Antoinette Magro, Lorena Mihela$, Ayça O%uz, Irene Pateraki, Ágnes Péter, Marta Pey, Elena Pezzi, Michael Purves, Alessandra Rebecchi, Helena Serdoura, Pasi Siltakorpi, Fani Smixioti, Joanna Stefa&ska, Adam Stepinski, Anna Szczepaniak, Michelle Thick, Tautvyd! Daujotyt! Mukile, Carlos Trincão, Theodor Tsampatzidis, Sandra Underwood, Irina Vasilescu

Design coordination and language issues

Christina Crawley, Gamze Kapilar

Original design Dogstudio, Belgium

DTP and printing Hofi Studio, Czech Republic Dogstudio (English version)

Picture credits ShutterStock, iStock

Print run 6030

! "#!$!% $""$"!

ISBN 9789490477479

Published in December 2010. The views ex-pressed in this publication are those of the authors and not necessarily those of European Schoolnet or the eTwinning Central Support Service. This book is published under the terms and conditions of the Attribution 3.0 Unported Creative Commons licence (http://creativecommons.org/licenses/by/3.0/). This publication was created with the fi nancial support of the Lifelong Learn-ing Programme of the European Union. This publication refl ects the views only of the au-thors, and the European Commission cannot be held responsible for any use which may be made of the information contained therein.

3!"#$%&'(&)'*+%*+,

Voices of eTwinning

Teachers talk

Foreword 7 Androulla Vassiliou

Introduction 8 The eTwinning Team

Getting involved in eTwinning 11 Introduction Donatella Nucci 11 Sandra Underwood 13 Catherine Johannes 14 Marta Pey 15 Maria Antoinette Magro 16 Angelos Konstantinidis 17 Helgi Hólm 18 Michelle Thick 20 Maria Doria 21 Autvyd! Daujotyt! Mukile 22 Valentina Cuadrado 23 Laura Maffei 25

Putting eTwinning into practice 27 Introduction Christina Crawley 27 Conor Kelly 28 Ayça O%uz 29 Margarida Barbieri Figueiredo 31 Marilina Lonigro 32 Paulien du Fossé 33 Adam Stepinski 35 Pasi Siltakorpi 36 Corina Mandi 38 María Jesús Bayonas 39 Elena Pezzi 40

Chapter 1

Chapter 2

4

Experiencing the eTwinning community 43 Introduction Santi Scimeca 43 Adriana Maris 44 Elena Pezzi 45 Silvije Devald 46 Nuria de Salvador 48 Anna Szc#epaniak 49 Ingrid Keller-Russell 50 Joanna Stefanska 51 Inge De Cleyn 53 Patrick Carroll 54 Alessandra Cannelli 55 Siv Grete Stamnes 56 Laura Maffei 57

My eTwinning projects 61 Introduction Christina Crawley 61 Mudr"te Grinberga 62 Julie Ashby 63 Asta Liukaitiene 64 Aimi Jõesalu 65 Ágnes Péter 66 Theodor Tsampatzidis 67 Laurence Altibelli 69 Manuel Díaz Escalera 71 Mary Fournari 72 Vincent Dupont 73 Alessandra Cannelli and Laurence Altibelli 74

eTwinning and professional development 77 Introduction Anne Gilleran 77 Irene Pateraki 78 Lorena Mihela$ 80 Maria Georgiadou 81 Anna Krzy#anowska 81

Chapter 3

Chapter 4

Chapter 5

5!"#$%&'(&)'*+%*+,

Voices of eTwinning

Teachers talk

Eva Luptáková 82 Christine Kladnik 84 Helena Serdoura 85

eTwinning: the personal impact 89 Introduction Donatella Nucci 89 Michael Purves 90 Alessandra Rebecchi 92 Carlos Trincão 93 Sari Auramo 94 Fani Smixioti 95 Justyna Kukulka 96 María Jesús Bayonas 98 Irina Vasilescu 99

List of contributors 101

Chapter 6

Contributing eTwinning teachers !

Voices of eTwinning

Teachers talk

Contributing eTwinning teachers

Sandra Underwood Patrick CarrollMichael PurvesMichelle Thick

Margarida Barbieri Figueiredo Helena Serdoura

Carlos Trincão

Laura Maffei Maria Doria

Alessandra CannelliMarilina Lonigro

Elena PezziAlessandra Rebecchi

Mudr!te Grinberga

Asta Liukaitiene

Siv Grete StamnesSari AuramoPasi Siltakorpi

Laurence Altibelli Catherine Johannes

Paulien du Fosse

Ingrid Keller-Russell

Christine Kladnik

Anna Krzy"anowskaJoanna Stefa#skaAdam StepinskiAnna Szczepaniak

Eva Luptáková

Adriana Maris Corina MandiIrina Vasilescu

Ayça O$uz

Vincent Dupont Inge De Cleyn

Tautvyd% Daujotyt% Mukile

Helgi Hólm

Maria Jesús BayonasManuel Díaz Escalera Nuria de Salvador Valentina Cuadrado MarcosMarta Pey

Mary FournariMaria Georgiadou Angelos KonstantinidisIrene PaterakiFani SmixiotiTheodor TsampatzidisMaria Antoinette Magro

Lorena Mihela&

Julie Ashby

Connor Kelly

Silvije Devald

Ágnes Péter

!

Aimi Jõesalu

6

7

Voices of eTwinning

Teachers talk

-'.%/'.0

ForewordAndroulla VassiliouEuropean Commissioner for Education, Culture, Multilingualism and Youth

It is a!real pleasure for me to present to you this fascinating book in which teachers share their many and varied experiences of eTwinning.

eTwinning was conceived with the aim of linking pupils and teachers across our continent in a! network of schools that collaborate with each other. This goal is in line with the European Union’s vision for education: to enhance collaboration and mutual learning between European countries at all levels, while respecting national responsibility for the organisation and structure of educational systems.

The idea was to take advantage of the increasing number of possibilities offered by Information and Communication Technologies (ICT) for widening schools’ horizons and for making it possible to experience Europe without leaving the classroom. At the click of a!mouse, pupils and teachers can work with their counterparts in other countries and learn about any subject with and from each other.

eTwinning, now part of Comenius, the EU programme for school education, has undoubtedly exceeded all expectations in terms of rates of participation; this is partly due to its ‘bottom-up’ approach and fl exible design, which set no limits on the imagination of those involved. But more than anything else it is due to the extraordinary commitment, enthusiasm and creativity of many teachers and to the desire of pupils to interact with their peers across Europe. eTwinning offers schools an infrastructure for collaboration, support and ideas as well as a!whole range of possibilities for teachers’ professional development; but what makes it really special is what teachers and pupils put into it.

eTwinning is a!European success story and the teachers who have contributed to this book are part of it. I!am sure you will enjoy (and learn from) reading about their experiences as much as I!did.

8

IntroductionThe eTwinning Team

This book is the result of a!collective endeavour. It has been written by teachers from many different European countries who play an active part in eTwinning and wish to share their enthusiasm, their experiences, as well as their advice and even their warnings about the obstacles they found along their way. Together with their pupils, they are involved in collaborative projects with teachers and pupils from other European countries.

A! few months ago, we decided to invite eTwinners to tell us their stories and become the authors of this book. We published a!call on the eTwinning Portal, asking who would be interested in contributing. Within just a!few days we got hundreds of replies. We had to make a! tough selection and identifi ed the 60 teachers who would take part in the adventure.

For actually drafting the book, we set up an eTwinning Group, invited all the contributors and asked them to choose one of the suggested topics. After a!while, it was clear that personal commitment would take over. Teachers started not only writing about the chosen topic, but also commenting on others’ and enriching the various contributions. The Group grew to an extent that we had not foreseen and it has not been easy to put together the fi nal text you have before you.

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9

Voices of eTwinning

Teachers talk

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These teachers are all convinced that eTwinning projects have created very rich and authentic learning situations for their pupils. They have greatly contributed to increasing their motivation and openness, improving their communication and team-work skills and helping them to develop cultural awareness and tolerance of differences.

The authors also report on the importance of eTwinning for their own learning, motivation and professional development. Most of them were not computer experts but, through their activities in eTwinning, they gained confi dence in the use of ICT for teaching purposes. They got to know other pedagogical approaches and teaching strategies and had the chance to work in multidisciplinary teams. In many cases, they also improved their foreign language skills.

Some of their learning occurred through their participation in organised eTwinning training activities, such as Learning Events, Professional Development Workshops and national online courses and seminars. The most important part, however, took place through their interaction with colleagues and through trying to overcome together the obstacles they encountered in their project work. The eTwinning Desktop also offers a!whole range of possibilities for contacting other eTwinners to discuss subjects of common interest (e.g., chats, Teachers Rooms and eTwinning Groups). The authors are in no doubt that eTwinning has become a!professional development network.

But let us now give the fl oor to the teachers. In the following chapters they explain how they got involved in eTwinning (Chapter 1), how they put it into practice (Chapter 2), how they experienced the eTwinning community (Chapter 3) and the projects that they created (Chapter 4). They go on to discuss how eTwinning contributed to their professional development (Chapter 5) and the personal impact of their eTwinning involvement (Chapter 6).

10

1145"6+%.&7&8&9%++3*:&3*;'$;%0&3*&%!/3**3*:

Voices of eTwinning

Teachers talk

Getting involved in eTwinning

IntroductionDonatella Nucci eTwinning Central Support Service

eTwinning was offi cially launched in January 2005 at a!large conference in Brussels. Three hundred teachers took part in that conference; a!large number but still very small compared to all the teachers in Europe, including over a!hundred thousand who have since become part of eTwinning. At the beginning, in 2005, one of the main priorities for the National Support Services (NSS) and for the Central Support Service (CSS) was to make this action known to teachers and schools. All the NSS were busy organising seminars in the different regions of their countries, writing articles on their websites and promoting eTwinning in many different ways. These actions were certainly successful and indeed many teachers report having discovered eTwinning thanks to offi cial communications, training sessions and other initiatives organised both at national and European level. When eTwinning became part of the Comenius programme in 2007, many teachers saw it as a!way to continue their collaboration with schools they had worked with that might have otherwise come to a!stop.

There are, however, a!great many teachers who confess that they arrived at eTwinning by themselves, almost “by accident”, when searching the Internet for something else, or for something that perhaps even they could not yet exactly defi ne. Serendipity? “Chance favours the prepared mind.”* Many teachers in fact discovered eTwinning when they were actively seeking a!change in their professional life, whether in their relationships with their pupils, in their teaching methods or in the presentation of curricular content – in short, innovation. For some of them the fi rst encounter was not decisive and they returned to eTwinning months or years later when they were ready to take advantage of the possibilities offered by this action.

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* From the words of Louis Pasteur, the famous 19th century French chemist and microbiologist: “le hasard ne favorise que les esprits préparés.”

GeChapter 1

12

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Many teachers decided to get involved in eTwinning because they saw it as an opportunity to develop professionally. For them, one very exciting thing about eTwinning is the fact that participation is not something that gets exhausted in the space of a!single project; indeed, the opposite is true. They can aim at successive improvements; they enjoy the challenge of acquiring new skills, trying out different things in eTwinning, getting more and more involved with the life of a!community of like-minded teachers.

One of the main reactions from teachers who have become involved in eTwinning is the amazement of fi nding, behind the door that says “register in eTwinning”, a!community of teachers who share very similar concerns and problems. Sometimes the fi rst steps in the community are not very productive for various reasons – wrong time of year, wrong frame of mind, etc. – but nobody is there to penalise you, quite the opposite! Sandra Underwood, our fi rst contributor, describes how she discovered this.

1345"6+%.&7&8&9%++3*:&3*;'$;%0&3*&%!/3**3*:

Voices of eTwinning

Teachers talk

I!remember surfi ng the Web for some teaching motivation at a!time of year when things begin to wind down in UK schools and I!came across the eTwinning portal. I!was amazed to fi nd so many teachers throughout Europe signed up and looking for projects. It was a!great opportunity to work in collaboration with other like-minded individuals on something that could motivate pupils in the classroom.

I!must admit that it was not easy getting started, and my fi rst attempt at participating in a!project failed. This was most likely due to timing as the project was up and running in July, which is the end of the academic year in the UK, whereas in many countries in Europe, August is the beginning.

However, not discouraged, I!was reminded of eTwinning some months later when I!received an invitation to a!contact seminar in Cologne. I!eagerly applied, waited and was accepted to attend a!seminar in December 2009.

Never in my wildest dreams did I!anticipate the outcomes that this seminar would have both for my pupils and for me professionally. The weekend in Germany proved to be a!positive experience as I!met some very motivated and enthusiastic teachers who were eager to start projects. My project team, which included two schools from Germany, one from Turkey and one from Wales, embarked on a!project that would last two terms, from January to July. Since the project’s inception, entitled “Welcome to my World”, we have communicated via email, blog and the “TwinSpace”, with over 160 pupils writing letters and chatting over the Web to each other. I!am sure they would all agree that it was an enormous effort to coordinate and organise but would no doubt say that it has been a!great success. My pupils enjoyed the experience and I!will do!it again. The relationships I!built with my pupils have resulted in an outstanding effort on their part and teaching and learning satisfaction on mine. At the outset I!was somewhat hesitant to become involved in eTwinning, mostly because of the amount of work I!thought it would take and the fear of not being recognised for my efforts. I! was wrong to think this as my Head Teacher was very keen for the school to get working with other schools locally and abroad. One of the school’s objectives was to broaden the cultural, social and economic knowledge of our pupils in order to help them become more global citizens.

Sandra Underwood School !"#$%&'()*+*,-$.$/&01*23),$#045$6*++&,&

City !-4(72$"4$#))&5Country 8)34&9$:3),9*2

14

In 2005, a!document from the local education authority was circulated in the Lycée. It invited us to participate in the eTwinning action, partnering with a!school in the EU. The idea was a!bit fuzzy, but after speaking to my colleague teacher of English, we decided to set up a!project at the beginning of the school year 2005-2006.

My hard work has been recognised as I!was appointed the School Link Coordinator, which has included working on international and national links as well as developing the global dimension within the school as a!whole.

My teaching has not so much changed as been enhanced by the new knowledge that I!am gaining from my experiences and the courses that I!am attending. I!am more confi dent with my teaching and feel rewarded by the pupils’ interest in the partnership opportunities. In a! recent call for pupil participation in a! workshop designed for pupils, I!had an overwhelming number interested in taking part, which shows that pupils want to learn about other people’s way of life.

I!certainly feel that there are more opportunities for pupils to learn than just within the classroom. My experience with eTwinning will no doubt lead me to more partnerships either online or via organised trips to local universities in order to show pupils the benefi ts of and professions available through learning a!foreign language. In my school, learning a!language beyond the age of fourteen is optional and I!fi rmly believe that the intake of language learners would increase if pupils could meet and talk to other pupils abroad either through email or the Internet; to give them opportunities to use their language skills and to share information about their culture. Given this, they might choose languages as a!fi rst option rather than not at all.

Back in 2005 there were not as many examples of eTwinning projects and eTwinning activities as there are today; but some teachers immediately saw the value that eTwinning could have in the teaching of foreign languages, providing a!virtual mobility for pupils and a!real context for language learning at zero cost, thus bridging the social divide.

Catherine JohannesSchool !-';&$<3+730&$9&$6(709*))&4

City 6(7+*)$"=0$"7>)&Country ?07)'&

1545"6+%.&7&8&9%++3*:&3*;'$;%0&3*&%!/3**3*:

Voices of eTwinning

Teachers talk

It would be wrong to assume that eTwinning is a!panacea to all the problems encountered by a!teacher in his or her class, particularly when pupils are not motivated to work. Certainly in eTwinning the support from the partner teachers, from the National Support Services and from the other people one meets in eTwinning make facing up to these problems easier, because teachers are not on their own, as the account of !"#$"%&'(%tells us.

I!teach in the technological section of the Lycée (a!small one in the provinces) and the pupils are often unmotivated. They have regularly been told that they are no good at languages, just that! Naturally this is not true and, in addition, pupils often come from disadvantaged social backgrounds and their parents cannot afford to pay for trips abroad.

We thought that a!project could be motivating for them and for us: it could give some meaning to the learning of foreign languages, and to ICT. This project would also do!away with the boundaries between subjects (English and ICT). Last but not least, this virtual voyage would cost nothing and everybody could “get on board”.

It all began one day in October 2007. I!came across an advertisement about an eTwinning course offered by the Spanish Ministry of Education. What was eTwinning? The fi rst part of the course was a!bit theoretical, but the second part was much more real. I!had to fi nd a!twin: I!did and in less than ten minutes. Alessandra P., in Monfalcone in northern Italy, replied, inviting me to take part in her project. Everything matched: objectives and age of our pupils (16-17 years). I!had to make up my mind quickly. Did I!really want to get involved in the project? Was it really worth it? Would my pupils get involved? I!knew they were not very hard-working and their level of English was not great… after thinking about it for some time, I!decided to join this “European community”.

Marta Pey School @)5434=4$A7=2&$67++35

City B3'Country "C73)

16

When eTwinning was launched in 2005, all heads of schools in the Maltese islands attended an eTwinning seminar. Back at school, our head informed us all about it and I!decided to register straight away – little knowing what it all really involved. Since then, I!have never looked back and my enthusiasm and love for eTwinning seems to be growing stronger year after year.

As soon as I! registered, I! found myself in the “Partner Finder” section on the eTwinning portal and a!primary school teacher from Scotland contacted me. We planned to start a!simple project with our respective pupils: “Children from Other Lands.” The children emailed each other and we sent each other PowerPoint presentations and photos to introduce our schools and ourselves.

Maria Antoinette Magro School "4$D*0,$/0&'7$/03270-$"'(**+$6

City <720=)Country E7+47

Involvement in eTwinning can start with a! very limited type of commitment: a! simple project, just one partner, duration of just a! few months. The real “danger” is that once a!teacher starts with eTwinning, he or she is likely to want to become more involved, like !"#)"%*+$,)+'$$', our next contributor, who, fi ve years after her fi rst project, can count an incredible fi fteen projects and partners in many different countries.

My pupils were, as I!had anticipated, the hardest part. They were very enthusiastic at the beginning but when they discovered that they had to work hard, it was another story. Things were not going well, so I!decided to devote more class time to the project and made it part of their grades. I! felt frustrated on many occasions, at times on the point of quitting the project, eTwinning and everything else… but what kept me going was the strong relationship I!had with Alessandra and the great help I!was offered by the NSS in Madrid and by Núria de Salvador from Barcelona. I!was convinced that eTwinning was a!marvellous tool both for my teaching and for my pupils’ learning.

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Voices of eTwinning

Teachers talk

Information and Communication Technology (ICT) is certainly an important component but it is defi nitely not the focus of eTwinning; the interdisciplinary aspect and the collaboration on the horizontal level, among teachers of the same schools and with teachers of other countries, and at the vertical level, between teachers and pupils, are much more prominent features, as we can see in *+-'.,/’s refl ections.

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*+$((,#-%./#*-,,.?3*9#C("$4&6#7.*#'(&%#(3"*4'%#"$%#+3//4+3,31#(/#*-,H,.?3*0#?3"#(&,-#'%,4;%/%'#4&#.#1(/%#*"413,."4&6# 7.-0# 7$4+$# +$4,'/%&#/%.,,-# %&@(-%'# .&'# 7$%/%# "$%-#2/(?.?,-#/%1%1?%/%'#?%""%/#7$."#"$%-# $.'# ,%./&%'9# 5)# "$%# 2/(@%+"*#7%/%# &("# '(&%0# "$%# ,%**(&*# $.'#"(#?%#'(&%#@3*"#"$%#*.1%#74"$#"$%#3*3.,#"/.'4"4(&.,#?(/4&6#1%"$('9

Angelos Konstantinidis School "&'*)970-$"C*04$"'(**+

City F0727Country D0&&'&

I! consider myself lucky to have participated in the fi rst online seminar concerning the eTwinning action in Greece in 2008. The seminar was entitled “Interdisciplinary projects and the eTwinning action” and it was conducted by three Greek ambassadors.

18

In early 2007, my school had become a!coordinator in a! three-year Comenius Partnership project called “The World Around Us” and after a!while I!started to

Helgi Hólm School @$"4G0=HB*,75IG+3

City B*,70Country @'&+7)9

As we have already said, the concept of collaborating is not new for many European teachers as they have been participating in Comenius Partnerships for many years. But our next contributor found that involvement in eTwinning provided a!new rich dimension to his Comenius Partnership activities.

I! learned about it through the eTwinning newsletter and out of sheer curiosity I!applied to participate. Sure, I!was interested in the area, but I!have to admit that I!was not an enthusiast of interdisciplinary projects. At that time, I!believed that I!could stimulate pupils’ active participation only through teaching knowledge of the subject; teaching ICT in my case. Indeed, my pupils were showing interest in my lessons, yet I!was not personally satisfi ed by the results. From time to time some pupils would question the usefulness of certain sections of the curriculum, posing questions like “teacher, why is it benefi cial to acquire that skill or learn this?” Needless to say those questions made me feel awkward and it was the incentive for me to consider implicitly held curriculum theories.

The online seminar about interdisciplinary projects was the opportunity that I!was looking for to delve deeper into my theories. I!realised that the dominant educational model that is generally followed by most educators is not only outdated but also ineffective. Teaching methodologies that are centred on cognitive and intellectual instruction have been seriously questioned and only through the collaborative working model can we accomplish the cultivation of a! well-developed personality of the individual in education. ICT plays, beyond a! doubt, a! signifi cant role in this educational evolution. After that, my whole perspective on teaching shifted; for me it is not any more merely teaching ICT, but teaching via ICT. This new horizon fascinates me and it is my strongest impulse to seek for further personal development in the fi eld.

1945"6+%.&7&8&9%++3*:&3*;'$;%0&3*&%!/3**3*:

Voices of eTwinning

Teachers talk

Many teachers, although attracted by the idea of working in a!European project, dismiss the idea on the grounds that the demands imposed by the curriculum are so many that you do!not really have time for something else as well. The secret, as !)01'..' discovered, is to fi t your project into the curriculum with the added benefi t of introducing with it a!European dimension into your work. Her pupils also discovered it had a!relevance for applications for university.

get involved. I! found at once that this kind of work was both interesting and educative. There were schools from fi ve other countries participating in the project - Norway, Belgium, England, the Czech Republic and France - and the project was about stories and games, involving the youngest pupils. It had been decided that all the work and communication would be in English, a! result of which was that my school added English to the curriculum of the 1st class (6 years old) and has continued to teach it. It therefore became evident to me that projects like this could both have a!short-term and a!long-term infl uence for the participating schools. Working on the project I!began to see and learn things that I!thought I!could use in my work as a! computing teacher.

In our Comenius project, the work centred on the youngest pupils but in the computer room I! was working with almost all the pupils in the school (aged 6-16 years) and I! started to look for ways to get more pupils involved in various projects. Through the Icelandic National Comenius Agency I! had heard about eTwinning and in August 2007 I!registered. I!was amazed to learn that in a!very short time from its beginning thousands of teachers from all over Europe had joined and had started all kinds of interesting projects. I!put a!few ideas of my own on the eTwinning portal and pretty soon I!had started communicating with other teachers.

20

My personal involvement in eTwinning came about from my love of international education, gained from years living and teaching in both North America and Europe. My college became involved in a!Comenius Partnership project and I!was one of the staff members who volunteered to help plan it. I!attended a!regional meeting for new Comenius Partnership projects and it was through this that I! became aware of eTwinning. It seemed like such a! good way of developing pupils’ cultural understanding and so I! began to think about how this could be incorporated into my teaching. Although many sixth-form practitioners will understand how limited our teaching time is for A-Levels, I!was determined that eTwinning could be used effectively within the classroom. It’s also important for me as a!historian to show my pupils that history is not just about dead people, but is a! living, breathing study, which discovers causes and consequences far beyond the pages of a!text book.

In the end I! settled to attempt a! project with my ancient history class based directly on the knowledge they needed to attain for their exams and set about fi nding a!Greek school to work with. The response I!got through the eTwinning portal was very positive and I! soon found a! willing partner school. My pupils were very excited to fi nd out more about their fellow pupils living abroad, and the consequence of all this is that we have now completed two projects together and I!am looking forward to, hopefully, planning a!third one soon!

eTwinning for me has opened a!whole new world of opportunities. Not only have my skills developed by working collectively with European colleagues, whether in an online project or a!Professional Development Workshop, but my pupils too have gained from their colleagues in their partner school. They have learned more about the culture and way of life in Greece and were particularly shocked to fi nd out that one of our potential partner schools had to pull out of a!project as the pupils were staging a!sit-in!

The pupils’ second project with their partner school was a!joint venture proposed by the British Council and the BBC and linked with their “History of the World in 1000 Objects” programme. Although this involved the pupils working extensively on their

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Voices of eTwinning

Teachers talk

I!was initially involved in eTwinning because I!was looking for a!partner school to set up an exchange of pupils, since the school I! have been working in for eighteen years has always been interested in those experiences. I!hardly believed that eTwinning could be more than that! I!realised that partnership was not just the meeting of teenagers aimed at the improvement of their language skills.

This was the core of my fi rst project, “The United Colours of Europe”, which I!shared with Irena from Poland. She was my fi rst partner and now is a!true friend, always ready and willing to work and communicate.

I!worked really hard on these ideas. Sometimes I! felt inadequate, since I!kept making mistakes, related, above all, to my incapability to handle video making,

Maria Doria School !3'&*$6+7553'*$MDN$D7+3+&3O

City E*)*C*+3$PQ#RCountry @47+-

You do! not have to be profi cient in the use of ICT to start working in eTwinning, ask somebody to show you how to create an email address if you haven’t got one already... the rest will follow.

own time (and mine!), they were rewarded by seeing their work published on the BBC website alongside their partner schools’ work. This was very exciting for the pupils and has also given them something to discuss in their university applications for next year, which I’m hoping will help them stand out from the crowd!

Following on from this, my principal has asked me to present the impact of eTwinning to the whole staff, not only to raise the profi le of both my and the pupils’ work in college, but also to help encourage other teachers to perhaps try a!project of their own. In addition I!have been asked to join the team of eTwinning ambassadors, which will hopefully open a!whole new world of opportunities for me and my pupils. All in all, I!would like to stress that eTwinning is not only for younger pupils, it is possible in the 16-18 age range; you just need to be creative!

22

audio fi les, pictures, FlashMeeting and stuff like that. The eTwinning portal seemed to me “an undiscovered country” to unveil step by step. Today I!can say that I!owe all my ICT achievements (not so great, actually!) to eTwinning. When I!attended a!Professional Development Workshop (PDW) in Sintra it provided me with an injection of enthusiasm. The theme of the PDW was mobile technologies applied to teaching. Up to that moment, I!had only used my mobile for sending and receiving text messages, sometimes taking photos and setting the alarm clock!

At the PDW in Sintra, I!was introduced to an undiscovered country made of smart phones, WinrRAR, Google Earth, Komposer. I!was really struck by the application of them to teaching and project activities. I!got practice and I!actually applied them later on.*

At the end of my fi rst project, when summing up the results and my pupils’ feedback, I!started to think that eTwinning could be more than an extra project and could be fully incorporated into teaching. Soon, I! realised that eTwinning could be a!transversal subject. Since then, eTwinning is the most fl exible tool of my teaching that allows my pupils and me to learn, improve, have fun and make friends.

* If you are curious about it, please follow this link: http://www.youtube.com/watch?v=ykSzIyJ2LOE&feature=player_embedded#

Tautvyd! is a!Lithuanian teacher, working in one of the European Schools in Brussels. She fi nds that eTwinning unites her and her pupils with others all over Europe.

When, in March 2010, I!discovered eTwinning, it looked like an enormous world, full of many new possibilities, tempting discoveries and promising suggestions. I!took to it like a!fi sh to water – a!popular Lithuanian saying.

Tautvyd! Daujotyt! Mukile School S'*+&$J=0*C;&))&$Q0=T&++&5$@@

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Voices of eTwinning

Teachers talk

Finally, we end this chapter with a!little history lesson in some of the activities that led to the creation of eTwinning and the Portal, that demonstrates that from the very beginning eTwinning was a! “bottom-up initiative” driven by the expressed needs of teachers interested in working collaboratively on the Web.

While participating in an OASIS (Open Architecture and Schools in Society) pilot project in 2002, I!had to fi nd partners to fi nish the experiment with a!collaborative activity. Since one of the activities in our programme at school consisted of taking

Valentina Cuadrado School @J"$#+*)5*$9&$E7903,7+

City VW3+7Country "C73)

From the fi rst meeting with eTwinning I!couldn’t wait to start. I!have to recognise I!am totally a!self-taught eTwinner and this fact shows indeed how easy the eTwinning portal is if you just have a!desire to get to know it.

The very fi rst evening I! launched my project idea, it was an unbelievably warm feeling to see how other colleagues from different countries began supporting you and were ready to join to work together. After a!while, I!got an invitation myself to participate in another interesting project. That was it – my successful beginning. My fi rst eTwinning project is called “Phrases and Sayings – United in Different Ways to See the World”, and thanks to ten partners and their pupils we have discovered a!wonderful world of phrases and sayings: it gave us the opportunity to get to know better not just other languages but also our own mother tongue.

My projects are tied with my teaching subject: I!am interested in linguistic and cultural projects, as I!am a!teacher of Lithuanian language. I!am sure that even the mother tongue in the 21st century cannot be taught any more as an isolated subject. I! work in an international school, but eTwinning helps to unite many different European languages during my lessons. That is what I!really like about eTwinning – it makes no difference where you work, you are in the middle of Europe all the time.

24

part in Spring Day for Europe, I!contacted a!colleague in charge, at that time, of the Spanish section. She helped me to fi nd partners and the result was our fi rst magazine at http://ejournal.eduprojects.net/Museo10/index.php. The same partners from Poland and Romania have since then collaborated with me in eTwinning and Comenius Partnership projects as well.

My Spanish colleague later suggested that I! participate in a! focus group to gather teachers’ opinions, needs and expectations for a!new collaborative site. Of course I!accepted; it was the fi rst time in my working life I!was being asked to express what I!felt and needed for my teaching practice. I!was really glad of this opportunity. Nevertheless I!did not want to send only my personal answers, so I!made a!call at school for everybody wishing to participate. The colleagues in the OASIS project and another small group joined me and discussed our points of view. In a!way it meant an evaluation of our methods and results. This collaborative site turned out to be the eTwinning portal.

When eTwinning was launched it was easy for us to create our fi rst project “Nature and Human Activity” because we already knew how we wanted to work. We convinced the management at school of the importance of collaboration, participation, and construction of knowledge in partnerships. The degree of active involvement among pupils and teachers is one of the driving forces at school, generating cross-curricular activities, trips, teamwork, participation and a!global idea of school. My early involvement in eTwinning meant a!personal and school change that has given us a!new path in the learning process and three National Awards, which is always good.

Some “golden rules” to get you started! We start with six points 2"3#"%!"44') wished she had known from the very beginning.

2545"6+%.&7&8&9%++3*:&3*;'$;%0&3*&%!/3**3*:

Voices of eTwinning

Teachers talk

1. GETTING IN: when registering, don’t assume you’ll remember your username and password – you won’t. So, write them down. (Appendix to point 1: tell your colleague/friends/family which email address you used. When you forget where you wrote your login data – rest assured, you will – you’ll know at least how to get a!new password).

2. SLIDING DOORS: you just registered, excited at entering this new world, when – oops – at your fi rst attempt, you receive some strange error message. Ask for help, but if no expert is in sight, use the digital natives’ magic trick: reset.

3. PANIC ROOM: after resetting, you try to log in but the platform doesn’t seem to work. It happens. Before phoning your NSS/Ministry of Education/Mr. Big, wait and try again later.

4. PERSON WITHOUT A!FACE: fi rst thing, put an image under your profi le. Nobody talks to a!shadow.

5. FINDING THE RIGHT ONE: while looking for the perfect partner, remember the eTwinning community resembles real life – if you don’t contact anybody, nobody will contact you. Conversely, after writing 100 messages, expect to spend your free time answering 100 potential partners. Prioritise accordingly.

6. NOT GOING TO HAPPEN: you believe you have found the perfect partner. Still, if s/he works in a!primary school, s/he can’t work on your nuclear fusion project. Set reasonable goals for yourself, partners and pupils to avoid disappointment.

Laura Maffei School #0)*+1*$93$672X3*

City 6*++&$93$B7+$9YJ+57Country @47+-

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Voices of eTwinning

Teachers talk

Putting eTwinning into practice

IntroductionChristina Crawley,eTwinning Central Support Service

Deciding to make a!change in the way that you teach and learn is never simple. The learning experience can be as simple or as complex as you choose to make it; however, taking the plunge into the unknown in search of inspiration and innovation – that alone is a!huge feat. For all eTwinners, the eTwinning experience started from an interest to do!“something different”. Whether it is to fi nd new strategies in teaching a!certain learning unit or adding an international dimension to the class, eTwinners are brave teachers willing to delve into new challenges – namely in the area of collaboration. Teaching on your own in your classroom is one thing, but what happens when you add another class, another teacher?

The following section gives a!number of accounts from eTwinners on how they themselves got started in eTwinning. How they incorporated it into what they were already doing, what they found diffi cult, what came surprisingly easy and how they developed further after this fi rst encounter with the eTwinning concept.

Where better to start than from a!simple idea? 5,+,# explains how he took a!simple idea and, together with his partners and pupils, was able to turn it into an entire adventure that fi tted perfectly into the course curriculum.

PuChapter 2

28

How did I! start? It began in September 2009 with an idea: to make a! fi lm of a!poem. The idea expanded to get pupils across Europe to make fi lms of poems and to comment on each other’s chosen poems and fi lms.

First, I!posted my idea on the partner-fi nding section of the eTwinning Portal and waited for a!response. Five teachers in three countries contacted me and from there the project was born.

I!learned new skills in digital movie making, digital editing and sound recording; I!also improved my skills in Web design, computer networking and proof reading. The teachers involved in the project shared their skills and some video material was sent on DVD for editing and uploading to YouTube where the six fi lms were fi nally placed.

While the ultimate aim of the project was to create six short fi lms, the pedagogical objective was to get the pupils to approach poetry in a!novel and cooperative manner. By allowing the pupils to select the poems they wanted to fi lm and by encouraging them to comment on the various poems and to share their comments in the TwinSpace and on a!project website, it enabled them to see how poetry was viewed by their peers.

My one big regret is that the pupils did not collaborate more together. Although I! subscribed my pupils to the TwinSpace, they could not use it. I! found the TwinSpace restrictive and created a!distinct website for the project. I!found that a!traditional website could handle the materials needed in a!visually appealing and accessible manner. I!used this website to coordinate all the work the different schools were doing.

In terms of involving other teachers in the school, it was easy since fi lm is a!collaborative enterprise. Teachers in my school were very supportive! Some agreed to act, others helped with the casting, the woodwork and the art teachers helped to create the props, the principal and deputy principal arranged my timetable and that of the pupils to enable fi lming to take place, etc.

Conor KellySchool E*-+&$/70I$6*++&,&

City F=X+3)Country @0&+7)9

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Voices of eTwinning

Teachers talk

eTwinning is an “educational ocean”. Young people are curious about the Internet and this can lead them to revelation and inspiration, or conversely, it can engulf them in the pursuit of irrelevant information and keep them in the dark. We as teachers must ensure that when we transform this tool, which they see

We were delighted when the site won a! major national ICT award, a!Junior Spider award, for the Best Educational Web Site in Ireland. A! Romanian school also created a! bilingual website for their fi lm and updated it constantly as the project developed.

Poetry has a!signifi cant role in the English curriculum I! teach and so, by providing translations of all

the poems involved in the project and by viewing and commenting on the fi lms made by their European companions, the pupils got a! novel approach to the understanding of poetry.

Web Sites

The Irish web site is available at http://www.iol.ie/~kellyc/fi lm.htmThe Romanian web site is available at http://strongteam.lispanciu.ro/index.html

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As regards the concept behind getting involved in collaborative class work, *(6"%refl ects on the importance of understanding the pupils’ needs in terms of the use of today’s technology.

!

30

as meant for amusement, into a!multi-purpose educational tool, we are precise and direct in order to avoid information pollution. Learning must be positive and direct, with clear, measurable results and productive outcomes. When I!fi rst heard about eTwinning, I!was looking for a!safe, secure online platform where my pupils could spend their time.

My school is in a!suburb of Istanbul. Most of the parents have low education and, to their regret, they cannot give many opportunities to their children. When we began to produce some projects in eTwinning, they noticed their children could get out of their “vicious circle” and move into the international arena. The impact was dynamic and motivating. I!have 47 pupils in my classroom. It’s impossible to interest pupils one by one. With the help of this motivation I!divided pupils into workgroups and gave them responsibility in the projects. The impact was an increased emphasis on learning creatively and fi nding innovative solutions to problems.

eTwinning is an amazing platform for this, giving teachers and pupils many opportunities. However, there was one problem: my nine-year-old pupils needed to be moderated and needed constant help in terms of their second-language skills. With the help of a!Learning Event, I!began to use the Internet in a!more effective way and got enough courage to get my own online domain. I!soon found myself creating a!website using open source software and put simple translation modules into it to help the pupils. Thus, it became a! lovely safe harbour in the Internet that opened to the eTwinning “ocean for my pupils”. In terms of safety and security, I!gave the responsibility to some of the parents to act as moderators on the website. My pupils can now share there on their own, make use of the TwinSpace’s “Pupils Corner” and meet with their project partners. eTwinning has many options that can be used in many ways.

My pupils shared their thoughts with other pupils who were born in different countries but who live almost like them. They discovered and learned to value the differences as something which makes us richer. The impact was understanding of diversity and the knowledge that we all share common values.

Our school had never been in any international project before. When our School Management saw our eTwinning projects, they brought a!PC and a!projector to the classroom and support us in many ways. Some of my colleagues joined eTwinning too. Suddenly Europe became very close to us.

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Voices of eTwinning

Teachers talk

!"#-"#)7"%speaks about the challenge of promoting eTwinning in her region and how the fi fth anniversary provided an ideal platform for launching news about eTwinning projects in the school and the wider community.

When I!fi rst brought up the eTwinning Project in my area, in September 2009, at a! meeting with teachers of all the different levels of education, I! spoke as the coordinator of the pre-school department. While I!was speaking, I!had the impression that I!wasn’t being taken seriously.

Supported by my colleague Cristina Gonçalves (who is a! very experienced eTwinner), I! didn’t give up and took up the challenge of helping all the other pre-school teachers with the task of getting involved in partnerships with other European schools.

The 5th anniversary of the eTwinning Project provided a! unique platform for spreading the project throughout the educational community. With the work and support of both the children and their families, it was possible, among other initiatives, to launch balloons, compose a!song, sing “Happy Birthday” and plan and build an exhibition about the projects under development at our school.

“eTwinning – A!Challenge”, the workshop we promoted, targeting all the teachers in our schools, raised awareness and interest in the project among other levels of education.

The engagement of the community in such a! transnational project, which promotes ethnic diversity and the exchange of personal experiences, is certainly a!major step in the construction of a!solid and fully engaged Europe.

I! believe that we should turn our attention to future generations, as a! key to solving the great challenges of our time.

Margarida Barbieri Figueiredo School #,0=C72&)4*$B&043'7+$9&$J5'*+75$9&$/3)(&30*

City /&)7 $̀&+$Country /*04=,7+

32

!"#).)+" discusses how one can integrate eTwinning into an ESL (English as a!Second Language) curriculum.

I!teach English as a!second language to pupils aged 11-13 in Italian state schools. Since my fi rst project back in 2005, I!have tried to make eTwinning projects more and more present in my teaching practice. When I!fi rst started as a!teacher, I!felt that all my strategies had ended in failure, particularly with pupils who were having diffi culties. I!started to wonder why, despite all my efforts, my pupils were not learning enough and seemed to be reluctant to complete their homework.

Lo and behold, my fi rst eTwinning project provided some answers: it was a!matter of motivation. I!was teaching a! foreign language to pupils who knew I! could speak their language and no matter how hard I! tried to speak in the classroom and encourage them to do!the same; any interaction in the language acquired a!halo of artifi ciality. Any assignment was irrelevant to most pupils and some did not make an effort to accomplish the assigned tasks. Too young to look ahead and see just how important English can be for them in the future, learning English communication skills – verbal interaction, written production – without any real immediate need for it wasn’t interesting to them. And so I! decided that eTwinning projects were a! great resource to stimulate real interaction, particularly in writing. I! could immediately see the effect of these projects, particularly on struggling pupils who were very curious about the pupils from the partner country and thus made every effort to respond in English.

As time passed and the eTwinning platform evolved, I!began asking my pupils to try to use their verbal skills in order to learn about their friends on the other side. This was brilliant! They were rehearsing in the classroom what they would ask their friends and the possible answers they could expect. When thinking

Marilina Lonigro School "'=*+7$E&937$MD3*W7))3$/75'*+3O

City E70,(&0347$93$"7W*37$Country @47+-

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Voices of eTwinning

Teachers talk

Collaboration with other schools in Europe is something that teachers, especially language teachers, have known for a! long time, even if in its simplest form: correspondence; exchanges etc. It is less part of the tradition of teachers of other subjects: it is less immediate for them to discover the benefi ts that participation in a!European project can bring. The fi rst contribution comes from one of those non-language teachers, a!biology teacher who recounts how she approached eTwinning very sceptically but subsequently changed her mind when she started using the eTwinning Portal and its tools, and is now confi dent to pass the knowledge onto her colleagues.

When I! fi rst heard of eTwinning, it was just a! vague concept to me – making connections with foreign schools? I!did not see the need for that and I!disregarded it. I!am a!biology teacher and did not easily see any connection with my subject at the beginning. However that soon changed.

When I!registered for eTwinning, no one on my school was able to tell me how it worked. So, I!just started pushing some buttons on the eTwinning Portal and gradually I!made my way. Within a!short time I!not only found partners for my own project, but I!also joined some already-running projects.

Then I!decided to start an environmental project to investigate the quality of the water in a!ditch near our school; I!thought it would be nice to look at the quality of the water in other countries too.

Paulien du Fossé School 6"D$U3++&2$W7)$^07)a&

City ^=9HQ&3a&0+7)9$Country L&4(&0+7)95

of starting a!new eTwinning project, I!now identify one or two topics from my curriculum and I!look for partners with the same interests. Instead of developing these topics on my own, I!develop them as a!joint project and the exchange with the other teachers helps a! lot in my lesson planning: we share the tasks and as a!result, my lessons constantly benefi t from new perspectives and activities contributed by my partners. It makes teaching and learning a!lot more fun!

34

A!new world opened up to me! It was very easy to fi nd not only other people from other European countries who were interested in my water project but also many other projects that fi tted into my lesson programme perfectly. Within a!very short time I!joined different projects and my pupils were just as enthusiastic as I!was.

When you know how, the Portal is user-friendly and an easy way to make contact with teachers from all over Europe. I!wanted to make my colleagues enthusiastic too by showing them the results of several projects and, as a!result, we will use the recipes from different European countries (from a!project about eating habits in Europe) in a!school-wide project.

So, building on my own enthusiasm, other teachers in my school got indirectly involved with eTwinning. As the pupils like this way of getting to meet other young people from all over Europe, I!expect it won’t take long before the fi rst colleagues ask how they can fi nd a!partner or project on the eTwinning Portal themselves. I!will gladly tell them which buttons to push, how to get in touch with others, and hopefully their enthusiasm will spread from one teacher to another. More and more teachers will get involved in eTwinning. As the fi rst eTwinner of our school, I!feel proud to have laid the foundation for that.

eTwinning adds something extra to the lessons: not only do! you get to know about the way of life and the habits of other countries, but you also feel that you have made new friends and that you are in contact with each other on a!regular basis. When you add to this that making contact is very easy and that the projects are easily integrated into the lesson programme, I! just don’t understand why many teachers don’t dare to take the fi rst step. Just take that step: I!promise you won’t regret it!

*7"8%9$':)+/;)%from Poland describes how through involvement in eTwinning he has not only developed his own technical skills but also managed to explore a!number of deep and relevant topics of cultural and historical understanding with his pupils.

3545"6+%.&<&8&=2++3*:&%!/3**3*:&3*+'&6.")+3)%

Voices of eTwinning

Teachers talk

Once, at an eTwinning conference in Warsaw, I!heard a!wise statement about eTwinning projects. They were described as the keys which open the doors to Europe. These words describe my eTwinning experiences very well.

I!started my fi rst project with my Italian friend, whom I!had known for quite a!long time. Shortly afterwards we invited a!teacher from Russia to join and at that very moment I! felt that an invisible bridge truly connected the western part of the Old Continent with its eastern part. During the second year, when we worked on our next project, two other schools expressed a!desire to co-operate with us. One of them is a!school from Monzon, Spain, and the other is from Belfast, Northern Ireland. To me it had a! hidden meaning: we had managed to link the South with the North. When I!talked with my pupils who took part in the two projects, I!tried to explain to them the historical background of many misunderstandings and confl icts among the four parts of Europe. It was a!nice coincidence that Poland, my homeland, had a!metaphorical role. It acted as the connecting element in our multinational undertaking.

As for the improvement of my computer skills, I! must admit that I! had been e-illiterate before I!decided to join eTwinning. Of course I!had been familiar with MS Offi ce and some basic Internet tools, but co-operating with my wonderful partners forced me to learn dozens of things: numerous Web 2.0 tools; social networking applications and various conferencing sites.

It wasn’t diffi cult to integrate our eTwinning activities in the curriculum. It was possible thanks to our common goal: we wanted to make our projects as close to pupils’ everyday experience as possible. In our project “What matters in your life?”,

Adam Stepinski

School !3'&=2$^,G+)*I5b47c'd'&$32N$E3I*c7a7$:*C&0)3I7

City %70)*X0b&,Country /*+7)9

36

we discussed things such as: friendship, love, family, peace, solidarity, confl icts, wars, etc. The pupils from the three countries eagerly got engaged in the activities as they could exchange opinions about issues that play a!signifi cant role in their life. In our project “Can history be a!teacher of life?” In turns we constructed the phases by expanding the topics of discussions. Having started with the stories of pupils’ lives, we continued with the histories of particular families and the histories of the local communities. Next year we are going to focus on the chosen elements of the histories of the participating countries and world history.

All the teachers who take part in our eTwinning projects agree: it’s crucial to inform the school communities about the successes (but also the failures) of our activities. Last year our Italian partners organised a!whole-day event during which the participants presented our project, its stages and ways of co-operation. This year in July my school prepared an eTwinning birthday concert. It was a!great occasion to celebrate and promote eTwinning on the local scale. My deputy headmaster concluded it saying that eTwinning, being a!fi ve-year-old child, must develop and improve successfully in the future.

As a!special needs teacher, &"/)% talks about how easy it was for him to get started in eTwinning and how his enthusiasm was then picked up by his colleagues.

I! got involved in eTwinning accidentally. In 2005, I! attended a! workshop on translating school Web pages, where I! also registered for eTwinning. At fi rst, I! got several contacts from schools that wanted to have a! Comenius school partnership project. I!was looking for a!school with Special Needs pupils the same age as my own. Luckily Anne Jakins from Sackville School in East Grinstead, UK, contacted me by email. We soon found out that we had the same interests. When ICT teacher Nick Falk got involved, we had a!very functional group. Both Nick and Anne had a!lot of experience with international projects.

Pasi Siltakorpi School /ee5I-43&$5'(**+

City /*0W**Country ?3)+7)9

3745"6+%.&<&8&=2++3*:&%!/3**3*:&3*+'&6.")+3)%

Voices of eTwinning

Teachers talk

5,#)+" describes how she fi rst got involved in an eTwinning project with two other partners. Since then, her involvement and work has grown and the benefi ts to her pupils have been manifold.

Although I!didn’t have much experience myself, I!was very interested in getting involved as I!had just returned from a!two-year project in Africa. I!am interested in computers and music and so is my UK colleague, Nick. Soon, we followed the same path. We wanted to fi nd out which tools can be used with special needs pupils and soon realised that every tool can be used, if used logically. In no time, pupils learned to use different tools. In the beginning I!didn’t involve my school colleagues, as there are so many other projects coming and going and I!didn’t want to push anyone. But with time, other teachers started working on projects and soon we had the good support of the school management, which has been crucial. In terms of the subjects to work on, it was easy to choose topics that fi t with the curriculum.

When I!look back over my, so far, fi ve-years-long eTwinning life I!recall so many nice experiences, moments and friends that I!have to admit that being part of eTwinning has affected me a!great deal. Had I!not attended that fi rst eTwinning seminar I! would have missed many opportunities that have changed me as a!teacher. One big change is that I!now see my profession in a!wider context than before. I!am a!member of a!big community with my fellow teachers in Europe. Thinking in a!more European way is a!cross-cutting issue through all the subjects I!teach. I!think that pupils who have been involved in eTwinning projects feel the same way. They know that they have peers in other countries.

They have worked together and learned that other pupils have same kind of interests, hopes and dreams as they have. For my pupils it has been very uplifting to fi nd out that they can communicate with their foreign friends although they have learning diffi culties. This and all the good publicity we have had in newspapers and even on national television has strengthened their self-esteem; not forgetting national awards that we have won twice. I!feel that our example has also encouraged other teachers to do!projects. At least the number of projects in my hometown has increased during the last years. Doing international projects has its effects on everyday school work as well. I! have always believed that learning should be fun and motivating. eTwinning is a!one way to make it happen.

38

My fi rst “meeting” with eTwinning took place in 2008, when I! became part of a!project together with schools in Portugal and Poland. The aims of this project, “The Legends of Europe”, were to exchange ideas about other cultures, to motivate pupils to learn a!foreign language and to become familiar with a!range of ICT tools. Pupils were invited to collect legends of their country, to send them to their partners in order to be illustrated by their peers. They had to exchange their impressions by email and upload their results on a!blog (http://legendsofeurope.blog.com/).

Pupils worked enthusiastically from the very beginning as they had to learn to communicate, make decisions, evaluate materials, accept their peers’ way of thinking and appreciate other cultures. It enabled our schools to incorporate ICT in classroom activities and develop techniques of working in groups.

At present we run a!Comenius School Partnership project, coordinated by our German school partner. I! met this partner via the eTwinning Portal too, and it gave me another opportunity for working in an international partnership. In this case, my eTwinning cooperation involves twelve schools from eleven European countries and Turkey, through which all the teachers and pupils have a! real audience. Most of the teachers in this project are well experienced in international cooperation and they show that there is a!culture of collaboration and professionalism in their schools.

This partnership uses the TwinSpace, the eTwinning portal being a! central point of communication. Our tools are the various TwinSpace tools for our project activities, including wikis, blogs and the forum. To support their communication, pupils use PowerPoint, chat conferences and email. Pupils also work independently with their peers, during school days and at home. They keep contacts and develop friendships with their partners. Their performance has measurably improved since the start of the project, which has had a! positive impact on their involvement and motivation.

Corina Mandi School #W072$@7)'=$"'(**+

City "74=$E70&Country f*27)37

3945"6+%.&<&8&=2++3*:&%!/3**3*:&3*+'&6.")+3)%

Voices of eTwinning

Teachers talk

I!am in charge of organising exchanges for groups in my school. As we have many more pupils than spaces available for exchanges, an idea that came to mind was to do!this through eTwinning. So far I’m involved in several projects. When we started planning an exchange with an English school I!suggested to the English teacher that we could create a!project through eTwinning parallel to our bilateral association in a!Comenius school partnership project. While I!was trying to keep up with these three projects I!got several emails from other schools inviting me to participate in their projects. At fi rst I!thought that it could be too much work and I!turned it down. However, the teachers insisted that I!could manage it. That made me change my mind and I!accepted to take part in a!project in which 31 teachers are involved. And I! could manage working in the TwinSpace thanks to other European colleagues who helped me a! lot in overcoming diffi culties. Once, when I!got into trouble and sent an SOS message, I!got the solution to my problem straightaway.

To set the aims in each project was easy; each member in it suggested ideas. One common aim is that pupils must feel they are part of the project. So they must introduce the school, family, friends and surroundings, for which they had to use PowerPoint presentations. In my school none of the teachers were familiar with eTwinning and I!started to encourage them to join in. In just one year, the pupils are happy about being members and my colleagues are aware of the possibilities which it might offer them as teachers.

The projects have been presented to both parents and the managing board at school. They didn’t know that such a! school network existed and they were

María Jesús Bayonas School @J"$#+1*)5*$g$J+$"7X3*

City E=0'37Country "C73)

As a!coordinator of the English bilingual section of her school, !"#<"%='/>/%explains how she was able to get many pupils working on their English skills through eTwinning rather than a!traditional school exchange and how now it forms part of the school’s core curriculum.

40

overwhelmed when they saw the children’s work published in eTwinning. At the beginning of the year I! had to include, where possible, eTwinning projects in the School Core Curriculum. At the moment I!might say that 70% of the school community have learned what eTwinning is like. I! feel glad when my pupils say in a!very natural way: “Teacher, I’d like you to create an eTwinning account.”

The following contribution provides teachers with a!number of rules, tips and suggestions when considering how to incorporate eTwinning in the classroom. ?.'+"% &'@@) gives us some advice on how to get started – how to get past those fi rst barriers and to go confi dently into an eTwinning activity with pupils.

Putting eTwinning into practice will be an exciting adventure for you and your pupils. Problems and challenges are just part of the fun. Take it easy, relax and enjoy the journey.

It’s very diffi cult to summarise the best steps to follow to put eTwinning into practice, so I’ll try to give you some ideas that have always led me and that I!consider absolutely positive:

1. ALWAYS MAKE YOUR PUPILS AWARE: from the very beginning of the project – even before, from the very fi rst idea about the project. They’ll

Elena Pezzi School @5434=4*$E7,35407+&$M!N$Q7553O

City Q*+*,)7Country @47+-

4145"6+%.&<&8&=2++3*:&%!/3**3*:&3*+'&6.")+3)%

Voices of eTwinning

Teachers talk

astonish you! Moreover, you’ll discover you’ve realised something so good as to be internationally awarded!

2. GIVE GREAT AUTONOMY TO YOUR PUPILS: assign them important roles both in projecting and administering; they’ll show you unexpected qualities, always positive.

3. DEVELOP YOUR PLANS COLLABORATIVELY: don’t think of “launching” yourself until you’ve got everything perfectly clear; begin to experiment, ask for help, share your doubts with colleagues; the success of a!project arises from sharing ideas and steps to follow.

4. GO STEP BY STEP: always choose a! project that can fi t well into your curriculum; it will be easier and outcomes will enormously increase.

5. TAKE IT EASY: your partners are there for you! You can neither do!everything alone, nor complete the project as you planned at the very beginning. It will be the best for you: you’ll get better results and you’ll enjoy much more.

6. INVOLVE AS MANY PEOPLE AS YOU CAN IN YOUR SCHOOL: at the beginning they may watch you as strange people, but at the end I!assure you they will begin to work this way. Your pupils will be your best ambassadors: they’ll tell their parents and your colleagues how motivating it can be learning by tasks!

7. ORGANISE INFORMATION SESSIONS FOR YOUR COLLEAGUES: run an “eTwinning session” to explain to your colleagues (and head teacher) what you’re carrying out and how to get involved: don’t keep secret what you’re doing. The worst thing that could happen to you is your headmaster calling you “My dear ambassador...”, but it’s not so bad at all... Well, to sum it up: being alone is so sad... BE A!TWIN(NER)!

42

4345"6+%.&>&8&?@6%.3%*)3*:&+5%&%!/3**3*:&4'AA2*3+B

Voices of eTwinning

Teachers talk

Experiencing the eTwinning community

IntroductionSanti ScimecaeTwinning Central Support Service

Over the past years, eTwinning has evolved from a!project-centred platform to a!virtual place where thousands of teachers can meet, communicate, collaborate, get together and ultimately feel part of a!community. Indeed, teachers have been faster than the platform itself: even in the early days, the communication tools we offered (internal messaging, chat rooms) were used beyond merely the preparation for projects. It happened that teachers found each other via the partner-fi nding tools, started communicating on a!potential project and realised that there was much more to share: practice, examples, ideas, or maybe simple informal support. All was done in a!safe, relaxed and constraint-free environment. Many contacts led to projects; many others led to friendships and informal collaborations. All certainly led to a!better understanding of the role of teachers in a!society based on life-long learning.

In 2008 eTwinning fi nally adopted the paradigm of community building and incorporated a!more social approach* by providing new tools and features more apt to help teachers team up, communicate and share. Nowadays, some 10-15% of eTwinners already regularly use the eTwinning Desktop as a!professional development learning space, with a!twist of social networking and a!virtual cafeteria. Some 15,000 teachers login every day and fi nd out that they are not alone.

One thing we know now: once you understand the potential of eTwinning as a!community of teachers, there is no way back. You become part of it. Our contributors to this section clearly demonstrate how much they have gained from their active participation in the growing eTwinning community.

We start by exploring the topic of the eTwinning Community with a! refl ection from a!newcomer to eTwinning, *7#)"+"%!"#)/. She describes how she almost instantly felt at

* http://www.eTwinning.net/en/pub/news/news/eTwinning_goes_social.htm

ExChapter 3

44

home and discovered many different ways to involve herself with the support of colleagues she found through eTwinning.

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K)#+(3/*%0#5#'4*+(;%/%'#"$%#L%./&H4&6# L.?# .&'# 5# .22,4%'# )(/# "7(#L%./&4&6#E;%&"*9#5&#?("$#()#"$%10#"$%#2/%*%&"%/*#&("#(&,-#".36$"#"$%#4&)(/1."4(&# .&'# .**46&%'# ".*8*0#?3"#.,*(#.&*7%/%'#(3/#M3%*"4(&*#.&'#$%,2%'#3*#(;%/+(1%#"$%#(?H*".+,%*9# >$%# "$%1%*# 7%/%# ;%/-#4&"%/%*"4&60# ;%/-# /%,%;.&"# .&'# ."H"/.+"4;%0#.&'#"$%#("$%/#2./"4+42.&"*#7%/%# *(# *1./"# .&'# %.6%/# "(# 41H2/(;%# "$%4/# 2/()%**4(&.,# '%;%,(2H1%&"9

Adriana Maris School 6*+&,3=+$L743*)7+$6*03*+7)$Q0&93'&7)=

City !=,*aCountry f*27)37

4545"6+%.&>&8&?@6%.3%*)3*:&+5%&%!/3**3*:&4'AA2*3+B

Voices of eTwinning

Teachers talk

<(#-(3#/%1%1?%/#7$%&#5#*.4'#"$."#5#)%,"#,48%#.&#%I"/.H"%//%*"/4.,#4&#1-#(7&#*+$((,N#:%,,0# 5#*(1%"41%*#*"4,,#)%%,#"$%#*.1%#O5P;%#?%%&#7(/84&6#4&#"$%#*.1%#*+$((,#)(/#1.&-#-%./*#.&'#5P1#Q"/.22%'R#4&#.#*2%+4=#+#/(,%ST0#?3"#5P1#*3/%#5P;%#)(3&'#1-#(7&#2,.&%"#.*#EI"/.H>%//%*"/4.,#OE>T#'4'#OE>#U#E>74&&4&6VVT9

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Elena Pezzi School @5434=4*$E7,35407+&$M!N$Q7553O

City Q*+*,)7Country @47+-

A4&+%#?%+(14&6#.&#%>74&&%/0#5#$.;%#%I2%/4%&+%'#"$4*#)%%,4&6Y#4"P*#*(#6(('#"(#*%%#("$%/#2%(2,%#7$(0# @3*"# ,48%#1%0#./%# 4&"%/%*"%'#4&#+(113&4+."4&60#+(,,.?(/."4&6#74"$#%.+$#("$%/0#412/(;4&6#"$%4/#"%.+$4&6#1%"$('*0#.""/.+"4&6#2324,*#"(#*"3'-#.&'#6%""4&6#4&;(,;%'#4&#"$%#+(113&4"-9#5"P*#*(#6(('#"(#*%%#-(3P/%#&("#.,(&%V

?.'+"%&'@@)%from Italy describes how she has found soul mates through eTwinning, teachers like herself, eager to try new ways to approach the teaching and learning of their pupils.

46

*(1%"$4&6#4&#"$%#2,.")(/1#O.&'#4"#7.*#*(1%"$4&6#/%.,,-#&4+%0#7%,,#'(&%0#.++3/."%999T.&'#2(*4"4;%,-#+(11%&"%'#(&#("$%/*P#2/('3+"*999#7%#'4'#&("#7(/8#+(,,.?(/."4;%,-#(&#(&%#(3"+(1%9

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

9).A)B'%C'A".7 from Croatia is another relative newcomer to eTwinning. His experiences began at a!Comenius contact seminar, which led to a!teacher and pupil exchange; this, in turn, led ultimately to an eTwinning project where contacts made during the face-to-face exchange could continue virtually.

5#=#/*"#$%./'#()#"$%#G/(."4.&#C."4(&.,#!6%&+-#O!FBE^T#."#.#"%.+$%/*P#.**%1?,-#4&#A%2"%1?%/#_``a9#F-#$%.'1.*"%/#/%.'#(3"#"$%4/#4&;4"."4(&#"(#.22,-#)(/#6/.&"*#)(/#"%.+$%/*#.&'#("$%/#*+$((,#*".))9#!&("$%/#E&6,4*$#"%.+$%/#.&'#5#.22,4%'#.&'#7%#7%/%#6/.&"%'#)3&'*#"(#6(#"(#.#+(&".+"#*%14&./9

Silvije Devald School ^5)*W)7$5I*+7$B+7932307$L7b*07

City F70=W70Country 60*7437

4745"6+%.&>&8&?@6%.3%*)3*:&+5%&%!/3**3*:&4'AA2*3+B

Voices of eTwinning

Teachers talk

A!more experienced eTwinner, D3#)"%7'%9".A"7,#% from Spain, describes how she has found friendship through eTwinning both in the virtual and real sense. She also refl ects on the fact that things do!not always work out in working with others but in eTwinning one can always try again.

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^*4&6#%>74&&4&6#5#1.&.6%'#"(#=#&'#("$%/#"%.+$%/*#4&"%/%*"%'#4&#"$%#4'%.#.&'#7%#./%#.,/%.'-#2,.&&4&6#.#*414,./#%I+$.&6%#)(/#"$%#&%I"#*+$((,#-%./0#*4&+%#"$%#=#/*"#(&%#2/(;%'#"(#?%#.#/%.,#*3++%**9

48

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G/4*"4&.# g/.30# 74"$#7$(1# 5# *$./%'# "$%# 2/(@%+"# QL48%# .# W4/'R0# 4*# &("# .# Q;4/"3.,#)/4%&'R#%4"$%/0#.,"$(36$#7%#+$."#/%63,./,-9#>$%#("$%/#&4&%#1%1?%/*#4&#"$%#2/(@%+"#./%# Q;4/"3.,R0# .,"$(36$# 5# 1%"# h(.&&.# h3'.# )/(1# B(,.&'# 7$%&# *$%# +.1%# "(#W./+%,(&.0#?%+.3*%#*$%#$.*#*"./"%'#.#G(1%&43*#2/(@%+"#74"$#G/4*"4&.9#A3*.&.#!,+.,'%0#.#-(3&6#"%.+$%/#4&#1-#*+$((,0#4*#&("#.#;4/"3.,#)/4%&'#%4"$%/9#>$.&8*#"(#$%/#+((2%/."4(&0#5#7.*#&("#.,(&%#."#1-#*+$((,#7(/84&6#(&#QL48%#.#W4/'R9

F-#?%*"# 5G>#)/4%&'#4&#%>74&&4&6#4*#3&'(3?"%',-#W.*4.#i.23*".0#.#"%.+$%/#)/(1#j%*2kl# Ab8kl#7#B/b%+l.7430# B/b%+l.7# 4&# B(,.&'9#:%# +/%."%'# Q1-#B/%*%&"0#1-#B.*"0#1-#D3"3/%R#"(6%"$%/9#5#1%"#$%/#"$/(36$#"$%#%>74&&4&6#)(/31#.&'#7%#$.;%#+(2%'#74"$#F((',%#+$."*0#)(/31*0#?,(6*0#;4/"3.,#"41%,4&%*0#g((6,%#M3%*"4(&&.4/%*0#D,4+8/#6.,,%/4%*0#m(3>3?%#;4'%(*#.&'#7484*Z#*%;%/.,#()#"$%*%#"((,*#$.;%#+.3*%'#3*#;%/-#/%.,#$%.'.+$%*9#W3"#7%#./%#*"4,,#"(6%"$%/V

A.',-0#"$%/%#7.*#.#"$4/'#2./"&%/#4&#(3/#2/(@%+"#7$(#$.'#"(#,%.;%#?%+.3*%#*$%#*"./"%'#7(/84&6#(&#.#G(1%&43*#2./"&%/*$429#!&'#"$4*#7.*#&("#1-#(&,-#'4*.22(4&"1%&"#4&#"$%#%>74&&4&6#+(113&4"-9#5#*2%&"#"$%#7$(,%#=#/*"#"%/1#"/-4&6#"(#=#&'#*(1%(&%#7$(#7(3,'#,48%#"(#"74&#74"$#1-#W3*4&%**#!'14&4*"/."4(&#.&'#D4&.&+%#2324,*#.&'#'4'#&("#*3++%%'9

W3"#5#$.;%#&("#1%&"4(&%'#"$%#6/%."%*"#()#1-#*1.,,#*3++%**%*#*(#)./9#!*#5#7/4"%#"$%*%# ,4&%*0# 5# $.;%# @3*"# ,%./&%'# "$."# .# 6/(32# ()# en# -%./# (,'*# $.;%# 32,(.'%'#(3/# ,."%*"#>74&&4&6# ".*80#.# ;4'%(#.?(3"# "$%4/# *+$((,# "/42# "(#F.@(/+.0# 4&"(# "$%4/#D.+%?((8#.++(3&"9#5#63%**#"$."#1.8%*#1%#.&'#%>74&&4&6#2./"#()#"$%4/#+(113&4"-0#"((9#!&#%>74&&4&6#%&'#()#"%/1#".*8#(&#.#"%%&.6%/*P#D.+%?((8S#:$(#+.&#.*8#)(/#.&-"$4&6#1(/%N

Nuria de Salvador School @J"$J9=709$?*)45&0h

City !Y<*5C347+&4$9&$!+*X0&,74$Country "C73)

4945"6+%.&>&8&?@6%.3%*)3*:&+5%&%!/3**3*:&4'AA2*3+B

Voices of eTwinning

Teachers talk

5# $.;%# ?%%&# .&# %>74&&%/# )(/# .,1(*"# f# -%./*# .&'# 5# $.;%# %I2%/4%&+%'# .# ,("# .*#.#2./"#()#"$%#%>74&&4&6#+(113&4"-9#F-#=#/*"#%I2%/4%&+%#4&#_``f#7.*#6/%."9#5#7.*#.#?%64&&%/#.&'#5#)(3&'#.#2./"&%/#7$(#7.*#.#,4"",%#?4"#1(/%#%I2%/4%&+%'0#G/4*"4&.#A4,;.#)/(1#B(/"36.,0#.&'#*$%#$%,2%'#1%#.#,("9#:%#?("$#'4*+3**%'#"$%#2/(@%+"#.&'#*$%#".36$"#1%#$(7#"(#/%64*"%/#.&'#'%*+/4?%#"$%#2/(@%+"#2,.&#4&#'%".4,9

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[.,)#.#-%./#,."%/#5#7.*#"$%#(/6.&4*%/#()#7(/8*$(2*#)(/#(3/#'4*"/4+"#"%.+$%/*9#!)"%/#"$%*%# %;%&"*#1.&-# "%.+$%/*# .*8%'#1%# )(/# $%,2# .&'# 4"# 7.*# 6/%."# "(# $.;%# "$%#(22(/"3&4"-#"(#*$./%#1-#%I2%/4%&+%#74"$#("$%/#"%.+$%/*9

5#,%./&"#%;%/-"$4&6#*"%2#?-#*"%2#?3"#"$%/%#7%/%#*4"3."4(&*#7$%&#5#+(3,'&P"#1.&.6%#74"$#*(1%"$4&6#.&'#"$%&#5#.*8%'#"$%#%>74&&4&6#.1?.**.'(/#(/#"$%#CAA#1%1?%/*9#>$%-#.,7.-*#$%,2%'#1%#."#(&+%9

L.*"# -%./# 5# )(3&'# .# &%7# 2./"&%/# *+$((,# 4&# g/%%+%# .&'# 4"# $.*# ?%%&# "$%# ?%*"#%>74&&4&6#%I2%/4%&+%#*(#)./9#>$(1.4*#i./"*4("(3#)/(1#i.;.,.#4*#.#$%.'#"%.+$%/#.&'#"%.+$%/#"/.4&%/#.&'#*$%#".36$"#1%#.#,("9#[(7%;%/#*$%#4*#.,*(#.#6/%."#2324,#J#5#*$./%'#74"$#$%/#1-#&%7#%I2%/4%&+%#.)"%/#".84&6#2./"#4&#%>74&&4&6#L%./&4&6#E;%&"#.&'#4"#7.*#1-#=#/*"#2/(@%+"#7$%/%#7%#?("$#+/%."%'#"$%#7484#.&'#'4'#%;%/-"$4&6#4&#+(11(&9#E./,4%/#5#7.*#"$%#(&%#7$(#+/%."%'#?,(6*#.&'#".36$"#("$%/*#$(7#.&'#7$."#"(#'(9

Anna Szczepaniak School "bI*c7$/*9547K*K7$)0$i

City Fb3&0j*)3GKCountry /*+7)9

*++"% 9@0@':"+)";%describes how, over the years, she has increased her skills and expertise as a!teacher through contact and communication with other members of the eTwinning Community.

50

5&#+(&+,3*4(&0#5#$.;%#"(#*.-#"$."#%>74&&4&6#+(113&4"-#4*#.#6/%."#(22(/"3&4"-#)(/#3*#"%.+$%/*Y#7%#$.;%#"$%#+$.&+%#"(#1%%"#2%(2,%0# "(#%I+$.&6%#(3/#%I2%/4%&+%#.&'#"(#,%./&#1(/%#.&'#1(/%9#!&'#"$."P*#7$."#4"P*#.,,#.?(3"V

On a!slightly different note, E+-#)7%F'..'#GH3//'.. describes how eTwinning has helped her fi nd partners to match her own strong criteria for her pupils’ needs in preparing for a!Comenius partnership. She describes how the teachers availed themselves of funding opportunities to meet face to face to carry out their preparations.

F-#.+"4;4"4%*#(&#%>74&&4&6#/%2/%*%&"#,(&6#.&'#*$(/"H"%/1#+,.**/((1#4&;(,;%1%&"9#G/4"%/4.#"(#)(,,(7#32#.#+(&".+"#./%#?.*%'#(&#1-#+,.**/((1P*#&%%'*0#)(/#%I.12,%0#2324,*P#.6%#6/(32*0#(22(/"3&4"-#"(#1%%"#2%%/*#)/(1#.#?.+86/(3&'#+(12./.?,%#"(#1-#2324,*P#(7&#7(/,'0#.&'#+3//4+3,31#/%M34/%1%&"*9

!*#.#1('%,0# 5#7(3,'#,48%#"(#'%*+/4?%#"$%#*".6%*#()#1-#,.*"# 4&"%/&."4(&.,#*+$((,#2/(@%+"Y# 5&# h.&3./-# _``d0# .# -%./# ?%)(/%# "$%# 6%&%/.,# '%.',4&%# )(/# G(1%&43*#!22,4+."4(&*0#5#.';%/"4*%'#1-#2/(@%+"#4'%.#(&#"$%#%>74&&4&6#D(/319

D4;%#1(&"$*# ,."%/0#*%;%&#*+$((,*#$.'#+(1%#"(6%"$%/0#1."+$4&6# "$%#+/4"%/4.# )(/#.#?.,.&+%'#2./"&%/*$420#7$4+$#7%/%#.*#)(,,(7*Y#A%+(&'./-#2324,*#()#"$%#.6%#6/(32#"7%,;%#"(#*4I"%%&#o#+(113&4+."4;%#%I2%/4%&+%*#()#E&6,4*$0#"(#?%#3*%'#.*#Q,4&63.#)/.&+.R#o#+,.**/((1#5G>#.++%**#o#+/(**H+3//4+3,./#412,%1%&"."4(&#()#6(.,*#4&"(#/%63,./#"%.+$4&6#o#4&"%/+3,"3/.,#)(+3*#74"$4&#"$%#*+$((,P*#2/(=#,%9

>$%#&%I"#*"%2#7.*# "$%#(/6.&4*."4(&#()#.#QB/%2./."(/-#F%%"4&6R#."#1-#g%/1.&#*+$((,0#)(/#7$4+$#.,,#"$%#2./"&%/*#.*8%'#)(/#)3&'4&6#)/(1#"$%4/#C."4(&.,#!6%&+4%*9#5&#K+"(?%/#_``d#(3/#1%%"4&6#"((8#2,.+%#.&'#7%#?%6.&#"(#'%;%,(2#"$%#+(&+%2"#()#"$%#"7(H-%./#2./"&%/*$429#D(/#"$%#'%*46&#()#(3/#"%.+$4&6#1('3,%*#7%#3*%'#*(1%#

Ingrid Keller-Russell School @)4&,03&4&$D&57245'(=+&$<7))*W&0H!3)9&)

City <7))*W&0Country D&027)-

5145"6+%.&>&8&?@6%.3%*)3*:&+5%&%!/3**3*:&4'AA2*3+B

Voices of eTwinning

Teachers talk

=,"++"%9$'4"I/;"%describes how she began using the computer as a!typewriter but has progressed in the eTwinning community to being a!trainer and guide for other teachers in their eTwinning journeys.

%>74&&4&6#%&+$.&"%'#1%#)/(1#"$%#;%/-#?%64&&4&69# 5# )%,"# 4"*#2("%&"4.,#.&'#"/4%'#"(#%&+(3/.6%#("$%/#"%.+$%/*#"(#6%"# 4&;(,;%'0#2/(1("4&6#4"# 4&#1-#*+$((,#.&'#.1(&6#)/4%&'*#."#=#/*"9#5&#_``n#5#"((8#2./"#4&#.#e`H7%%8#"/.4&4&6#2/(6/.11%#(/6.&4*%'#?-#"$%#CAA0#.&'#5#$.;%#"(#*.-#4"#8%2"#1%#(++324%'9#5#7.*#+(123"%/H,4"%/."%#"(#*(1%#%I"%&"#?3"#5#3*%'#1(*",-#F4+/(*()"#K)=#+%9#!*#"$%#+(3/*%#$.'#".*8*#.41%'#."#'4))%/%&"#./%.*#.&'# /%M34/4&6# ;./4%'#.+"4;4"4%*0# ?-# "$%#%&'# 5# &("#(&,-#6("# "(# 8&(7# "$%#%>74&&4&6#2,.")(/1#.&'#"$%#"((,*#())%/%'0#?3"#.,*(#'%;%,(2%'#1-#(7&#+(123"%/#*84,,*9

K&%#()#"$%#".*8*#7.*#"(#%*".?,4*$#.#,4&8#74"$#*(1%(&%#.';%/"4*4&6#(&#.#)(/319#5#7.*# ,3+8-0#.&'#1-#=#/*"#+(&".+"*# OC(/7.-#.&'#5".,-T#2/(;%'#"(#?%#2%/1.&%&"9#

Joanna Stefa&ska School D32)7ba=2$)0$kl$32N$#0233$:07a*K&a

City U0*'c7KCountry /*+7)9

()#"$%#/%.'-H1.'%#2/(@%+"#i4"*#(&#%>74&&4&60#7$4+$#7%/%#()#*3?*".&"4.,#*322(/"#4&#*$.24&6#(3/#,%./&4&6#4'%.*9

W-# "$%# "41%# (3/# G(1%&43*# .22,4+."4(&# 7.*# =#&.,,-# .22/(;%'# 4&# h3,-# _``a0# 4"#4&+,3'%'#"7%,;%#*+$((,*0#.*#7%#$.'#'%+4'%'#"(#*"/%&6"$%&#"$%#2./"4+42."4(&#()#&%7#E^#1%1?%/#+(3&"/4%*#.&'#>3/8%-9

K3/#+$(*%&#7%?*4"%#(2"4(&# )(/#(/6.&4*4&6# "$%#2./"&%/*$42#7.*#%>74&&4&60#.&'#4"*#&%7#>74&A2.+%0#.*# "$%*%#7%/%#*.)%# )(/#2324,*P#3*%#.+/(**#E3/(2%0#.,,(7%'#%;%/-#2324,#"(#?%#/%64*"%/%'0#7%/%#.++%**4?,%#"(#.,,#E^#+(3&"/4%*#.&'#.**(+4."%#1%1?%/*0#.&'#7%/%#3*.?,%#74"$(3"#.&-#*()"7./%#)%%*#)(/#"$%#*+$((,9#!"#2/%*%&"#cc#"%.+$%/*#.&'#cf`#2324,*#./%#/%64*"%/%'#74"$#(3/#>74&A2.+%9#5&#"$%#=#/*"#2/(@%+"#-%./# (3/# 2324,*# 32,(.'%'#1(/%# "$.&# n``#2/%*%&"."4(&*0# .?(3"#7$4+$# "$%-# $.'#/%63,./#+$."#1%%"4&6*#74"$#"$%4/#2%%/*9

52

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7(/8*#7%,,Y#(&%#()#"$%#2./"4+42.&"*#%I+,.41%'Y#Q5"P*#?%""%/#"$.&#C.*b.#i,.*.VR#.&'#4"#7.*#"$%#?%*"#/%7./'#)(/#1-#$./'#7(/89#5#"/-#"(#'%;%,(2#.,,# "$%# "41%# .&'# "$%# L%./&4&6#E;%&"*#7%/%#.&#4&;.,3.?,%#*(3/+%#()#4&*24/."4(&9#5#2./"4+42."%'#4&#"7(#.&'0#%;%&#"$(36$#5#7.*&P"#"$%#1(*"#+(114""%'#(&%0#5#,%./&"#%&(36$#"(#?%#.?,%#"(#2.**#(&#1-#&%7#*84,,*#"(#("$%/*9#F(*"#"%.+$%/*#./%#*"4,,#&("#+(3/.6%(3*#%&(36$#"(#3*%#5G>#4&#

"$%#+,.**/((1#(/#"(#+((2%/."%#;4.#"$%#5&"%/&%"9#5#*%"#.&#%I.12,%0#.*#5#*"./"%'#)/(1#3*4&6#"$%#+(123"%/#.*#.#"-2%7/4"%/#.&'#&(7#5P1#.?,%#"(#3*%#:%?#_9`#.22,4+."4(&*0#"$.&8*#"(#%>74&&4&69

E+-'%C'%5.'(+ from Belgium is a!teacher of Special Needs pupils and also an eTwinning ambassador. Her emphasis in the community is to assist other teachers to fi nd partners and to use the eTwinning tools to the best advantage for their pupils.

5345"6+%.&>&8&?@6%.3%*)3*:&+5%&%!/3**3*:&4'AA2*3+B

Voices of eTwinning

Teachers talk

&"$#)0;%5"##,..%from the UK describes how involvement in eTwinning can help teachers discover their hidden talents and develop the art of true collaboration. He sees the eTwinning community as a!unique place for teachers to “be” with each other.

L.*"#-%./#"$%#W%,64.&#CAA#.*8%'#1%#"(#?%+(1%#.&#%>74&&4&6#.1?.**.'(/#)(/#*2%+4.,#&%%'*9#D(/#1%#4"#7.*#.#+$.&+%#"(#1%%"#&%7#2%(2,%#.&'#"(#+/%."%#&%7#(22(/"3&4"4%*9

>74+%#.#-%./#7%#$.;%#.#1%%"4&6#74"$#"$%#W%,64.&#.1?.**.'(/*#7$%/%#7%#2,.&#*%14&./*0#'4*+3**#*(1%#4**3%*#.&'#%I+$.&6%#%I2%/4%&+%*9

>$4*#-%./#5#$.'#.#"7(H'.-#*%14&./#74"$#"$%#.1?.**.'(/*#)/(1#"$%#C%"$%/,.&'*#.&'#W%,64319#5"#7.*#.#6/%."#(22(/"3&4"-#"(#1.8%#2,.&*#)(/#2/(@%+"*#"(6%"$%/0#"(#%I+$.&6%#4'%.*#.&'#"(#'4*+3**#*(1%#*3?@%+"*9

!*#.&#.1?.**.'(/#5#"/4%'#"(#+(&;4&+%#*(1%#()#1-#+(,,%.63%*#"(#*"./"#.&#%>74&&4&6#2/(@%+"# &%I"# -%./9# 5# %I2,.4&%'# "(# "$%1#$(7#%>74&&4&6#7(/8*0# *$(7%'# "$%1# "$%#1('3,%*# )(/# 4&*24/."4(&# .&'# "(,'# "$%1# .?(3"# 1-# %I2%/4%&+%*9# >$%-# 7%/%# ;%/-#%&"$3*4.*"4+#.?(3"#"$%#%>74&&4&6#+(113&4"-#.&'#"$%-#7.&"#"(#*"./"#.#2/(@%+"#.?(3"#./"#&%I"#-%./9

5#7.&"#"(#1.8%#"41%#"(#64;%#"$%1#*322(/"#"(#=#&'#.#2./"&%/#.&'#"(#3*%#"$%#"((,*#"$%-#&%%'9#5#$(2%#7%#+.&#+/%."%#.#?%.3"4)3,#2/(@%+"#"$."#4&*24/%*#1(/%#+(,,%.63%*#"(#3*%#%>74&&4&6#.*#.#"((,#)(/#;%/-#&4+%#,%**(&*9

Inge De Cleyn School "3)4HA7)5(*1

City E&'(&+&)Country Q&+,3=2

54

:$%&# -(3# ./%# 4&"/('3+%'# "(# "$%# %>74&&4&6# +(113&4"-# -(3# (?;4(3*,-# )%%,# ,48%#.&#(3"*4'%/Z#4"#4*#&%70#4"#4*#'4))%/%&"9#[(7%;%/0#'3%#"(#"$%#(2%&&%**0#"$%#$%,2#.&'#"$%#/%,.I%'#."1(*2$%/%#4"#4*#.1.b4&6#$(7#M34+8,-#-(3#?%+(1%#2./"#()#"$%#"%.1#.&'#?%+(1%#.+8&(7,%'6%'#.*#.&# 412(/".&"#1%1?%/#()# "$%#+(113&4"-9# 5&#&(#"41%#."#.,,#4"#4*#&("#-(3#.*84&6#)(/#*322(/"#)/(1#"$%#*+./-#2%(2,%9#5&*"%.'#-(3#./%#*322(/"4&6# "$%1#?%+.3*%# "$%-#$.;%# /%+(6&4*%'# "$%#M3.,4"4%*# "$."# -(3#$.;%# "(#())%/0#"$%#M3.,4"4%*#"$."#-(3#$.;%&P"#%;%&#.+8&(7,%'6%'9#%>74&&4&6#4*#.1.b4&6#."#'4*+(;%/4&6#$4''%&#".,%&"0#-(3/#".,%&"9

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>$%#6/%."#"$4&6#74"$#%>74&&4&6#4*#"$%#;./4%"-#()#.+"4;4"4%*#"$."#./%#.;.4,.?,%#)(/#-(3#"(#?%#.#2./"#()0#'3%#"(#"$%#&%7#4'%.*0#&%7#'4*+3**4(&*#.&'#&%7#+(&".+"*#"$."#./%#?%4&6#1.'%#.,,#()#"$%#"41%9

5#3*3.,,-#7(/8#74"$#.#+(,,%.63%#(/#"7(#(&#.&#.1?4"4(3*#-%./H,(&6#+/(**H+3//4+3,./#2/(@%+"0#*3+$#.*#(3/#2./"&%/*$42#74"$#!,1.**8(,.&0#g("$%&?3/60#7$4+$#)(+3**%'#(&#'4))%/%&"#.*2%+"*#()#"$%#p484&6*#J#)/(1#1-"$*#.&'#,%6%&'*#"(#*%"",%1%&"*9#>$%&#"$%/%#4*#G/%*+%&'(#74"$#A"#F./"4&#'%#B(//%*#C."4(&.,#A+$((,0#<3?,4&0#7$%/%#7%#$.;%#%I2,(/%'#$(7#"(#+/%."%#13*4+#4&#?.&'*#3*4&6#"$%#C4&"%&'(#:449

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Patrick Carroll School "(7K$U**9$/03270-$"'(**+

City F*)'754&0Country 8)34&9$:3),9*2

5545"6+%.&>&8&?@6%.3%*)3*:&+5%&%!/3**3*:&4'AA2*3+B

Voices of eTwinning

Teachers talk

%>74&&4&6# )(/#1%#1%.&*# '%;%,(24&6# .&'# 4&+/%.*4&6#1-# 2/()%**4(&.,# .?4,4"4%*9#5#*"./"%'#?%4&6#2./"#()#"$%#+(113&4"-#()#"%.+$%/*#/46$"#)/(1#"$%#?%64&&4&6#.&'#4"#$.*#?%%&#.#).&".*"4+#.';%&"3/%0#7$4+$#4*#*"4,,#6(4&6#(&9

!"#*+$((,# 5# *(1%"41%*# )%%,# ,48%#.&#(3"*4'%/0#.*# 5#.1#2./"4+3,./,-#+(114""%'# "(#=#&'4&6# &%7#7.-*# .&'#1.&-# ()#1-# +(,,%.63%*# ,((8# ."#1%# .*# 4)# 5#7%/%# .# 2((/#+/%."3/%9#5#&%%'#"(#?%#%&"$3*4.*"4+#.?(3"#1-#7(/8#.&'#5#)%%,#1-#2324,*#$.;%#"$%#*.1%#&%%'#"(#,%./&#4&#.#2%/*(&.,#7.-9#%>74&&4&6#.,,(7%'#1%#"(#%&"%/#.#+(113&4"-#()#"%.+$%/*#*414,./#"(#1%9

>$%#%I2%/4%&+%#5#)(3&'#1(*"#4&"%/%*"4&6#7.*#.#B<:#4&#A,(;%&4.9#>$4*#7(/8*$(2#7.*#*46&4=#+.&"#?("$#2%/*(&.,,-#.&'#2/()%**4(&.,,-0#.*#A,(;%&4.#$.*#&("#$.'#6(('#/%,."4(&*#74"$#5".,-0#)(/#$4*"(/4+.,#/%.*(&*0#.&'#5#+(3,'#)%%,#4"0#?3"#E3/(2%#$.*#"(#

Alessandra Cannelli School @6$!70,*$6754&+5&C03*$"'=*+7$2&937

City f*2&Country @47+-

.,7.-*#*(#/%7./'4&6#?%+.3*%#%;%/-(&%#4&;(,;%'#+(//%+",-#/%6./'*#"$%#=#&4*$%'#+(,,.?(/."4(&#.*#.#1.*"%/24%+%9

5)#-(3#,((8#"$/(36$#.#74&'(7#.6.4&#.&'#.6.4&#4"#6%"*#?(/4&6#?%+.3*%#-(3#24+8#(3"#"$%#*.1%#"$4&6*Z#?-#(2%&4&6#32#"$."#;4%7#"(#2%(2,%#.+/(**#E3/(2%#4"#6%"*#.#,("#1(/%#4&"%/%*"4&6#?%+.3*%#"$/(36$#"$%1#-(3/#%-%#4*#'/.7&#"(#&%7#)%."3/%*9#m(3#?%64&#"(#.+8&(7,%'6%#$4''%&#6%1*#.&'#-(3#*3''%&,-#/%+(6&4*%#"$%#"/3%#M3.,4"-#"$."#4*#*3//(3&'4&6#-(39#>$%#%>74&&4&6#+(113&4"-#4*&P"#$%/%#"(#1(3,'#-(3#4&"(#*(1%"$4&6#&%7#.&'#'4))%/%&"Z# 4"# 4*#$%/%#)(/#-(3#"(#1(3,'#4"# 4&"(#*(1%"$4&6#&%7#.&'#*2%+4.,9

Continuing on the theme of community, *.'//"+7#"% 5"++'..) describes how being a!member of the eTwinning community has not only given her access to a!wide range of like-minded colleagues who, as she does, enjoy the challenges of trying out new approaches to their teaching, but has also allowed her to experience a!change of attitude towards a!country and people historically regarded as enemies.

56

(;%/+(1%#.&+4%&"# 6/3'6%#.&'#7%#'4'# *(0# ,%./&4&6# "(6%"$%/9# 5#1%"# ;%/-# *84,,%'#"%.+$%/*# 7$(# %I2,.4&%'# "(# 1%# .?(3"# '4*".&+%# '4'.+"4+# +((2%/."4(&0# "$%# 3*%#()# ;4'%(*# .&'# ("$%/# *$./%'# '(+31%&"*# .&'# *4"%*# 4&# +,.**0# ;4/"3.,# +,.**%*# .&'#;4'%(+(&)%/%&+4&60#.&'#7$."# 5# ,%./&"#"$%/%#$.*#?%%&#"$%#?.*4*#()#1-#)(,,(74&6#2/()%**4(&.,#'%;%,(21%&"0#"$%#=#/*"#*"%2#"(#412/(;%#1-#6/.*2#()#"$%#3*%#()#5G>#4&#+,.**#"(6%"$%/#74"$#.#'%%2#E3/(2%.&#4'%&"4"-0#(;%/+(14&6#"$%#2.*"9

9)A%J#'$'%9$"8+'/% refl ects on the challenge that involvement in eTwinning presents to teachers and school leaders. However, she fi nds it a!challenge that leads to an enrichment of the educational experience.

^*4&6#%>74&&4&6#(2%&*#.#,("#()#&%7#'((/*0#&("#(&,-#)(/#"$%#2324,*0#?3"#.,*(#)(/#"%.+$%/*#.&'#*+$((,#,%.'%/*9#F-#,%./&4&6#2/(+%**#3*4&6#%>74&&4&6#$.*#64;%&#/4*%#"(#'4*+3**4(&*#?("$#."#1-#*+$((,#.&'#.1(&6#("$%/#*+$((,H,%.'%/#+(,,%.63%*#4&#1-#+(113&4"-9#^*4&6#%>74&&4&6#4&#.#*+$((,#2/(@%+"#4*#+$.,,%&64&69#5"#+$.,,%&6%*#3*#"(#'%;%,(2#&%7#7.-*#()#"%.+$4&6#.&'#"(#,%./&#$(7#"(#3*%#5G>0#.&'#4"#+$.,,%&6%*#(3/#7.-*#()#"$4&84&60#/%\#%+"4&60#.&'#*$./4&69

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

>$/%%#.""/4?3"%*#1.-#'%*+/4?%#"$%#1(*"#+$.,,%&64&6#.*2%+"*#4&#"$%#&%7#7(/,'#()#+(113&4"-#.&'#+(113&4+."4(&#"$/(36$#%>74&&4&6Y#(1&42/%*%&+%0#*2(&".&%4"-0#

Siv Grete Stamnes School E*54&0$5I=+&

City E*54&0(72)$Country L*0K7-

5745"6+%.&>&8&?@6%.3%*)3*:&+5%&%!/3**3*:&4'AA2*3+B

Voices of eTwinning

Teachers talk

The fi nal word in this chapter rests with the Italian eTwinning ambassador, 2"3#"%!"44'). She touches on the core of what is meant by a!community and captures the essence of the richness of the eTwinning Community.

5#+.1%#"(#%>74&&4&6#'/4;%&#?-#+3/4(*4"-9#F-#=#/*"#2$.*%#7.*#"$."#()#%.6%/&%**Y#5#7.*#412."4%&"#"(#"/-#(3"#.,,#"$%#"((,*0#%I2,(4"#.,,#,%./&4&6#(22(/"3&4"4%*0#&%6("4."%#.&'#+/%."%#2/(@%+"*0#2,.-#.&'#,%./&#74"$#1-#2./"&%/*#.&'#2324,*9#5"#7.*#.#/%*",%**#2%/4('#()#$.;4&6#)3&#.&'#,%./&4&6#"(6%"$%/9

>$%&#.#*%+(&'#2$.*%#+.1%Y#7$%&#Q"(6%"$%/R#*3''%&,-#?%+.1%#"$%#+(/%#7(/'#()#1-#%>74&&4&6#%I2%/4%&+%9#K;%/# "$%# -%./*0# 5# $.'#?34,"# .#&%"#()# +(&&%+"4(&*0#()# 2./"&%/*o)/4%&'*#7$(# $.'# 6/(7&#74"$#1%# .*# "%.+$%/*# .&'# %>74&&%/*9#:4"$#"$%10# 5# 6("# "$%# 4'%.# ()# +/%."4&6# 2/(@%+"*# )(/# "%.+$%/*# J# *1.,,# +(113&4"4%*# 4&#

Laura Maffei School #0)*+1*$93$672X3*

City 6*++&$93$B7+$9YJ+57$Country @47+-

.&'#411%'4.+-9#>$4*#+(1?4&."4(&#4*#&("#.,7.-*#;%/-#7%,+(1%#.1(&6#"%.+$%/*#

.&'#*+$((,#,%.'%/*9#A(1%#"%.+$%/*#.&'#,%.'%/*#1.-#)%%,#"$."#"$4*#4*#.#=#%,'#7$%/%#"$%-#$.;%#&(#+(&"/(,0#.&'#)%%,#7./-#"$."#"$%#2324,*#./%#?%""%/#M3.,4=#%'#"$.&#"$%19#m(3#@3*"#&%%'#"(#,%"#4"#$.22%&0#"/-#4"#(3"#.&'#-(3#74,,#+%/".4&,-#%I2%/4%&+%#"$."#-(3#74&#1(/%#"$.&#-(3#,(*%9

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%>74&&4&6#+(&"/4?3"%*#"(#.#+3,"3/%#()#*$./4&69#B324,*0#"%.+$%/*#.&'#*+$((,#,%.'%/*#./%#64;%&#"$%#(22(/"3&4"-#"(#*$./%#%I2%/4%&+%0#2%'.6(64+.,# 4'%.*#.&'#'4))%/%&"#7.-*#()#,4)%,(&6#,%./&4&69

58

"$%# 74'%/# %>74&&4&6# +(113&4"-0# ;4/"3.,# +.)r*# 7$%/%# 7%# +(3,'# 1%%"0# '4*+3**#(3/#2/()%**4(&0#*"/."%64%*0# 4**3%*9# 5"P*#&("# "$."#7%#./%&P"# 4&"%/%*"%'# 4&#7(/84&6#74"$#2324,*#.&-1(/%#OQ"/.'4"4(&.,R#2/(@%+"*#*"4,,#6(#(&TZ#7%#@3*"#7.&"#"(#*$./%#(3/#%I2%/4%&+%*0# "$3*# *%%4&6# "$%1# )/(1# '4))%/%&"# 2%/*2%+"4;%*9# m(3# +.&# ,%&'# .&'#?(//(7#4'%.*#.&'#%;%&#2/(@%+"*0#&("$4&6#4*#*"(,%&#J#(&#"$%#+(&"/./-0#4"P*#4&+/%'4?,%#$(7#-(3/#(7&# 4'%.#+.&#6/(7# 4&#?%.3"4)3,#3&%I2%+"%'#7.-*# 4&#*(1%(&%#%,*%P*#$.&'*9#A$./4&6#4*#)%/"4,%9

!,1(*"#."# "$%# *.1%# "41%0# %>74&H&4&6#+$.&6%'#.*#7%,,0#.&'#4"#7.*#4&# (3/# '4/%+"4(&9# >$%# Q%>74&&4&6#6(%*# *(+4.,R# +.12.46&# 7.*&P"#@3*"# 4&"/('3+4&6# .# &%7# <%*8"(2Y#4"# 7.*# .# *$4)"# )/(1# "((,# "(# +(1H13&4"-9#C(7#.*84&6#.&'#.&*7%/H4&6#M3%*"4(&*0#1%%"4&6#"%.+$%/*o2324,*# .,,# (;%/# E3/(2%0# +(12./H4&6#"%.+$4&6#*"-,%*#(/#'4*+3**4&6#'4))%/%&"# &."4(&.,# +3//4+3,.0# ./%#&("# "$%#=#/*"# *"%2*# "(# .# *3++%**H)3,# 2/(@%+"Y# "$%-# .+"3.,,-# ./%# "$%#

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W3"#()#+(3/*%0#"$%#%>74&&4&6#7(/,'#'(%*&P"#/%;(,;%#./(3&'#"%.+$%/*0#?3"#./(3&'#2324,*9#!&'#.#2324,*P#+(113&4"-#J#4)#-(3#?%,4%;%#*3+$#.#"$4&6#+.&#.+"3.,,-#%I4*"#J#4*#.#;%/-#*2%+4.,#14+/(+(*19#5"#$.*#"(#?%#&3/"3/%'0#.*#"%.+$%/*#+.&#$%,2#4&#4"*#?34,'4&6#?3"#+.&P"#+/%."%#4"Y#2324,*#'(9

K&+%#.#2324,*P# +(113&4"-# 4*#?(/&0# -(3#+.&#?%"#(&#.&# 4&+/%'4?,-# ).*"# 4&+/%.*%#4&# "$%#2324,*P# +(12%"%&+%*9# >$."P*#7$."# 5# *.7# 4&#1-#?%*"# 2/(@%+"*Y# %>74&&4&6#+.&#.+"3.,,-#"3/&#6/(32*#()#2324,*#4&"(#+(113&4"4%*#()#2324,*9#B,.+%*#()#13"3.,#%I+$.&6%0# 6/(7"$0# 4&"%/%*"0# 7$%/%# ,%./&4&6# 4*# &("# .# *"/3+"3/%'# 2.3*%# 4&# ,4)%#OQ*+$((,RT0#?3"#2./"#()#4"9#B,.+%*#7$%/%#-(3#+$((*%#"(#?%0#&("#13*"#?%9

5# +.&# /%1%1?%/# "$%#7./1# )%%,4&6# %I2%/4%&+%'# '3/4&6# .# [4*"(/-# ,%**(&0#7$%&#(&%#()#1-#2324,*#*3''%&,-#+.1%#32#74"$#.#?3&+$#()#M3%*"4(&*#Q:$."#./%#"$%-#'(4&6#&(7N#!/%#"$%-#*"3'-4&6#"$4*#.*#7%,,N#>$%#*.1%#$4*"(/-#.*#3*NR#!#/%\#%+"4(&#*"./"%'#)/(1#"$%/%#.&'#$.*#&%;%/#*"(22%'#*4&+%9

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5945"6+%.&>&8&?@6%.3%*)3*:&+5%&%!/3**3*:&4'AA2*3+B

Voices of eTwinning

Teachers talk

()#E'3+."4(&#.&'#("$%/#,%./&4&6#.6%&+4%*9#F-#"%.+$4&6#'%;%,(2%'#.&'#74'%&%'0#.*#5#1%"#.&'#*$./%'#4'%.*#74"$#,("*#()#"%.+$%/*0#%I2%/"*#.&'#.,*(#2324,*9

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60

6145"6+%.&C&8&DB&%!/3**3*:&6.'E%)+,

Voices of eTwinning

Teachers talk

My eTwinning projects

IntroductionChristina Crawley eTwinning Central Support Service

For as long as eTwinning has been in existence, its main aim has been to provide teachers and pupils across Europe with a! platform for project collaboration and development. The simple idea of connecting two teachers, from two countries, through the eTwinning platform was the fi rst step; developing a!project plan and registering the project on the platform’s “Desktop” was the second; and fi nally, working together with pupils on the platform’s “TwinSpace” and/or other online tools to carry out a!project was the last step.

Since that simple idea – register, connect, work – eTwinning projects have grown in their quality and variety. Through thousands of projects registered each year on the Desktop, projects vary in length (from two weeks to two years) and in the number of partners (from two to sometimes forty or fi fty partners). Because of this, the wealth of projects varies in their structure, complexity and aims; however, what they all have in common is a!determination to work together and do!something different. Contributing to one’s professional development in terms of the approach to teaching, including an international dimension to the curriculum, and fi nally enriching pupils’ educational experience, eTwinning projects bring dynamism and creativity to classrooms across Europe – and in some cases beyond those borders.

The following contributions are from teachers who have been involved in one to many eTwinning projects. They discuss the challenges and strengths of eTwinning projects, how they can be incorporated in the curriculum and how they can bring many positive elements to teaching and learning. Our fi rst contributor, Mudr"te, explains how, starting a! two-partner project with a!simple theme, she has got involved in a!new eTwinning project every year for the last three years. While keeping the aims of the project within the curriculum, Mudr"te and her pupils made virtual journeys across Europe and learned about new tools every step of the way. she found eTwinning projects fi tted perfectly into the curriculum as well as providing an opportunity to “expand” the eTwinning community!

MyChapter 4

62

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Mudr"te Grinberga School #))75$Q03,79&0&5$C72745I*+7

City :0*m7='&Country !74W37

6345"6+%.&C&8&DB&%!/3**3*:&6.'E%)+,

Voices of eTwinning

Teachers talk

=3.)' from Denmark describes how she and her Spanish partner extended their eTwinning project to a!full exchange and, in doing so, involved parents and the whole school

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Julie Ashby School knN$#7X&)077

City #7X&)077Country F&)270I

64

Our next contribution is from a! language teacher in Lithuania whose project developed from a!pupil’s suggestion in class. This project also extended not only throughout the school, but also to the local community and involved outside experts in the classroom, a!truly varied approach.

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

Asta Liukaitiene School :7+W703a*5$D32)7b3a7

City :7+W7037Country !34(=7)37

".84&6#2./"#4&#4"0#49%90#"$%#%I+$.&6%9#5&*"%.'#()#./1+$.4/#"/.;%,,4&60#"$%-#./%#'(4&6#/%.,#"/.;%,,4&6V

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6545"6+%.&C&8&DB&%!/3**3*:&6.'E%)+,

Voices of eTwinning

Teachers talk

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!)"%/#+(12,%"4(&#()#"$%#2/(@%+"0#"$%/%#7.*#.#2/%*%&"."4(&#"(#"$%#,(+.,#+(113&4"-#'3/4&6#"$%#*+$((,P*#QK2%&#<.-R9#>$%#2/(@%+"#/%*3,"*#7%/%#3*%'#4&#1-#*+$((,#)(/#)3/"$%/#"%.+$4&6#.&'#,%./&4&6#.+"4;4"4%*9#>$%#%I2%/4%&+%#6.4&%'#?-#"%.+$%/*#.&'#2324,*# 4&# 5G>#+(113&4+."4(&#7.*#3*%'#&("#(&,-# 4&# )3/"$%/#2/(@%+"*#?3"#.,*(# 4&#6%&%/.,#*+$((,#7(/89#>$4*#2/(@%+"#7.*#.7./'%'#"$%#QC."4(&.,#s3.,4"-#G%/"4=#+."%R#.&'#4&+,3'%'#4&#"$%#*%+"4(&#()#?%*"H2/.+"4+%#%I.12,%*#(&#"$%#CAA#7%?*4"%9

*)8)%from Estonia describes her favourite project, which involved online conversations in German between the pupils from the two schools involved.

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Aimi Jõesalu School /o+W7$:&5II**+$

City /o+W7Country J54*)37

66

K-+'/ writes about discovering new ways to do!the things she had done in teaching for many years, describing the impact on both herself and her pupils. She talks about how the pupils researched the conditions for working and studying in other European countries.

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:$%&# 5# @(4&%'#%>74&&4&6# 4&#_``t# 4"#+$.&6%'#1-# ,4)%#.&'#1-# "%.+$4&6#1%"$('*#."# (&+%9# >$%# +/%."4;%# 3*%# ()# &%7# "%+$&(,(64%*# ,%'#1-# 2324,*# "(# .+M34/%# &%7#8&(7,%'6%#.&'#*84,,*#4&#2(*4"4;%#,%./&4&6#%&;4/(&1%&"*9#A4&+%#"$%&#1-#2324,*#.&'#5#$.;%#".8%&#2./"#4&#)(3/#2/(@%+"*9#:%#@(4&%'#"$%#QF(3&".4&#E3/(2%R#2/(@%+"#4&#_``a#.&'#4"#+(&"4&3%'#.*#.#*3++%**)3,#+(,,.?(/."4(&#74"$#%46$"#E3/(2%.&#O](1.&4.&0#Gb%+$0#g/%%80#B(,4*$0#g%/1.&0#E*"(&4.&0#W3,6./4.&#.&'#A,(;.84.&T#*+$((,*9

>$%# 2324,*# 2/('3+%'# .# B(7%/B(4&"# 2/%*%&"."4(&# ()# "$%4/# *+$((,# .&'# "$%# "(7&#7$%/%# "$%-# ,4;%0# "$%#1(3&".4&*# .&'# )%*"4;.,*# ()# "$%4/# (7&# +(3&"/-0#7$4+$# "$%-#*$./%'#(&#"$%#>74&A2.+%9#>$%#*2%+4=#+#.41*#()#"$4*#2/(@%+"#./%#)(/#"$%#2324,*#"(#/%*%./+$# "$%#2(**4?4,4"4%*#.&'#+(&'4"4(&*#()#*"3'-4&6#(/#7(/84&6#%4"$%/# 4&# "$%4/#$(1%#+(3&"/-#(/#4&#.&("$%/#E3/(2%.&#+(3&"/-9#

Ágnes Péter School :p0]53$65*27$"q)9*0$V+47+q)*5$@5I*+7

City F=)7I&5b3Country <=),70-

*2%.84&6#.&'#'3/4&6#"$%#1%%"4&6#"$%#/%+(/'%/#.,,(7%'#3*#"(#.&.,-*%#(3/#'%?."%#.&'#*2%%+$9#:%#*.;%'#"$%#+$."#"%I"*#.&'#7%/%#.?,%#"(#.++%**#"$%1#"(#+(//%+"#(3/#*2%,,4&6#%//(/*9#!*#7%#2/(6/%**%'#7%#?%+.1%#1(/%#.&'#1(/%#1("4;."%'#.&'#+(&*%M3%&",-#*(#'4'#(3/#2324,*9#

5#1-*%,)#74,,#+(&"4&3%#"(#+(&'3+"#,4;%#(&,4&%#2/(@%+"*#.&'#?%,4%;%#"$."#"$4*#2/(@%+"#4'%.#7(3,'#?%#%.*-#)(/#("$%/#"%.+$%/*#"(#)(,,(7#.&'#"$."#"$%#,%./&4&6#()#)(/%46&#,.&63.6%*#4&#"$4*#7.-#74,,#$.;%#.&#%;%&#?/46$"%/#)3"3/%V

6745"6+%.&C&8&DB&%!/3**3*:&6.'E%)+,

Voices of eTwinning

Teachers talk

K3/#2324,*#?%&%=#"%'#4&#;./4(3*#7.-*#"$/(36$#"$%4/#4&;(,;%1%&"#4&#"$%#2/(@%+"9#>$%-#412/(;%'#"$%4/#*84,,*#4&#5G>0#E&6,4*$#.&'#6%(6/.2$-9#K)#+(3/*%0#"$%-#,%./&"#$(7#"(#7(/8#"(6%"$%/#4&#"%.1*#.&'#,.*"#?3"#&("#,%.*"#"$%-#'%;%,(2%'#"$%4/#+/%."4;4"-0#"$%4/#+/4"4+.,#"$4&84&6#.&'#/%*2%+"#)(/#("$%/*9#5#"$4&8#7%#$.;%#,%./&"#)/(1#%.+$#("$%/P*#%I2%/4%&+%#.&'#8&(7,%'6%9#:%#?%+.1%#).14,4./#74"$#"%+$&(,(64%*#7%#$.'&P"#3*%'#?%)(/%0#.&'#1(*"#412(/".&",-#7%#$.;%#?%%&#.#2./"#()#.#?46#E3/(2%.&#*+$((,#).14,-9

5"P*# 7(/"$# 7(/84&6# "(6%"$%/Y# $""2Yoo'%*8"(29%>74&&4&69&%"o4&'%I9+)1# OF(3&".4&#E3/(2%T9

It is said that music is a! universal language, and the project described by L1',7,#%7'8,+/$#"$'/ that not only do!the pupils share a!love of music, but they have succeeded in making musical notation readable in another language, Braille, which enables visually impaired persons to read musical scores.

eTwinning is our project and a!lovely destinationAll we have to do!is work together for an everlasting relation.Day and night I!dream of eTwinningThe splendid thoughts of friendshipOur countries connect with sea,But our hearts connect eTwinning.(eTwinning Hymn)

>$%#F3*4+#A+$((,#()#>$%**.,(&4840#g/%%+%0#4&#+(,,.?(/."4(&#74"$#=#;%#("$%/#*+$((,*#$.*# +/%."%'# .# F3*4+# L4?/./-# 74"$# .++%**# )(/# 2324,*# 74"$# *2%+4.,# %'3+."4(&.,#&%%'*9u#K3/#(?@%+"4;%#4&#'(4&6#"$4*#4*#"(#+/%."%#.#'464".,#E3/(2%.&#13*4+#,4?/./-#

* http://my.twinspace.eTwinning.net/musiclibrary?l=en http://new-twinspace.eTwinning.net/web/p16740

Theodor Tsampatzidis School E=53'$"'(**+$*1$%(&557+*)3I3$

City %(&557+*)3I3Country D0&&'&

68

2"3#'+0'% *.$)M'..) has had a! rich eTwinning life. She describes her various projects, ranging from very short-term ones to full year projects, and has written some short rules for using the TwinSpace.

74"$# .++%**# )(/# 2324,*# 74"$# ;4*3.,# 412.4/1%&"*# .&'# '%;%,(21%&".,# '4*(/'%/*9#:%#.,*(#.41#"(#2/('3+%#.&'#2/%*%&"#(/464&.,#13*4+.,#1."%/4.,#)(/#3*%#4&#*+$((,#+%,%?/."4(&*#.&'#%;%&"*9

>$4*#%>74&&4&6#+(,,.?(/."4(&#64;%*0#)(/#"$%#=#/*"#"41%0#.&#(22(/"3&4"-#"(#2324,*#74"$#*2%+4.,# %'3+."4(&.,# &%%'*#?-# +/%."4&6# %,%+"/(&4+#W/.4,,%#13*4+# =#,%*9#!# *2%+4.,#%,%+"/(&4+#+('%#$.*#?%%&#+(&+%4;%'#*(#.*#"(#"/.&*+/4?%#.,,#84&'*#()#13*4+#*+(/%*0#%;%&#W-b.&"4&%#+$.&"#&("."4(&Z#2324,*#,%./&%'#$(7#"(#"/.&*+/4?%#13*4+#4&#W/.4,,%#)(/#"$%4/#+,.**1."%*9#

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

>$%#$46$,46$"#()#"$%#+((2%/."4(&#()#*+$((,*#7.*#"$%#2/('3+"4(&#.&'#2/%*%&"."4(&#()# "$%# %>74&&4&6# $-1&# 4&# *%;%/.,# ,.&63.6%*# .&'# .//.&6%1%&"*# O*(3&'"/.+80#+$4,'/%&P*#+$(4/0#-(3"$#+$(4/0#"/.'4"4(&.,0#+,.**4+.,#.&'#@.bb#.//.&6%1%&"*T9

:%#2/%*%&"%'#(3/#2/(@%+"#4&#.&#()=#+4.,#+%/%1(&-#."#.#1%%"4&6#4&#5".,-0#7$4+$#7.*#(/6.&4*%'#?-#"$%#F3&4+42.,4"-#()#D%//.&'4&.9#K3/#%>74&&4&6#2/(@%+"#7.*#2/%*%&"%'#."#"$%#g/%%8#F4&4*"/-#()#E'3+."4(&#OEI+%,,%&+%#.&'#5&&(;."4(&#4&#E'3+."4(&#_`e`T0#."#%'3+."4(&.,#1%%"4&6*0#+(&)%/%&+%*#.&'#4&#"$%#2/%**9

K3/# &%I"# 2,.&N# 5"# 4*# "$%# +/%."4(&# ()# "$%# %>74&&4&6# (/+$%*"/.# 74"$# 1%1?%/*#)/(1#'4))%/%&"#*+$((,*#7$(#74,,#+(,,.?(/."%#%,%+"/(&4+.,,-#;4.#'464".,#13,"4H"/.+8#/%+(/'4&6*#(/#*413,".&%(3*#"%,%1."4+#/%$%./*.,*9

6945"6+%.&C&8&DB&%!/3**3*:&6.'E%)+,

Voices of eTwinning

Teachers talk

QL-+r%# h3,%*# p%/&%# .&'# :%,,4&6"(&# A+$((,R0# 1-# =#/*"# 2/(@%+"0# 7.*# .# ;%/-#+,.**4+#(&%#)(/#.#)(/%46&#,.&63.6%#"%.+$%/#J#"(#$.;%#%,%+"/(&4+#%I+$.&6%*#.&'#+(//%*2(&'%&+%#?%"7%%&#E&6,4*$#.&'#D/%&+$#2324,*9#:%#1.4&,-#3*%'#"$%#)(/31#()#(3/#>74&A2.+%# "(#+(113&4+."%# 4&#7/4""%&#2/('3+"4(&*#?-#.,"%/&."4&6# "$%*%#"7(#,.&63.6%*9#>$%#4&"%/.+"4(&#?%"7%%&#"$%#2324,*#7.*#*(#)/34")3,#"$."#(3/#2/(@%+"#7(&#v/'#2/4b%#4&#"$%#D/%&+$#%>74&&4&6#!7./'*#4&#_``t9

>$4*#?4,."%/.,#2/(@%+"0#7$4+$#,.*"%'#.?(3"#"7(#*+$((,#-%./*0#,%'#1%#"(#2%'.6(64+.,#/%\#%+"4(&*#(&#"$%#3*%#()#"$%#>74&A2.+%9#E;%&#4)#-(3#7(/8#74"$#322%/#*%+(&'./-#2324,*0# -(3# ;%/-# *((&# /%.,4*%# "$%-# '(# &("# 8&(7# $(7# "(# 3*%# "$%# "((,*# ()# "$%4/#>74&A2.+%#+(//%+",-#.&'#+,%;%/,-9#

A4&+%#"$%&#5#$.;%#?%%&#4&;(,;%'#4&#1.&-#2/(@%+"*Z#Q[.,,#()#F4//(/*R#4*#1-#1.*"%/24%+%#.&'#7.*#.7./'%'#"$%# E3/(2%.&# s3.,4"-# L.?%,9# 5"# 4*#?("$# .# G(1%&43*# .&'# %>74&&4&6#13,"4,."%/.,# 2/(@%+"# 4&;(,;4&6# *4I#+(3&"/4%*9# QG3,"3/%# 4&# .# ?(IR# 4*#.&("$%/# ?4,."%/.,# 2/(@%+"0# ?3"#.#*$(/"H"%/1#(&%#"$4*# "41%9#>$%/%#7%/%#.?(3"#"$/%%#1(&"$*#()#;4/"3.,#%I+$.&6%*# ?%"7%%&# !3*"/4.# .&'#D/.&+%9#:%#3*%'#.&#%>74&&4&6#84"#

7$(*%#=#&.,#(3"+(1%#7.*#"$%#2/('3+"4(&#()#.#B(7%/B(4&"#2/%*%&"."4(&#(&# "$%#2./"&%/#+(3&"/-P*#+3,"3/.,#$%/4".6%9#>$%#2324,*#5#'%+4'%'#"(#4&;(,;%#,%./&%'#E&6,4*$#.&'#g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

Laurence AltibelliSchool !-';&$A=+&5$B&0)&

City !32*=05H&)H<=0&C*3T$Country ?07)'&

70

+$."# *%**4(&*0#7%# +(113&4+."%'# 4&# E&6,4*$0# D/%&+$# .&'# 5".,4.&0# $.;4&6# *(1%#2324,*#7$(#2,.-%'#"$%#2./"#()#"/.&*,."(/*9

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D(/31Y# >$4*# 4*# .# 2,.+%# )(/# '4*+3**4&60# /%\#%+"4&6# .&'# %I+$.&64&6# 4'%.*9# m(3#*$(3,'#"$%/%)(/%#7/4"%#2./.6/.2$*#()#.?(3"#c`#"(#f`#7(/'*#4&#/%2,-#"(#.#+%/".4&#"$/%.'9#>%.+$%/*#74,,#"%,,#-(3#7$4+$#,.&63.6%#"(#3*%Y#4)#"$%#"(24+#4*#4&#D/%&+$#-(3#74,,#7/4"%#4&#D/%&+$0#)(/#%I.12,%9

F.4,?(IY#>$4*#1.4,?(I#.,,(7*#-(3#"(#*%&'#1%**.6%*#"(#.,,#1%1?%/*#()#-(3/#"%.10#4&+,3'4&6#"%.+$%/*9#G(&;%/*%,-#"%.+$%/*#+.&#.,*(#*%&'#-(3#1%**.6%*9

G$."Y#D(/#"$%#2324,*0#24+8#.#"41%#"(#+$."#74"$#-(3/#E3/(2%.&#)/4%&'*#(3"#()#,%**(&*#.&'#4&;4"%#-(3/#"%.+$%/*V#

m(3#*$(3,'#"/-#"(#7/4"%#.*#+(//%+",-#.*#2(**4?,%9#A(1%#*14,4%*#.&'#.??/%;4."4(&*#+.&#?%#3*%'9#m(3#*$(3,'#"/-#"(#+(//%+"#("$%/*P#14*".8%*#J#"$%-#74,,#'(#"$%#*.1%#)(/#-(3#J#.&'#+(//%+"#-(3/*%,)9#>$%#.41#()#"$4*#*+$((,#2/(@%+"#4*#"(#$%,2#-(3#412/(;%#.#)(/%46&#,.&63.6%0#"(#$%,2#(&%#.&("$%/#.&'#"(#%I+$.&6%#4'%.*#4&#(/'%/#"(#6%"#"(#8&(7#(&%#.&("$%/#?%""%/9

>42Y# !'.2"# "$%*%# /3,%*# .++(/'4&6# "(# -(3/# 2/(@%+"*# .&'# $.;%# "$%1# "/.&*,."%'#4&"(#'4))%/%&"#,.&63.6%*#?-#-(3/#%>74&&4&6#2./"&%/*#4)#-(3#'%+4'%#"(#'%;%,(2#.&#4&"%/,4&63.,#%>74&&4&6#2/(@%+"9

D4;%#-%./*#,."%/0#5#$.;%#.''%'#(;%/#ef`#+(&".+"*#5#/%6./'#.*#E3/(2%.&#+(,,%.63%*0#74"$#7$(1# 5#(&,-#+(113&4+."%#;4/"3.,,-9#!&'# "$4*# 4*#%I.+",-#7$."# 5# ,48%# 4&# "$4*#2/(6/.11%#J#7%.;4&6#.&#%,%+"/(&4+#2%'.6(64+.,#7%?#.+/(**#E3/(2%9

Science teachers often have trouble seeing how eTwinning can fi t well with their subject. !"+3'. overcame this challenge and describes how the project took off and was managed almost entirely by the pupils themselves.

7145"6+%.&C&8&DB&%!/3**3*:&6.'E%)+,

Voices of eTwinning

Teachers talk

5&#_``a0#7%#*"./"%'#(3/#2/(@%+"0#QF.64+#?3"#/%.,#%I2%/41%&"*R0#4&;(,;4&6#*+$((,*#4&#](1.&4.0#B(/"36.,0#L4"$3.&4.0#B(,.&'#.&'#A2.4&#.&'#7%#$.'#)(3/#8%-#(?@%+"4;%*Y#1.84&6#2$-*4+*#.&'#+$%14*"/-#%I2%/41%&"*#74"$#%;%/-'.-#1."%/4.,*0#2/.+"4+4&6#,.&63.6%*0#3*4&6#5G>#.&'#2/(1("4&6#+3,"3/.,#%I+$.&6%#.1(&6#(3/#2324,*9

:$%&#'%;%,(24&6#"$%#2/(@%+"0#"$%#"%.+$%/*#=#/*"#()#.,,#.6/%%'#(&#.#,4*"#()#%I2%/41%&"*#"$."#+(3,'#?%#1.'%#74"$#+(11(&#1."%/4.,*9#B324,*# )(/1%'#7(/84&6#6/(32*#()#"7(#(/#"$/%%#2%(2,%#.&'#+$(*%#(&%#()#"$%#2/(2(*.,*9#>$%-#7%/%#/%*2(&*4?,%#)(/#*%%84&6# "$%#1."%/4.,*# &%%'%'0# 2/%2./4&6# "$%4/# %I2%/41%&"*# ."# $(1%# .&'# "$%&#2/%*%&"4&6#"$%1#4&#+,.**9#>$4*#2/%*%&"."4(&#7.*#/%+(/'%'#(&#;4'%(#.&'#32,(.'%'#"(#"$%#5&"%/&%"9

>$%# >74&A2.+%# 2,.")(/1# 7.*# "$%# 8%-# "((,# )(/# +(113&4+."4(&# .&'# 2/(@%+"#'%;%,(21%&"#"$/(36$(3"#"$%#-%./9#:%#2,.+%'#"$%/%#*(1%#2/%*%&"."4(&*0#2$("(*#.&'# ;4'%(*# )(/# *+$((,*Z# 7%# +/%."%'# '4*+3**4(&# )(/31*# "(# %&+(3/.6%# +(&".+"#?%"7%%&#2324,*#.&'#%.+$#+(3&"/-#7/("%#32# "$%4/#%I2%/41%&"*9#>$%*%#+(&"%&"*#./%#.,*(#*$./%'#4&#.&#%I"%/&.,#?,(6#+/%."%'#*2%+4=#+.,,-#)(/#"$%#2/(@%+"#QF.64+#?3"#/%.,#%I2%/41%&"*R9

D(/# 2324,*# "$%# 7(/8# ?/(36$"# .# *1.,,# /%;(,3"4(&# .*# "$%-# ?%+.1%# "$%# 1.4&#2/(".6(&4*"*# ()# "$%#7(/89# 5"# $.22%&%'# 4&# .# "/.'4"4(&.,# %'3+."4(&# 4&#7$4+$# "$%#"%.+$%/# %I2,.4&*# .&'# 2324,*# ,4*"%&0# ?/4&64&6# .# &%7#1('%,# 4&# 7$4+$# "$%# 2324,*#"$%1*%,;%*#./%#/%*2(&*4?,%#)(/#"%.+$4&6#"$%4/#2%%/*9

>$%#7(/8#7.*#/%+(6&4*%'#74"$#"$%#%>74&&4&6#!7./'#_`e`#4&#"$%#*2%+4.,#+."%6(/-#()#1."$*#.&'#*+4%&+%0#7$4+$#1%.&"#.&#%I"/.#1("4;."4(&#"(#+(&"4&3%#7(/84&6#(&#&%7#2/(@%+"*9

Manuel Díaz Escalera School 6*+&,3*$"7,079*$6*07bG)$PJ5'+7W75R

City "&W3++&$Country "C73)

Can very small children work in eTwinning? !"#(%N,3#+"#)%describes how she has carried out highly collaborative projects with very young children.

72

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>$%# .+"4;4"4%*# $.;%# ?%%&# 1.4&,-#+(,,.?(/."4;%#"$/(36$#"$%#4&"%/&%"0#74"$#"$%#3*%#()#*%;%/.,#13,"41%'4.#"((,*9#>$%#+$4,'/%&#$.;%# ,%./&"# "(#3*%#5G>#"((,*0#1.&.6%'#"(#23?,4*$#"$4*# 1."%/4.,0# .&'# 2./"4+42."%'# 4&#"%,%+(&)%/%&+%*# 74"$# "$%4/# 2./"H&%/*9# 5&# "$4*#2/(+%**#7%#/%+%4;%'#"$%# *3?*".&"4.,# .&'# +(&"4&3(3*#$%,2#()#"$%#CAA0#7$4+$#7.*#.22/%H+4."%'# .# ,("# ?-# (3/# "%.+$%/*# .&'#2324,*9

5&#.&("$%/#2/(@%+"#7%#3*%'#.#+((2%/."4;%#1."$%1."4+.,#.+"4;4"-#Q[.,)#+(,,.6%*R0#?.*%'#(&#"$%#G((2%/."4;%#L%./&4&6#F%"$('#."#.#'4*".&+%9#:%#+((2%/."%'#"$/(36$#"$%#%>74&&4&6#2,.")(/10#3*4&6#.,,#"$%#/.&6%#()#"((,*#(&#"$%#>74&A2.+%Z#7%#3*%'#:4&'(7*#L4;%#)(/#+$.""4&6#.&'#"%,%+(&)%/%&+%*#.&'#%I+$.&6%'#1."%/4.,#"$/(36$#*$./4&6#)(,'%/*#.&'#A8-2%9#

5&# "$4*# 7.-# 7%# 1.&.6%'# "(# %1?%'# 5G># 4&# "$%# %'3+."4(&.,# 2/(+%**9# :%# .,*(#'%;%,(2%'#412(/".&"#)/4%&'*$42*#.&'#%I+$.&6%'#;4*4"*9#K3/#2/(@%+"P*#?,(6#6.;%#

Mary Fournari School k54$:3)9&0,704&)$<&07I+3*$#443I35$

City <&07I+3*$#443I35Country D0&&'&

7345"6+%.&C&8&DB&%!/3**3*:&6.'E%)+,

Voices of eTwinning

Teachers talk

.#'41%&*4(&#()#&%;%/H%&'4&6#+(113&4+."4(&#.&'#)/4%&'*$42#"(#"%.+$%/*0#+$4,'/%&#

.&'# "$%4/# ).14,4%*9#>$4*#?,(6#7(&# "$%#e*"#2/4b%# )(/#.&#Q%'3+."4(&.,#?,(6R# 4&# "$%#C."4(&.,#G(12%"4"4(&#_``a9

>$/(36$#"$%#2/(@%+"#"$%#*+$((,#$.'#.&#Q(2%&4&6R#"(#"$%#74'%/#+(113&4"-#74"$#.+"4;%# .&'# %&"$3*4.*"4+# 2./"4+42."4(&# .&'# +(,,.?(/."4(&# ()# 2./%&"*# .&'# "$%#2/(@%+"#4"*%,)#$.*#?%%&#74'%,-#2/%*%&"%'#?-#"$%#;./4(3*#"%.+$%/*#4&#&."4(&.,#.&'#4&"%/&."4(&.,#*+4%&"4=#+#+(&)%/%&+%*#O!"$%&*0#L4*?(&0#p(,(*0#.&'#G/%"%T9

O)+0'+$ from Belgium is a!teacher who has always had a!strong desire to open up Europe to his pupils. When eTwinning came on the scene it added an extra dimension to his work with great success for him and his pupils.

A%;%/.,#-%./*#.6(0#?%)(/%#"$%#+/%."4(&#()#%>74&&4&60#5#7.*#.,/%.'-#4&"%/%*"%'#.&'#4&;(,;%'#4&#4&"/('3+4&6#"$%#2324,*#"(#"$%#E3/(2%.&#'41%&*4(&9#:4"$#.#+(,,%.63%0#7%# +/%."%'# "$%# =#/*"# E3/(2%.&# +,.**%*# 4&# (3/# *+$((,0# .&'# (/6.&4*%'# .# *+$((,#%I+$.&6%9#D(/#.#7%%80#"$%#2324,*#7%/%#7%,+(1%'#4&"(#.#D/%&+$#).14,-#4&#L%#[.;/%#.&'#"$%&#G.%&9#:%#;4*4"%'#C(/1.&'-#.&'0#4&#"$%#%;%&4&60#"$%#2324,*#/%"3/&%'#"(#Q"$%4/R#).14,4%*9#5"#7.*#.#1.6&4=#+%&"#%I2%/4%&+%V

:$%&# 5# $%./'# .?(3"# %>74&&4&60# 5# 7.*# /%14&'%'# ()# "$."# "41%# .&'# 5# 2/(2(*%'#"$%#2/(@%+"#Q5#;4*4"%'#)(/#-(3R9#>$%#23/2(*%#7.*#)(/#"$%#2324,*#7$(#"((8#2./"#4&#.#*+$((,#;4*4"#"(#*%/;%#.*#634'%*#(/#/%2(/"%/*#)(/#"$%#2324,*#7$(#+(3,'#&("#'(#"$%#*.1%#;4*4"9

5"#7.*#"$.&8*#"(#"$4*#2/(@%+"#"$."#5#7.*#+(&".+"%'#?-#.#D/%&+$#"%.+$%/#7$(#74*$%'#"(#+(,,.?(/."%#74"$#1%#)(/#.&#%>74&&4&6#2/(@%+"9#5#.++%2"%'#;%/-#6,.',-#.&'#)(/#)(3/#-%./*#7%#$.;%#?%%&#7(/84&6#(&#%>74&&4&6#2/(@%+"*9#!&#5".,4.&#"%.+$%/#.&'#

Vincent Dupont School @)5434=4$L*40&$F72&$9&5$<7-&11&5

City E*)4H"73)4HD=3X&04$Country Q&+,3=2

74

Lessons from experience: *.'//"+7#" and 2"3#'+0' have teamed up to give some advice when getting started in eTwinning. If things seem diffi cult, well, just give it a!chance – great things may be ahead! eTwinning is positive and productive in all its aspects, but online cooperation has some diffi culties we must be aware of:

Alessandra CannelliSchool @6$B37$Q7''7)*

City f*2&Country @47+-

1. GET TO KNOW EACH OTHER: ?%)(/%#*"./"4&6#.#2/(@%+"0#4"P*#412(/".&"#"(#%*".?,4*$#.#2%/*(&.,#/%,."4(&*$42#74"$#-(3/#2./"&%/*#*(#"$."#-(3#)%%,#,4&8%'#&("#(&,-#(3"#()#'3"-9

2. REMEMBER TO ALWAYS ANSWER, .*# "$%# "%//4?,%# ).+"# "$."# *(# ()"%&#$.22%&*#4*#7%#'(&P"#/%+%4;%#.&-#/%2,-#.&'#7%#+.&P"#'(#.&-"$4&6#.6.4&*"#"$."9#

3. GET A!FEEL FOR COMMUNICATION: 5)#.#2./"&%/#4*#"((#*,(7#.&*7%/4&6#-(3# 7$%&# -(3# 6%"# .+M3.4&"%'0# 4"# 74,,# 2/(?.?,-# ?%# "$%# *.1%# (&+%# -(3P;%#"74&&%'#329

and Laurence AltibelliSchool !-';&$A=+&5$B&0)&

City !32*=05H&)H<=0&C*3T$Country ?07)'&

.#](1.&4.&# "%.+$%/# @(4&%'# 3*# ,."%/# .&'#7%# $.;%# ?%%&#7(/84&6#7%,,# "(6%"$%/#%I+$.&64&60#*$./4&6#.&'#+(,,.?(/."4&60#4&;(,;4&6#&("#(&,-#"$%#2324,*#?3"#.,*(#"$%#"%.+$%/*9#5#$(2%#7%#+.&#6(#(&#)(/#1.&-#-%./*#74"$#"$4*#+(,,.?(/."4(&9

7545"6+%.&C&8&DB&%!/3**3*:&6.'E%)+,

Voices of eTwinning

Teachers talk

4. UNDERSTAND CALENDAR AND CULTURAL DIFFERENCES, .*8#.&'#%I2,.4&#-(3/*%,;%*#?%)(/%#*"./"4&69

5. PLAN PROJECT ACTIVITIES 4&#'%".4,0#'%.',4&%*#.&'#7$(#13*"#'(#7$."#J#%I+$.&64&6#+$./"*0#*+$%1%*0#"%I"#'(+31%&"*999

6. CLEAR WORKING PERIODS, ".*8*0# $(7# ()"%&# -(3# 2,.&# 6(4&6# "(# "$%#+(123"%/#/((10#7$."#'.-#4&#2./"4+3,./S#"(#1.8%#"$%#2/(@%+"P*#,4)%#%.*-#.&'#6%"#/%63,./#4&"%/.+"4(&#?%"7%%&#-(3/#2324,*9

7. TEST YOUR ICT EQUIPMENT 74"$(3"#-(3/#2324,*0#%9690#4)#-(3#2,.&#.#+$."#*%**4(&0#"%*"#4"#?%)(/%$.&'#"(#1.8%#*3/%#-(3/#*+$((,#*%/;%/#4*&P"#=#,"%/%'#(/#?%$4&'#.#=#/%7.,,9#

8. BE PREPARED TO FACE UNEXPECTED SITUATIONS, %9690#-(3#?((8%'#"$%#+(123"%/#/((10#?3"#4"P*#&%%'%'#)(/#%I.1*0#)(/1.,#%;%&"*S

9. BE UNDERSTANDING, "(,%/.&"0#.,,(7#+$.&6%*#.&'#'(&P"#?%#"((#'%1.&'4&69

10. ONCE YOU’VE FOUND THE ONES 74"$#7$(1#-(3#6%"#(&#7%,,0#'(&P"#,(*%#"$%1Z#-(3/#%>74&&4&6#2./"&%/*#146$"#%;%&#?%+(1%#E3/(2%.&#)/4%&'*9

76

7745"6+%.&F&8&%!/3**3*:&"*0&=.'(%,,3'*"$&G%;%$'6A%*+

Voices of eTwinning

Teachers talk

eTwinning and professional development

IntroductionAnne Gilleran eTwinning Central Support Service

eTwinning has offered professional development opportunities from its inception, with European Professional Development Workshops and national workshops both face-to-face and online. Over the past six years these opportunities have continued to grow, as can be seen in the fi gure below, with the growth of national online training schemes, regional workshops involving two to four countries and the arrival of the centrally organised Learning Events. In 2009 over 21,000 teachers had a!professional development experience through these means.

However, as our contributors point out, formal organised professional development is not the only means by which teachers learn and grow; there is also the phenomenon of

eTChapter 5

Teachers’ Rooms

Learning Events Groups

Regional workshops

National training

European-wideProfessional Development Workshops

eTwinning projects

Oct 2010

Jan 2009

Jan 2008

Sept 2006

Dec 2005

Jan 2005

78

the informal contact and exchange between teachers, one teacher explaining to another how things work, how to do!this or that; in short the sharing of experience. Some offer suggestions for the themes of future professional development opportunities. Others speak about a!signifi cant moment, such as an inspirational speaker at a!conference or some words an eTwinning colleague has shared with them.

This is why the eTwinning Community is such a!rich environment for teachers to fi nd and exchange with like-minded colleagues. One point stands out in the contributions, the feeling of not being alone in the journey towards improving skills and approaches. Some contributors also write about the development of the skills and understanding of their pupils, a!rich backdrop indeed to the topic.

We begin with a!contribution from E#'+'%&"$'#";), who describes the impact that both the PDWs and the Learning Events have had on her professional development and how, through them, she has made contact with so many other eTwinners.

!,"$(36$#"/.;%,,4&6#4*#&("#.#8%-#4**3%#4&#%>74&&4&60#"$%#B/()%**4(&.,#<%;%,(21%&"#:(/8*$(2*#./%#;%/-#412(/".&"#?%+.3*%#"$%/%#-(3#+.&#1.8%#2%/*(&.,#+(&".+"*#.&'#1%%"# -(3/# %>74&&4&6# +(,,%.63%*# ).+%# "(# ).+%9# 5# $.;%# .,*(# %&@(-%'# *1.,,#7(/8*$(2*# 7$%/%# &%7# .22,4+."4(&*0# %"+90# $.;%# ?%%&# 2/%*%&"%'Z# "$4*# 4*# $(7#5#6("#4&;(,;%'#74"$#D,.*$F%%"4&6#)(/#;4'%(+(&)%/%&+4&6#.&'#5#$.;%#?%%&#3*4&6#4"#/%63,./,-9

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

L%./&4&6#E;%&"*#./%#.&("$%/#*2%+4.,#+$.2"%/#4&#1-#%>74&&4&6#%I2%/4%&+%9#5#"$4&8#"$."#L%./&4&6#E;%&"*#./%#.&#%&@(-.?,%# ,%./&4&6#%I2%/4%&+%#"$."#$%,2*#"%.+$%/*#

Irene Pateraki School k54$:3)9&0,704&)$*1$/7+73*$/5-'(3I*

City #4(&)5Country D0&&'&

7945"6+%.&F&8&%!/3**3*:&"*0&=.'(%,,3'*"$&G%;%$'6A%*+

Voices of eTwinning

Teachers talk

412/(;%# "$%4/# *84,,*# .&'# 1%%"# ("$%/# "%.+$%/*0# .,"$(36$# 5# )%%,# "$%# &31?%/# ()#.""%&'.&"*#4*#"((#*1.,,9#5#8&(7#"$."#"$%-#./%#*(#2(23,./#"$."#2,.+%*#./%#=#,,%'#74"$4&#*(1%#$(3/*9#5#.,7.-*#/%14&'#1-*%,)0#?-#+(123"%/0#()#"$%#'."%#"$."#/%64*"/."4(&*#(2%&0#"(#+,4+8#(&#"$%#/%)/%*$#?3""(&#)(/#"$%#%>74&&4&6#7%?2.6%0#.6.4&#.&'#.6.4&0#7.4"4&6#)(/#"$%#,4&8Z#*"/%**)3,#1(1%&"*V

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

5)#1-#/%+(11%&'."4(&#+(12%,*#1-#)/4%&'*#"(#/%64*"%/#%./,-#.&'#"(#6%"#.#2,.+%#(;%/#1%999V

5#)(3&'#2./"4+3,./,-#4&"%/%*"4&6#"$%#,.*"#,%./&4&6#%;%&"0#Q>((,*#)(/#%>74&&4&6R0#.*#(3/#"3"(/#3*%'#*%;%/.,#.22,4+."4(&*#"(#2/%*%&"#(3/#/%.'4&6#1."%/4.,0#7$4+$#1.'%#"$%# +(3/*%# .""/.+"4;%# .&'# 4&"%/.+"4;%9# !"# "$%# %&'0# (3/# "3"(/# +/%."%'# .&# (&,4&%#2%'.6(64+.,#634'%#74"$#.,,#"$%#.+"4;4"4%*#"$."#2./"4+42.&"*#2/(2(*%'9#5#?%,4%;%#"$."#4"#4*#.#6(('#4'%.#.*#4"#4*#.#84&'#()#/%+(6&4"4(&#)(/#"$%#7(/8#"$."#"%.+$%/*#'4'#'3/4&6#"$%#,%./&4&6#%;%&"#.&'#.#634'%#7%#.,,#+.&#/%)%/#"(#7$%&#7%#./%#,((84&6#)(/#*2%+4=#+#1."%/4.,#4&#(3/#2/(@%+"*9

The next contribution, from Lorena Mihela$, also describes how she gained so much from her attendance at a!Professional Development Workshop in Slovakia. She had been disappointed by some workshops for teachers that she had attended in the past and felt she gained a!lot from this workshop.

80

5&#_``d#5#$.'#)(/#"$%#=#/*"#"41%#"$%#2(**4?4,4"-#"(#.""%&'#.&#%>74&&4&6#7(/8*$(20#4&#W/."4*,.;.#4&#A,(;.84.9#5#13*"#.'14"#"$."#5#7.*#.#,4"",%#?4"#*+%2"4+.,#.?(3"#"$4*#7(/8*$(20#.*#5#$.'#.""%&'%'#("$%/#7(/8*$(2*#?%)(/%0#"$%#23/2(*%#()#7$4+$#7.*#"(# 6.4&# &%7#8&(7,%'6%0# "(#74'%&#$(/4b(&*0# "(# 6%"# .&("$%/# ;4%7#(&# .# *2%+4=#+#./%.0#%"+9#F.-?%#5#.1#"((#.1?4"4(3*#.*#.#2%/*(&Z#1.-?%#5#%I2%+"#"((#13+$0#?3"#3&)(/"3&."%,-0#*(1%#7(/8*$(2*#5#$.;%#.""%&'%'#'4'#&("#)3,=#,#1-#%I2%+"."4(&*9

>$%#%>74&&4&6#7(/8*$(2#(/6.&4*%'# 4&#W/."4*,.;.0# $(7%;%/0#7.*# 4&#1-#(24&4(&#.#/%.,#*3/2/4*%0#&("#(&,-#?%+.3*%#()#"$%#$46$#,%;%,#()#(/6.&4*."4(&0#?3"#.,*(#?%+.3*%#()#"$%#+(&"%&"9# 5"#7.*#/%.,,-#.#7(/8*$(20#74"$#'4))%/%&"#".*8*0#'4))%/%&"#;%&3%*0#.#)%%,4&6#"$."#%;%/-"$4&6#4*#$.22%&4&6#?.*%'#(&#.#/4+$#4&"%/.+"4(&#?%"7%%&#"$%#(/6.&4*%/*0#*2%.8%/*#.&'#3*#%>74&&%/*9

5# 6/%7# 4&# 1-# 8&(7,%'6%# "$/(36$# "$4*# 7(/8*$(29# 5# 3&'%/*"(('# "$."# 4"# 4*# ;%/-#412(/".&"#"(#%&/4+$#1-#"%.+$4&6#74"$#&%7#1."%/4.,0#74"$#.#+(&*".&"#.7./%&%**#()#"$%#+3//%&"*#\#(74&6#4&#(3/#*(+4%"-#.&'#%*2%+4.,,-#4&#"$%#./%.#()#*+$((,#%'3+."4(&9

5"#1.8%*#&(#*%&*%# 4)#7%#$.;%# "$%#8&(7,%'6%#.&'#'(#&("#8&(7#$(7# "(# 412./"#4"# "(#(3/#2324,*9#>$%#7(/8*$(2# 4&#W/."4*,.;.#7.*#.#).&".*"4+#%I2%/4%&+%#)(/#1%#2%/*(&.,,-#.&'#5#$(2%#"$."#%.+$#"%.+$%/#4&"%/%*"%'#4&#326/.'4&6#"$%4/#8&(7,%'6%#.&'#%I2%/4%&+%#74,,#$.;%#"$%#(22(/"3&4"-#"(#@(4&#*414,./#7(/8*$(2*9

Lorena Mihela$

School r*+5I3$'&)4&0$L*W*$2&54*s$"0&9)a7$t*+7$E&4+3I7

City E&4+3I7Country "+*W&)37

!"#)"%J',#-)"7,3 discovered that through participation in the eTwinning Learning Events she has met colleagues willing to discuss and share knowledge freely with other eTwinners.

8145"6+%.&F&8&%!/3**3*:&"*0&=.'(%,,3'*"$&G%;%$'6A%*+

Voices of eTwinning

Teachers talk

5# ,%./&%'#.?(3"#%>74&&4&6#"$.&8*#"(#.#+(,,%.63%# 4&#_``n#.&'#5#'%+4'%'#"(# 4&;(,;%#1-*%,)0#"((9#5#7(/8%'#74"$#*%;%/.,#"%.+$%/*#)/(1#*%;%/.,#+(3&"/4%*#7$(#2./"4+42."%'#4&#"$%#+(&"%*"Z#7%#.,*(#6("#.#&."4(&.,#.7./'9#W3"#7$."#$.*#412/%**%'#1%#1(*"#4*#"$%#L%./&4&6#E;%&"*#"$."#5#'4*+(;%/%'#"$4*#-%./V#5"#7.*#).?3,(3*0#5#,%./&%'#.#,("#()#"$4&6*#.&'#7(/'*#*3+$#.*#X2('+.*"4&6P#(/#X7%?#"((,*P#$.;%#+%.*%'#"(#?%#.#1-*"%/-#"(#1%V

C(70#.)"%/#*%;%/.,#L%./&4&6#E;%&"*0#5P1#'(4&6#/%.,,-#7%,,9# 5#7.&"#"(#+(&"4&3%#"(#,%./&Y#"$%/%#./%#*(#1.&-#"$4&6*#"(#'4*+3**#.&'#4"P*#6/%."#"(#?%#.?,%#"(#'(#4"#."#$(1%0#+(14&6#4&"(#+(&".+"#74"$#("$%/#+(,,%.63%*#7$(#7.&"#"(#*$./%#"$%4/#8&(7,%'6%V#5#.,*(#,4;%'#"$%#%I2%/4%&+%#()#;4'%(+(&)%/%&+4&6#74"$#)(3/#+(,,%.63%*#."#"$%#*.1%#"41%#.&'#5#)(3&'#"$."#.1.b4&69#>(#'(#"$."#74"$#"$%#2324,*#4*#/%.,,-#;%/-#3*%)3,V#F-#&%I"#'/%.1#4*#"(#2./"4+42."%#4&#2/()%**4(&.,#1%%"4&6*#."#E3/(2%.&#,%;%,Z#5#41.64&%#4"#7(3,'#?%#.#+/3+4.,#1(1%&"#4&#1-#+./%%/9#D4&.,,-0#%>74&&4&6#$.*#/%.,,-#())%/%'#1%#"$%#(22(/"3&4"-#"(#6%"#"(#8&(7#*(#1.&-#4&"%/%*"4&6#2%(2,%V

Maria Georgiadou School u4($D-2)753=2

City f(*9&5Country D0&&'&

*++"%F#@(P"+,Q/;" from Poland describes how she has made use of all the Professional Development opportunities within eTwinning and refl ects that in working on an eTwinning project, teachers gain enormously in their professional skills.

[(&%*",-0#5#+.&P"#%;%&#41.64&%#%>74&&4&6#74"$(3"#L%./&4&6#E;%&"*0#+(&)%/%&+%*0#7(/8*$(2*#.&'#B<:*V#5#6("#"(#8&(7#.?(3"#"$%#%>74&&4&6#7(/,'#)/(1#1-#*+$((,#

Anna Krzy#anowska

School /0b&95bI*+&$)0$vl$b$^99b37c723$@)4&,07'-a)-23$

City w7X0b&Country /*+7)9

82

In the next contribution, ?A"%23:$R;,AR from Slovakia describes how much she gained professionally from two different types of eTwinning professional development experiences, one a!Learning Event and the other a!Professional Development Workshop.

2/4&+42.,0#7$(#$.'#2./"4+42."%'#4&#.#/%64(&.,#%>74&&4&6#+(&)%/%&+%9#5#'4*+(;%/%'#1(/%#.?(3"#4"#)(/#1-*%,)#?-#.""%&'4&6#.&("$%/#+(&)%/%&+%#.&'#2%/*(&.,#7(/8*$(2*#2/%2./%'#?-#(&%#()#"$%#%>74&&4&6#.1?.**.'(/*9

>(6%"$%/#74"$#1-#2./"&%/# )/(1#g/%%+%0#7%# "((8#2./"# 4&#.#B<:# )(/#2/%H*+$((,#"%.+$%/*0# 4&# :./*.70# B(,.&'# 4&# _``a9# >$."# 7.*# .&# 3&)(/6%"".?,%# (22(/"3&4"-#&("#(&,-#"(#1%%"#2%(2,%#?3"#.,*(#"(#=#&'#("$%/#2./"&%/*#)(/#)3"3/%#+(,,.?(/."4(&0#.&'#+%/".4&,-#"(#8&(7#1(/%#.?(3"#5G>#"((,*#*34".?,%#)(/#84&'%/6./"%&#2/(@%+"*V#]%+%&",-#7%#.""%&'%'#"$%#Q>((,*#)(/#%>74&&4&6R#L%./&4&6#E;%&"9#>$%#;./4%"-#()#"((,*#2/%*%&"%'0#.&'#"$%#+$.&+%#"(#,%./&#.&'#2/.+"4+%#"$%1#7.*#4&;.,3.?,%9

5# $.;%#&("# -%"#1%&"4(&%'#%;%/-"$4&6# "$."#7%#+.&#%I2%/4%&+%#.*# "%.+$%/*#74"$#%>74&&4&69#5#@312#."#%;%/-#+$.&+%V#%>74&&4&6#g/(32*#$.;%#@3*"#?%%&#.&&(3&+%'#J#7$-#&("#@(4&N

!/%#+$4,'/%&# "$%#(&,-#(&%*#7$(#?%&%=#"# )/(1#%>74&&4&6#2/(@%+"*N# 5#'(&P"# "$4&8#*(9#K3/#2324,*#./%#,3+8-#"(#.""%&'#*+$((,*#74"$#E3/(2%.&#2/(@%+"*#(/6.&4*%'#?-#"$%4/# +/%."4;%# "%.+$%/*0# ?3"# 5# "$4&8# 4"# 4*# *.)%# "(# *.-# "$."# "%.+$%/*# .,*(# ?%&%=#"#%&(/1(3*,-#)/(1#"$%#%I2%/4%&+%9

!&#%;%&"#7$4+$#5#+(&*4'%/#(&%#()#1-#?%*"#,%./&4&6#(22(/"3&4"4%*#7.*#.#L%./&4&6#E;%&"#4&#!2/4,#_`e`#%&"4",%'#Q>((,*#)(/#%>74&&4&6R0#,%'#?-#5(.&&.#i(1&4&(3#)/(1#g/%%+%9# 5# )(3&'# .&# ())%/# "(# ".8%# 2./"# 4&# "$4*# %;%&"# (&#1-# %>74&&4&6#<%*8"(29#5#%I2%+"%'#4"#+(3,'#2/(;4'%#1%#74"$#"$%#&%+%**./-#4&)(/1."4(&#.&'#"((,*#%))%+"4;%,-#"(#/3&#1-#%>74&&4&6#2/(@%+"*9

Eva Luptáková School "40&9)q$*9X*0)q$tI*+7

City L*W;$E&54*$)79$Bq(*2$Country "+*W7I37

8345"6+%.&F&8&%!/3**3*:&"*0&=.'(%,,3'*"$&G%;%$'6A%*+

Voices of eTwinning

Teachers talk

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b%/.840#5G>#.&'#2%'.6(64+.,#%I2%/"#)/(1#"$%#B%'.6(64+.,#5&*"4"3"%#()#A-'&%-0#!3*"/.,4.0#2/%*%&"%'#5&"%/.+"4;%#"((,*#)(/#%>74&&4&6#2/(@%+"*#4&#:4j4s#J#.#2,.+%#"(#"%.+$#.&'#,%./&#(&,4&%9

5#%I2%/4%&+%'#;%/-#+$.,,%&64&6#(&,4&%#"%.17(/8#$%/%9#5#+(,,.?(/."%'#74"$#2%(2,%#7$(1#5#1%"#)(/#"$%#=#/*"#"41%9#:%#$.'#"(#)(/1#6/(32*#.++(/'4&6#"(#(3/#2324,*P#.6%0#'%+4'%#(&#.#+(11(&#"(24+0#2,.&#"$%#(3",4&%#()#.#2/(@%+"0#.6/%%#(&#"((,*#%&$.&+4&6#+(,,.?(/."4(&#.&'#4&"%/.+"4;4"-0#.&'#'%*+/4?%#4&#7$4+$#2$.*%#7%#7%/%#6(4&6#"(#3*%#"$%19#QF-R#"%.1#+/%."%'#.#7%?*4"%#(&#E&;4/(&1%&".,#5**3%*u0#2/%*%&"4&6#.,,#(3/#+(11(&#7(/89

>$.&8*#"(#"$4*#%;%&"0# 5#1.&.6%'#"(# ,%./&#1(/%#.?(3"#"$%# ,%./&%/P*#2%/*2%+"4;%#.&'#"(#?%#?%""%/#2/%2./%'#"(#%'3+."%#1-#2324,*V

!&("$%/# 4&"%/%*"4&6# %I2%/4%&+%# )(/# 1%# 7.*# 7$%&# 5# "((8# 2./"# 4&# "$%# F(?4,%#>%+$&(,(64%*#B<:9#>$%#1.4&#6(.,#()# "$4*#B<:#7.*# "(#%&.?,%# "%.+$%/*# "(#3*%#1(?4,%#"%+$&(,(64%*#4&#%'3+."4(&#.&'#*$4)"#)/(1#.#2(*4"4(&#()#"$%#1%'4.#)(,,(7%/#"(# "$%4/# +/%."(/9# B./"4+42.&"*# 7%/%# ,%./&4&6# $(7# "(# 3*%# 1(?4,%# "%+$&(,(64%*#4&# "$%# ./%.# ()# %&;4/(&1%&"0# +3,"3/.,# .&'# $4*"(/4+.,# $%/4".6%0# &."3/.,# $%/4".6%0#.&'# ,.&63.6%# %'3+."4(&9# 5# "((8# 2./"# 4&# :(/8*$(2# 5p# ,%'# ?-# !'%,4&.# F(3/.0#.#B(/"363%*%# ,.&63.6%# "%.+$%/# J#F(?4,%#>%+$&(,(64%*# .&'#:%?#_9`# "((,*9#:%#'4*+3**%'#%&$.&+4&6#%'3+."4(&.,#.+"4;4"4%*#74"$#1(?4,%#'%;4+%*0# "$%# 412.+"#()#:%?# _9`# "%+$&(,(64%*# (&# 1(?4,4"-# .&'# 7%# +/%."%'# (3/# (7&# 1(?4,%# 7%?*4"%*0#+(,,.?(/."%'#(&#<464".,#C.//."4;%#1%"$('(,(6-0#.&'#=#&.,,-#+/%."%'#.&#%>74&&4&6#2/(@%+"#O4&#1-#"%.1#4"#7.*#"$%#2/(@%+"#QL%"P*#A$./%RT9

5# .6/%%#74"$#!'%,4&.#F(3/.# "$."# %H,%./&4&6# *322(/"%'# ?-#1(?4,%# "%+$&(,(64%*#4*# .&# %1%/64&6# 2%'.6(64+.,# 1('%,0# 7$4+$# /%M34/%*# &%7# )(/1*# ()# "%.+$4&6#.&'#,%./&4&69# 5#(&,-#$(2%#5#+.&#$%,2#*2/%.'#"$%#7(/8*$(2#4'%.*#.1(&6#A,(;.8#"%.+$%/*0#.&'#412,%1%&"#"$%1#4&"(#"$%#%>74&&4&6#2/(@%+"#.+"4;4"4%*#()#1-#2324,*#.&'#+(,,%.63%*9

* http://eTwinninglabtools.spaces.live.com/

84

51#)/$)+'%F."7+);, a!teacher of children with special needs, refl ects on the positive effects that eTwinning has on the mastery of foreign language skills, where both teachers and pupils gain confi dence and understanding through their collaborative work.

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h($&R#4&#_`#'4))%/%&"#,.&63.6%*9

5"#1.-#.,*(#?%#*.4'#"$."#4&"%/+3,"3/.,#%'3+."4(&#4*#&("#,414"%'#"(#+$4,'/%&9#E'3+."(/*# ,%./&# )/(1# %.+$# ("$%/0#.&'# '%;%,(2# .&# 3&'%/*".&'4&6# ()#+3,"3/.,# '4))%/%&+%*0# '4*+(;%/4&6#"$."#"$%-#$.;%#13+$#1(/%#4&#+(1H1(&# "$.&# "$%# "$4&6*# "$%-# 41.64&%#*%2%/."%*# "$%1V# !# ,4&634*"4+# +$.,H,%&6%#4*#"$%#.++3/."%#'%*+/42"4(&#()#

.#2/(@%+"#)(/#2./"4+42."4(&#4&#&."4(&.,#(/#E3/(2%.&#+(12%"4"4(&0#.&'#"$%#%;.,3."4(&#()#"$%#2/(@%+"*9#>(#'(#*(#4*#.,/%.'-#.#+$.,,%&6%#4&#(&%P*#1("$%/#"(&63%#*(#4"P*#&("#.,7.-*#%.*-#"(#'(#"$%#7$(,%#"$4&6#4&#E&6,4*$9#!#/%.,,-#?46#*"%2#4&#,4)%H,(&6#,%./&4&6V

W%)(/%#"$%#.';%&"#()#%>74&&4&60#,.&63.6%#+(3/*%*#7%/%#+%&"/.,#"(#"$%#2/(1("4(&#()#+$4,'/%&#74"$#;%/-#*2%+4.,#&%%'*9#A2%%+$#.&'#+(113&4+."4(&#4*#(&%#()#"$%#1(*"#412(/".&"#*84,,*#7%#"/-#"(#*322(/"#4&#(3/#%;%/-'.-#*+$((,#,4)%#74"$#(3/#*2%+4.,#2324,*9#>$%-#()"%&#'(#&("#Q*2%.8R#%;%&#"$%4/#(7&#,.&63.6%#?%+.3*%#()#"$%4/#$.&'4+.2*0#?3"#"$%-#+(113&4+."%#74"$#).+%0#$.&'*#.&'#;(4+%9#!&'#*(#'(#"$%4/#2/(@%+"#2./"&%/*#4&#

Christine Kladnik School "'(=+&$f*,745X*9&)$"C&'37+$"'(**+

City /=0,547++Country #=54037

8545"6+%.&F&8&%!/3**3*:&"*0&=.'(%,,3'*"$&G%;%$'6A%*+

Voices of eTwinning

Teachers talk

We conclude this section with the contribution by S'.'+"%9'#7,3#", who refl ects on how Professional Development in eTwinning could help language teachers to focus on the cultural as well as the linguistic elements of their work in the classroom. She then goes on to present the challenge of how the current eTwinning platform could help pupils to plan, monitor and assess their work and progression, in an interactive way.

"$%#'4))%/%&"#+(3&"/4%*9#>(6%"$%/#"$%-#3*%#"$%#*.1%#*84,,*#"(#+(113&4+."%#.&'#"$%-#3&'%/*".&'#%.+$#("$%/V#5&#(3/#*+$((,#4"#4*#&("#"$%#2(,4+-#"(#"%.+$#)(/%46&#,.&63.6%*#"(#(3/#*2%+4.,#&%%'*#2324,*#.&'#.#)%7#-%./*#.6(#&(#(&%#"$(36$"#.?(3"#'(4&6#"$4*9#

:4"$#%>74&&4&6#7%#'%"%+"%'# "$%#'%,46$"#()#(3/#+$4,'/%&#(&#$%./4&60#3*4&6#.&'#3&'%/*".&'4&6# 7(/'*# 4&# )(/%46&# ,.&63.6%*9# >$%-# ,48%# "(# *4&6# .&'# $%./# "$%#?4/"$'.-#*(&6#4&#E&6,4*$#(/#QW/("$%/#h($&0#!/%#-(3#*,%%24&6SNR#4&#1.&-#'4))%/%&"#,.&63.6%*9#>$%-#6%"#.#)%%,4&6#)(/#,.&63.6%*#.&'#"$%-#$.;%#)3&#3*4&6#"$%1#4&#"$%4/#;%/-#*2%+4.,#7.-V

>$%#23,*%*# "$/(36$#%>74&&4&6#$.;%# 4&+/%.*%'# "$%#1("4;."4(&#()# "$%#%'3+."(/*#.&'#"%.+$%/*0#.*#7%,,#.*#"$%#+$4,'/%&Z#"$%*%#23,*%*#+/%."%#.#+(12,%"%,-#&."3/.,#,%./&4&6#"/466%/0#%I+4"%#"$%#+3/4(*4"-#()#+$4,'/%&#.&'#*"/%&6"$%&#*%,)H%*"%%1#.&'#+(&=#'%&+%0#&("#@3*"#()#"$%#+$4,'/%&#?3"#()#"$%#"%.+$%/*#"((9

F-# /%\#%+"4(&# .41*# "(# %I2,(/%# $(7#%>74&&4&6# 2/()%**4(&.,# '%;%,(21%&"# +(3,'#.&*7%/#*(1%#+$.,,%&6%*#"$."#"%.+$%/*#()#,.&63.6%*#./%#).+4&6#&(7.'.-*9

^&"4,#/%+%&",-0#)(/%46&#,.&63.6%*#7%/%#".36$"#4&#"%/1*#()#,4&634*"4+#+(12%"%&+%Z#"/.4&4&6#()#,.&63.6%#*84,,*#.&'#+3,"3/%#7(3,'#+(1%#.*#.#f"$#*84,,u0##1(*"#()#"$%#"41%#?.*%'#(&#&."4(&.,#*"%/%("-2%*9

W3"#"41%*#$.;%#+$.&6%'Z#4"#$.*#?%+(1%#+(11(&2,.+%#"(#/%)%/#"(#"$%#%1%/6%&+%#()# 7(/,'# 2(23,."4(&# 1(?4,4"-# .&'# "$%# ).+"# "$."# "%+$&(,(64%*# $.;%# %&$.&+%'#

* C. Kramsch, Context and Culture in Language Teaching. Oxford: Oxford University Press, 1993.

Helena Serdoura

School #,0=C72&)4*$9&$J5'*+75$9&$J303bs$#)'&9&$_$J5'*+7$Qq53'7$xsy$9&$#)'&9&s$J303b$$

City #)'&9&Country /*04=,7+

86

.#;4/"3.,#1(?4,4"-#.1(&6#2%(2,%0#.*#*(1%#()#"$%#/%.*(&*#?%$4&'#"$%#/4*%#()#&%7#+$.,,%&6%*# 4&# "%.+$4&69# 5&# "%/1*#()# ,.&63.6%# "%.+$4&60# "$%#E3/(2%.&#2(,4+4%*uu##%1%/6%'#74"$#.&#.,"%/&."4;%#;4*4(&#"(#=#&'#.&*7%/*#"(#"$%#'(3?"*#.&'#+$.,,%&6%*#,.&63.6%#"%.+$%/*#7%/%#"(#*(,;%9

!*# 5# ?%+.1%# 4&;(,;%'# 74"$# %>74&&4&60# 5# *((&# /%.,4*%'# "$."# "$%# &."4;%H*2%.8%/#.22/(.+$#7.*# &(# ,(&6%/# %&(36$# "(# .&*7%/# .,,# "$%# +/(**H+3,"3/.,#.&'# ,4&634*"4+#'41%&*4(&*#7%#$.;%#"(# ,4;%#.&'#.+"# 4&9#]%*%./+$%/*# ,48%#W-/.1#$.;%#*366%*"%'#"$."#"%.+$%/*#$.;%#"(#,%.'#"$%4/#2324,*#.&'#)3"3/%#+4"4b%&*#()#"$%#7(/,'#"(#'%;%,(2#"$%# +(12%"%&+%*# "(# ?%+(1%# 4&"%/+3,"3/.,# *2%.8%/*uuu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i%%24&6# "$4*# 4'%.# 4&#14&'0# *%;%/.,# 2%'.6(64+.,# M3%*"4(&*# ./(*%# .&'# 5# ?%,4%;%#"$%-# +.&# ?%# "$%# (?@%+"# ()# )3/"$%/# /%\#%+"4(&# .&'# .&.,-*4*# "$/(36$# %>74&&4&6#2/()%**4(&.,#'%;%,(21%&"Y

** Common European Framework of Reference for Languages, 2001, and others.*** Intercultural speaker: someone who can cross borders and mediate between two or more identities; who can develop skills as a!cultural intermediary between different ways of perceiving and interpreting the world (M Byram, Teaching and Assessing Intercultural Communicative Competence, Multilingual Matters, 1997).

8745"6+%.&F&8&%!/3**3*:&"*0&=.'(%,,3'*"$&G%;%$'6A%*+

Voices of eTwinning

Teachers talk

[(7#+.&#"$%#2,.")(/1#%&$.&+%#"$%#2324,*P#QL%./&4&6#"(#,%./&Ruuuu#+(12%"%&+%#4&#(/'%/#"(Y

w# #/.4*%#"$%#,%./&%/*P#.7./%&%**#()#"$%#,%./&4&6#.&'#"%.+$4&6#2/(+%**#4&#7$4+$#"$%-#./%#2./"4+42."4&6N

w# #%&+(3/.6%# "$%# ,%./&%/*# "(# /%\#%+"# (&# "$%4/# ,%./&4&6# .&'# *$./%# 4"#74"$# "$%#("$%/#4&"%/+3,"3/.,#*2%.8%/*N

w# #4&+/%.*%#"$%#,%./&%/*P#/%*2(&*4?4,4"-#)(/#"$%4/#(7&#,%./&4&6#?-#2/(+%**%*#()#*%,)H/%63,."4(&#.&'#*%,)H.**%**1%&"N

!++(/'4&6#"(#[(,%+uuuuu#.3"(&(1-#4*#"$%#.?4,4"-#Q"(#".8%#+$./6%#()#(&%P*#,%./&4&60#.&'#"(#".8%#/%*2(&*4?4,4"-#)(/#.,,#"$%#'%+4*4(&*#+(&+%/&4&6Y

w# '%"%/14&4&6#"$%#(?@%+"4;%*Z

w# '%=#&4&6#"$%#+(&"%&"*#.&'#2/(6/%**4(&*Z

w# *%,%+"4&6#1%"$('*#.&'#"%+$&4M3%*#"(#?%#3*%'Z

w# 1(&4"(/4&6#"$%#,%./&4&6#2/(+%**Z#.&'0

w# %;.,3."4&6#"$%#,%./&4&6#2/(+%**9R

5&# ).+"0#13+$#()# "$%#7(/8#;4*4?,%# 4&# "$%#2,.")(/1#/%)%/*#"(#"$%#/%*3,"*#.+$4%;%'#?-#.,,#"$%#2./"&%/#*+$((,*0#"$%4/#2324,*#.&'#"%.+$%/*#?3"#"$%/%P*#&(#*2.+%0#74"$4&#"$%# 2,.")(/10# "(# $%,2# "$%# 2324,*# "(# 2,.&0# 1(&4"(/# .&'# .**%**# "$%4/# 7(/8# .&'#2/(6/%**4(&#4&#.&#4&"%/.+"4;%#7.-9

>$%#+$.,,%&6%#5#?/4&6#$%/%#4*#$(7#+.&#"$4*#)/4%&',-#2,.")(/1#%;(,;%#"(#?%+(1%#.#"((,#)(/#,%./&%/*#"(#'%;%,(2#.#Q*%,)H'4/%+"%'#,%./&4&6R0#/%4&)(/+4&6#"$%#%>74&&4&6#,%./&%/H+%&"/%'#2/4&+42,%N

**** Key competences for lifelong learning: “learning to learn” is related to learning, the ability to pur-sue and organise one’s own learning, either individually or in groups, in accordance with one’s own needs, and awareness of methods and opportunities.***** See: http://europa.eu/legislation_summaries/education_training_youth/lifelong_learning/c11090_en.htm - H. Holec, Autonomy and Foreign Language Learning, Strasbourg: Council of Europe, 1979.

eTwinning provides a! wealth of professional development opportunities. What are the golden rules in relation to this aspect of eTwinning? They are very simple:• Keep up to date with all the news and professional development opportunities for your

country on you national eTwinning portal. Consult it on a!regular basis.• Log in to your Desktop every day. Here the links for the application to the Learning

Events appear. Don’t hesitate, apply immediately as places fi ll up very quickly.

88

8945"6+%.&H&8&%!/3**3*:8&+5%&6%.,'*"$&3A6")+

Voices of eTwinning

Teachers talk

eTwinning: the personal impact

IntroductionDonatella Nucci eTwinning Central Support Service

There is no doubt about it, teachers enjoy eTwinning; some even warn about the “danger” of it becoming “addictive”. It is remarkable how they talk of their personal experience in really affectionate terms, attaching to eTwinning really positive feelings and memories particularly relating to the person they have met and worked with and with whom, in some cases, they have become close friends in their private lives as well. This is not to say that they are reticent in recognising the diffi culties and the obstacles they have encountered; part of the satisfaction comes exactly from doing something they did not regard as too easy.

The eTwinning experience from the perspective of personal development has represented for them a!real milestone, in a!way that almost transcends eTwinning itself. They all posed themselves a!challenge in doing something new and in trying to master new skills. Some teachers took the plunge in using a!foreign language that was not familiar to them; others tried to master the basics of ICT; others posed themselves the problem of how they could teach differently. Teachers soon realised that other colleagues were exactly in their same position, all faced the same problem, namely, how to teach differently in a!changing world. Putting themselves to the test and overcoming diffi culties has given them a!boost in self confi dence that in many cases has allowed them to embark on new adventures that will afford them even more personal and professional development.

It is said that, most of the time, teachers work alone, behind doors, and not many people get to see the good work they do!in their classroom. Teachers participating in eTwinning agree but say that in eTwinning, by contrast, their work did not go unnoticed, a!fact which also resulted in high visibility for their school, when they were awarded a!Quality Label or a!prize by eTwinning. Some teachers talk of the recognition coming from their colleagues, from their school head and from parents. Some have taken up new responsibilities in their school as coordinators of international initiatives, or as mentors for other colleagues; some have received recognition from the eTwinning community, becoming eTwinning Ambassadors in their country.

eTChapter 6

90

One of the problems most teachers face nowadays, not only in Europe but in the whole world, is the diffi culty in communication with their pupils; schools in recent years have become progressively more and more distant from young people’s experience of life outside of school and the ways in which they communicate with their friends through digital technologies. For most teachers, eTwinning has been a!means to recover communication with their pupils, providing them with a!way of learning that their pupils enjoyed and, most important, proved really effective. To see their pupils learning with motivation and interest perhaps has been for all teachers the greatest satisfaction.

The fi rst contribution in this chapter comes from Michael Purves, a!teacher from Scotland. He has had much personal recognition through eTwinning, but the aspect he has enjoyed the most has been fi nding, as he says, “like-minded teachers” who, in some cases, have become very close friends.

5#$.;%#?%%&#.#"%.+$%/#)(/#"$%#,.*"#ef#-%./*9#5&#.,,#"$."#"41%0#"$%#(&%#*4&6,%#"$4&6#"$."#$.*#$.'#"$%#1(*"#4&\#3%&+%#(&#1-#"%.+$4&6#$.*#?%%&#@(4&4&6#%>74&&4&69#:$-N

:$%&#5#'4*+(;%/%'#%>74&&4&60#4&#F.-#_``t0#"$%/%#7%/%#./(3&'#_d0```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

5&#1-#+.*%0#5#$.;%#)(3&'#.&'#7(/8%'#74"$#.&#%;%/H4&+/%.*4&6#&%"7(/8#()#/%.,,-#(3"*".&'4&6#4&'4;4'3.,#"%.+$%/*#4&#.,,#%>74&&4&6#+(3&"/4%*0#1.&-#()#7$(1#./%#&(7#

Michael Purves School z&54&0$/03270-$"'(**+

City J754$!*4(37)$"'*4+7)9$Country 8)34&9$:3),9*2

9145"6+%.&H&8&%!/3**3*:8&+5%&6%.,'*"$&3A6")+

Voices of eTwinning

Teachers talk

;%/-#6(('#2%/*(&.,#)/4%&'*9#5#$.;%#.,7.-*#7(/8%'#74"$#"$%#)(,,(74&6#2$4,(*(2$-#7$%&#%&6.6%'#4&#%>74&&4&6#2/(@%+"*#J#"%.+$%/*#./%#.,,#$46$,-#2/()%**4(&.,#2%(2,%0#?3"#1.&-#$.;%#'4))%/%&"#*84,,*#J#*(#4"P*#412(/".&"#"(#"/-#"(#)(*"%/#"$%*%#*84,,*#4&#.&-#2/(@%+"#-(3#'%;%,(29

K&%#()#1-#+3//%&"#2/(@%+"*0#QA+$((,(;4*4(&Ru0#$46$,46$"*#"$4*#4'%.#&4+%,-9#5#7.&"%'#"(#=#&'#.#2./"&%/#)/(1#.#2/41./-#*+$((,#4&#%;%/-#%>74&&4&6#+(3&"/-#7$%&#5#*"./"%'#"$%#2/(@%+"0#.&'#"(#/3&#"$%#2/(@%+"#.,(&6#"$%#,4&%*#()#"$%#E3/(;4*4(&#A(&6#G(&"%*"9#D4&'4&6# v`# (/# *(# 2./"&%/*# .+"3.,,-# 2/(;%'# *3/2/4*4&6,-# %.*-0# .*# "$%# "(24+# ()#E3/(;4*4(&# 2/(;%'# $46$,-# *"413,."4&6# )(/#1.&-9#[(7%;%/0# "$%# *84,,*# "(# ?%# 3*%'#7%/%#M34"%#+$.,,%&64&60#4&4"4.,,-0#)(/#1.&-#()#"$%#2./"&%/*9

!*#7%#'%;%,(2%'#(3/#2/(@%+"0#7%#)(3&'#"$."# "$%#2./"&%/*#$.'#7(&'%/)3,#*84,,*# "$."#7%#'4'&P"#8&(7#.?(3"9#>$%#g%/1.&#2./"&%/#$.*#).&".*"4+#;4'%(#%'4"4&6#*84,,*0#*(#$%#3*%'#"$%*%#"(#+/%."%#;4'%(*#)(/#"$%#7$(,%#"%.1#O2324,*#.&'#"%.+$%/*T#"(#%&@(-9#>$%#

B(,4*$#2./"&%/#$.*#?/4,,4.&"#6/.2$4+#*84,,*0#.&'#$.*#".8%&#(;%/#74"$#"$%#'%*46&# ()# "$%# ?,(6# $%.'%/# 41.6%*#7%# 3*%9# ^*4&6# "$%# O*(1%"41%*# ,.H"%&"T# *84,,*# ()# -(3/# "%.1# +.&# $%,2#-(3# "(# .+$4%;%# ?%""%/# /%*3,"*# "$.&#-(3#-(3/*%,)#$.'#$(2%'#)(/0#.&'#+.&#$%,2# -(3# 1.I414*%# "$%# "41%# %,%H1%&"#.;.4,.?,%#4&#-(3/#2/(@%+"9#>$4*#$.*#'%=#&4"%,-#?%%&#1-#%I2%/4%&+%0#.*#5#$.;%#)(3&'#("$%/*#8%%&#"(#$%,2#7$%&#"41%#$.*#?%%&#*$(/"9

>$4*#&%"7(/84&6#$.*#64;%&#1%#&%7#+(&=#'%&+%# "(#'(# "$4&6*# "$."# 5#+(3,'#&%;%/#$.;%#41.64&%'#'(4&6#2/%;4(3*,-Y#4)#*(1%(&%#$.'#*.4'#"(#1%#v#(/#c#-%./*#.6(#"$."#5#+(3,'#"$4&8#320#+(H(/'4&."%#.&'#+(,,.?(/."%#.#2/(@%+"#74"$#1(/%#"$.&#v`#'4))%/%&"#E3/(2%.&#2./"&%/*0# 5P'#$.;%#*.4'# "$%-#7%/%#+/.b-9#W3"0#74"$#%>74&&4&60# 4"P*#&("#(&,-#2(**4?,%#J#4"P*#*412,%V

>$%#?%&%=#"*#"(#"$%#"%.+$%/#()#"$4*#./%#"7()(,'Y#&("#(&,-#'(#-(3#$.;%#&%7#4'%.*#+(&*".&",-#%1%/64&6#4&#"$%#7.-#-(3#2,.&#.&'#412,%1%&"#-(3/#(7&#"%.+$4&60#?3"#-(3#'%;%,(2#+,(*%#?(&'*#74"$#-(3/#%>74&&4&6#2./"&%/*Z#?(&'*#"$."#,%.'#"(#;4*4"*#"(#%.+$#("$%/#.&'#%;%&#&%7# ).14,-# )/4%&'*$42*0#7$%"$%/# "$/(36$#B<:*0#!&&3.,#G(&)%/%&+%*0# (/# "$/(36$# 2%/*(&.,# ;4*4"*# "(# *%%# -(3/# &%7# )/4%&'*9# >$4*# *311%/#O_`e`T#(&#(3/#).14,-#$(,4'.-#)/(1#A+(",.&'0#5#74,,#;4*4"#"%.+$%/*#.&'#*2%&'#"41%#4&#

* Winner of Creative Use of Digital Media category, eTwinning Conference 2010. See: http://schoolovision2009.blogspot.com, http://schoolovision2010.blogspot.com

92

*.'//"+7#" is a!very experienced teacher who is passionate about her profession. She refl ects on how eTwinning offers the chance to move the professional skills of teachers into the 21st Century.

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

5"#4*#.1.b4&6#"(#$.;%#"$%#2(**4?4,4"-#"(#"%*"#.&'#*$./%#.,,#"$%#(22(/"3&4"4%*#%>74&&4&6#())%/*0# .&'# 4"# 4*# .&# %I+%,,%&"# 1('%,# )(/# "$%# '%,4;%/-# ()# _e*"# +%&"3/-# ,%./&4&6Y#%&+(3/.64&6# -(3&6# 2%(2,%# "(# ,4&8# 74"$# -(3&6# 2%(2,%# (;%/*%.*# "(#'%;%,(2# "$%4/#+4"4b%&*$42#.&'#+3//4+3,./#*84,,*9#F-#2324,*#./%#.,7.-*#%.6%/#"(#@(4&#E3/(2%.&#2/(@%+"*#.&'#,%./&#"$/(36$#%>74&&4&60#"$%-#%&@(-#?%4&6#.&#.+"4;%#2./"#()#.#*$./%'#+(113&4"-0#7$4+$#?/4&6*#,%./&4&6#"(#,4)%#.&'#+%,%?/."%*#*3++%**0#64;%*#"$%1#.#23/2(*%#)(/#"$%4/#*"3'4%*#.&'#())%/*#&%7#2(**4?4,4"4%*#)(/#4&"%/.+"4(&#3*4&6#+3//%&"#"%+$&(,(64%*9

>$.&8*# "(#%>74&&4&6#.&'# @(4&"#G(1%&43*#.+"4(&*0# 5#%&"%/%'#.#&%7#7(/,'0# "((8#2./"#4&#4&"%/&."4(&.,#7(/8*$(2*0#6."$%/%'#)3&'4&6#"(#%&.?,%#1%#"(#7(/8H*$.'(7#+(,,%.63%*# 4&#1-#%>74&&4&6#!3*"/4.&#2./"&%/#*+$((,#.&'# 4&# "$%#^i0#'%;%,(2%'#+3//4+3,31#7(/80#?%4&6#.7./'%'#"$%#E3/(2%.&#s3.,4"-#L.?%,# )(/# "$%#W(L%G(1#GL5L#2/(@%+"0#@(4&%'#*%;%/.,#2/(@%+"*0#6.4&%'#1(/%#;4*4?4,4"-#)(/#"$%#*+$((,#5#"%.+$#4&#.&'#4&;(,;%'#*+%2"4+.,#+(,,%.63%*9#

C%%'#.#"42N#A$./%#-(3/#2.**4(&#)(/#7$."#-(3#./%#'(4&6#.&'#*"%2#(&"(#"$%#,%./&4&6#

Alessandra Rebecchi School @5434=4*$%&')3'*$M#+93)3$B7+&037)3O

City Q*+*,)7Country @47+-

<%&1./80#A7%'%&0#D4&,.&'#.&'#g%/1.&-#J#.,,#4&#(&%#$(,4'.-V#:$."#.&#%I2%/4%&+%VL(&6#,4;%#%>74&&4&6V

9345"6+%.&H&8&%!/3**3*:8&+5%&6%.,'*"$&3A6")+

Voices of eTwinning

Teachers talk

5"#.,/ is a!Head Teacher in Portugal. He describes how his responsibility was to promote and coordinate Comenius activities, including eTwinning in his school and what happened when he went to visit his partners.

F-#=#/*"#%>74&&4&6#B/(@%+"#7.*#+/%."%'#4&*4'%#.#G(1%&43*#A+$((,*#B./"&%/*$420#7$4+$#1%.&*#"$."0#)(/#"7(#-%./*0#"$%#2/(@%+"*#+(&;%/6%'#"(#(&%#*4&6,%#23/2(*%9#C%;%/"$%,%**0# %.+$# (&%P*# *4&63,./4"4%*# 2/(;4'%'# '4))%/%&"# .22/(.+$%*Y# >$%#G(1%&43*#*+$((,#2./"&%/*$42#$.'#*2%+4=#+#6(.,*#.&'#.+"4;4"4%*#*34".?,%#)(/#7(/8#Q4&*4'%R#*+$((,Z#"$%#%))%+"#()#%>74&&4&6#7.*#411%'4."%0#*2/%.'4&6#"$/(36$#"$%#2./"&%/*#7$(#+(113&4+."%'#.?(3"#7$."#7.*#?%4&6#2/('3+%'9

%>74&&4&6# ?%+.1%# "$%# 2%/1.&%&"# ,4&8# )(/# '4*+3**4(&*# +(&+%/&4&6# 7%%8,-#.+"4;4"4%*9#!*#[%.'#>%.+$%/0#5#'(#&("#$.;%#.#+,.**#3&'%/#1-#'4/%+"#/%*2(&*4?4,4"-#?3"#+((/'4&."4&6#.&'#(/6.&4*4&6#G(1%&43*#B./"&%/*$42#.&'#%>74&&4&6#.+"4;4"4%*#."#*+$((,#$.*#,%'0#(;%/#"$%#2.*"#"7(#-%./*0#"(#.#'%?."%#(&#4&"%/&."4(&.,#*+$((,#+(114"1%&"#(&#.#/%63,./#?.*4*0#."#(3/#1(&"$,-#"%.+$%/*P#2%'.6(64+#1%%"4&6*9

B324,*#8&%7#"$."#"$%-#7%/%#7(/84&6#74"$#)(/%46&#2%%/*Y# "$%-#'.&+%'#)(/# "$%1Z#"$%-#2.4&"%'# )(/# "$%1Z# "$%-#7/("%# ,%6%&'*# )(/# "$%1Z# "$%-#.,*(#/%+(/'%'#."# "$%#,(+.,#/.'4(#*"."4(&#)(/#"$%19#:$%&#"$%#2(**4?4,4"-#()#"/.;%,,4&6#"(#5/4*$#.&'#D/%&+$#*+$((,*#7.*#&(#,(&6%/#.#74*$#?3"#*(1%"$4&6#/%.,0#"$%&#%.+$#.&'#%;%/-#'/(2#()#2/%;4(3*#4&"%/&."4(&.,#7(/8#.&'#8&(7,%'6%#()#2./"&%/#*+$((,*#"$."#5#2(**%**%'#?%+.1%#"$%#1.4&#634'%,4&%#)(/#"$%#(/6.&4*."4(&#()#"$%#,%**(&*#5#7.*#*322(*%'#"(#"%.+$#On#+,.**%*#4&#D/.&+%#'3/4&6#(&%#7%%8#.&'#e`#+,.**%*#4&#5/%,.&'#'3/4&6#"7(#7%%8*T9

F-# *+$((,# 8&%7# "$."# 5# 7.*# 4"*# /%2/%*%&"."4;%# .?/(.'9# !&'# 5# 8&%7# "$."# ?%4&6#.# B(/"363%*%# "%.+$%/# 4&# B(/"36.,#7(3,'# &("# ?%# "$%# *.1%# .*# ?%4&6# .# "%.+$%/#

Carlos Trincão School %&2C+q03*5$/03270-$"'(**+

City %*270Country /*04=,7+

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94

.?/(.'#?%+.3*%#()#+3,"3/.,#.&'#*(+4.,#Q&3.&+%*R9#:$%&#4&#](1%0#'(#.*#](1%#'(%*9#W3"#5#*3/;4;%'V

A(#7$."#7%/%#"$%#+(&*%M3%&+%*#."#1-#*+$((,N#!#&%7#2/(@%+"#)(/#.,,#+,.**%*#."#*+$((,#4*#+(14&6#&%I"#-%./9

eTwinning is a! path to projects, it is also in many cases a! path to friendship. Sari describes how she has gained personal satisfaction as a!teacher from her involvement in eTwinning and also made close personal friends.

5P,,#*"./"#74"$#.#M3("."4(&#)/(1#.#+./'#5#6("#)/(1#.#7(&'%/)3,#h.2.&%*%#"%.+$%/0#C."*3840#7$(#7(/8%'#4&#1-#*+$((,#)(/#"$/%%#1(&"$*#%./,4%/#"$4*#-%./Y

Qm(3/# 4&"%/&."4(&.,# ,%**(&*#1.'%#1-#*(#*3/2/4*%'S#&(7#-(3/# ,%**(&*#./%#1-#1('%,#.*#.#"%.+$%/9#5#.1#6(4&6#"(#8%%2#*"3'-4&6#E&6,4*$#.&'#*(1%'.-#5#7.&"#"(#3*%#"$%#*84,,*#)(/#1-#2324,*#,48%#-(39#5#,%./&%'#*(#13+$#)/(1#-(3SR

5P1#;%/-#$.22-#"$."#5#7.*#.?,%#"(#*$(7#C."*384#1.&-#'4))%/%&"#%>74&&4&6#2/(@%+"*#.&'#7(/84&6#1%"$('*#74"$#1-#2324,*9# 5"#+,%./,-# 412/%**%'#$%/9#F-#2324,*#7%/%#.,*(#2/(3'#()# "$%1*%,;%*#7$%&# "$%-#6("#*(#13+$#.22/%+4."4(&# )/(1#*(1%(&%#7$(#$.'#+(1%#)/(1#*(#)./#.7.-9#5#7(/8#4&#.#;%/-#*1.,,#*+$((,#4&#"$%#14'',%#()#"$%#+(3&"/-*4'%#.&'#1-#2324,*#'(&P"#/%.,,-#1%%"#.&-#)(/%46&%/*#4&#"$%4/#%;%/-'.-H,4)%9#W3"#"$/(36$#%>74&&4&6#"$%-#$.;%#.#?46#?3&+$#()#)/4%&'*#.,,#(;%/#E3/(2%9#F-#f"$#6/.'%#2324,*#7%/%#+,%./,-#1(/%#(3"6(4&6#74"$#(3/#;4*4"4&6#h.2.&%*%#"$.&#"$%#n"$#6/.'%/*V#E*2%+4.,,-#"$%#2/(@%+"#QL%"P*#".,8#.&'#,%./&#E&6,4*$R#$.*#*"/%&6"$%&%'#"$%4/#.?4,4"-#"(#*1.,,H".,8#4&#E&6,4*$9#5"P*#*(#6/%."#"(#7."+$#"$%1#3*4&6#"$%4/#*84,,*V

5P;%#.,7.-*#?%%&#.&I4(3*#"(#"/-#(3"#&%7#"$4&6*#.&'#"$4*#+%/".4&,-#.22,4%'#"(#6%""4&6#4&;(,;%'#4&#%>74&&4&6#?.+8#4&#_``f9#5#6("#"(#8&(7#"$%#2,.")(/1#.&'#)(3&'#1-#=#/*"#2./"&%/#4&#@3*"#.#)%7#$(3/*#.)"%/#2,.+4&6#.#1%**.6%#4&#"$%#<%*8"(2#)(/319#5#7.*#,3+8-#"(#*"./"#1-#=#/*"#2/(@%+"#74"$#.&#.,/%.'-H%I2%/4%&+%'#%>74&&4&6#"%.+$%/#)/(1#g/%%+%#.&'#*4&+%# "$%&# 5P;%# )(3&'#1.&-#&%7#+(&".+"*#.&'#$.;%#%;%&#1%"#M34"%#

Sari Auramo School ^(I*+7)$I*=+=

City Ee)45e+e$Country ?3)+7)9

9545"6+%.&H&8&%!/3**3*:8&+5%&6%.,'*"$&3A6")+

Voices of eTwinning

Teachers talk

The same message comes from N"+) in Greece, who urges all European teachers to get involved.

.#)%7#()#"$%1#2%/*(&.,,-9#A(1%#()#"$%#2/(@%+"*#5P;%#?%%&#7(/84&6#(&#$.;%#?%%&#*1.,,#.&'#"$%#2%'.6(64+.,#(?@%+"4;%*#1.-#$.;%#+(&*4*"%'#*412,-#()#Q,%"P*#6%"#"(#8&(7#%.+$#("$%/#.&'#$.;%#*(1%#)3&#7$4,%#'(4&6#4"VR#>$%#,(&6%/#2/(@%+"*#$.;%#?%%&#1(/%#+./%)3,,-#2,.&&%'9#>$%#1(/%#%I2%/4%&+%'#5#6%"#.*#.&#%>74&&4&6#"%.+$%/0#"$%#1(/%#5#7.&"#"(#1.8%#*3/%#"$."#"$%#+3//4+3,31#4*#4&"%6/."%'#4&#1-#2/(@%+"*9

B%/*(&.,,-#5P;%#,48%'#"$%#+(&&%+"4(&*#5P;%#1.'%#74"$#"%.+$%/*#.&'#("$%/#%>74&&4&6#2%/*(&*#)/(1#("$%/#+(3&"/4%*#%*2%+4.,,-#13+$9#:$."#.#"/%."#4"#4*#"(#?%#.?,%#"(#%I+$.&6%#4'%.*#.&'#%I2%/4%&+%*#74"$#*(1%(&%#74"$#7$(1#-(3#$.;%#.#,("#4&#+(11(&#O."#,%.*"#%>74&&4&60#4)#&("$4&6#%,*%T0#?3"#)/(1#7$(1#-(3#+.&#*"4,,#,%./&#&%7#"$4&6*9#5P;%#1.'%#)/4%&'*#.&'#$.;%#.,*(#1%"#*(1%#()#"$%1#(3"*4'%#%>74&&4&69#:$(#7(3,'#$.;%#"$(36$"#"$."#5#7(3,'#+,41?#32#"$%#!+/(2(,4*#7$%&#4"#7.*#c_yG#74"$#F./-#7$(#7.*#1-#;%/-#=#/*"#2/(@%+"#2./"&%/#OW,3%H:$4"%#)/4%&'*T#.&'#,."%/#"$."#%;%&4&6#*4"#4&#.#/%*".3/.&"#4&#!"$%&*#$./?(3/#74"$#.#6/(32#()#g/%%8#%>74&&4&6#.1?.**.'(/*N#K/#"$."#E,%&.#7$(1#5#1%"#4&#B/.63%#7(3,'#4&;4"%#1%#74"$#1-#$3*?.&'#"(#$%/#7(&'%/)3,#$(3*%#+,(*%#"(#>$%**.,(&4849#:$."#.#&46$"#"$%/%V#K/#"$."#5#7(3,'#".,8#.?(3"#(3/#2/(@%+"#OD4&6%/1H"$%#=#*$T#4&#)/(&"#()#.#?46#6/(32#()#2%(2,%#4&#g%/1.&-#74"$#^,/48%#.&'#"$."#7%#$.'#1%"#ef#14&3"%*#%./,4%/#)(/#"$%#=#/*"#"41%V#!&'#F4+$.%,#O!#A&.2*$("#()#E3/(2%T#74,,#*"(2#)(/#*(1%#+())%%#"$4*#*311%/#7$4,%#"/.;%,,4&6#4&#D4&,.&'#74"$#$4*#).14,-9#!&'#"$%#&4+%#A8-2%H".,8*#74"$#K,%HD,%114&6#O!#A&.2*$("#()#E3/(2%#.&'#L%"P*#".,8#.&'#,%./&#E&6,4*$T999%>74&&4&6#$.*#?/(36$"#.#,("#()#7(&'%/)3,#2%(2,%#"(#1-#2%/*(&.,#,4)%V

!,,#"%.+$%/*#*$(3,'#6%"#4&;(,;%'#4&#%>74&&4&6V

F-#%>74&&4&6# /%64*"/."4(&#6.;%#1-#2324,*#.&'#1%# "$%#+$.&+%# "(# ".*"%#.#6/%."#%I2%/4%&+%#.&'#5#7(3,'#,48%#"(#'4*+3**#"$%#412.+"#"$%#%>74&&4&6#4&;(,;%1%&"#$.'#

Fani Smixioti School {4($D-2)753*$%03I7+*)

City %03I7+7Country D0&&'&

96

=3/$(+" has been involved in many projects. She speaks about stepping back as a!teacher and handing responsibility for the project over to her pupils. She also speaks about the importance of having the support of the School Head in successfully continuing the work.

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

Justyna Kukulka School w&5C*+$"bI*+$D32)7ba=2$@$"/$)0$ky

City w7K3&0'3&Country /*+7)9

(&#3*#.,,9#>$%#412.+"#()#%>74&&4&6#(&#1%#7.*#"/%1%&'(3*0#4"#$%,2%'#1%#"(#.22,-#&%7#.&'#4&&(;."4;%#"%.+$4&6#1%"$('*0#7$4+$#1-#2324,*#.'(/%'#.&'#"$%-#"((8#/%.,#2,%.*3/%#4&#"$%4/#7(/89

:%# O1-#2324,*#.&'# 5T#1.'%# )/4%&'*#.,,# (;%/#E3/(2%#.&'#7%#$.'# "$%#+$.&+%# "(#1%%"# "$%1#"$/(36$#.#G(1%&43*#2./"&%/*$429#:%#?%+.1%# ).14,4./#74"$# 5G>0#7%#?%+.1%#1(/%#*(+4.,#.&'#"(,%/.&"#?-#+(113&4+."4&6#74"$#("$%/#E3/(2%.&#2%(2,%9#:%#.,*(#412/(;%'#(3/#E&6,4*$#,.&63.6%#.&'#7%#,%./&"#?-#2,.-4&6#*4&+%#%>74&&4&6#"/.&*)(/1%'#,%./&4&6#2/(+%**#4&"(#)3&9#

5#"$4&8#"$."#%>74&&4&6#4*#.#3&4M3%#"((,#)(/#"$%#7$(,%#%'3+."4(&.,#+(113&4"-#.&'#.,,#E3/(2%.&#"%.+$%/*#.&'#2324,*#*$(3,'#%I2%/4%&+%#4"9# 5P1#*3/%#"$."#(&+%#"$%-#3*%#4"0#"$%-P,,#8%%2#4"#)(/%;%/V#5"P*#*32%/?9

9745"6+%.&H&8&%!/3**3*:8&+5%&6%.,'*"$&3A6")+

Voices of eTwinning

Teachers talk

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

K&%# ()# "$%#1.@(/# ).+"(/*# ()# *3+H+%**#7.*#"$%#*322(/"#64;%&#"(#"$%#2/(@%+"*#.&'#"$%4/#.+"4;4"4%*#?-#"$%#$%.'# "%.+$%/9# >$4*#$.'# "$%# /%*3,"#()# 4&+/%.*4&6# ("$%/# "%.+$%/*P# 4&H"%/%*"# 4&# 4&"%/&."4(&.,#2/(@%+"*9#>$4*#7.*#.+$4%;%'#?-#2/(1("4&6# "$%#*+$((,# 4&#"$%#,(+.,#+(113&4"-#.&'#E3/(2%0#2/(1("4&6#"$%#7%?*4"%*#()#"$%#2/(@%+"*#(&#"$%#4&"%/&%"0#(/6.&4*4&6#%I$4?4"4(&*#()#%&'#2/('3+"*#.&'#2/4b%*#64;%&#"(#"$%#;./4(3*#2/(@%+"*9

>$/(36$#*$./4&6#%I2%/4%&+%*#74"$#"%.+$%/*#)/(1#'4))%/%&"#+(3&"/4%*0#5#+(3,'#.,*(#412/(;%#1-# "%.+$4&6#1%"$('*# .&'# "%+$&4M3%*9# !&'# ,.*"0# ?3"#1(*"# 412(/".&"0#5# +(3,'# 1.8%# )/4%&'*# 74"$# 1-# 2./"&%/*# )/(1# W/4".4&0# >%&%/4)%0# g%/1.&-# .&'#B(/"36.,0#.&'#5#7.*#.?,%#"(#1%%"#"7(#()#"$%1#2%/*(&.,,-9#K3/#/%,."4(&*$42#4*#?.*%'#(&#13"3.,#"/3*"#.&'#*322(/"9#5#*"/(&6,-#?%,4%;%#"$%#+((2%/."4(&#74,,#,.*"#)(/#-%./*9

Sometimes life is not always a!smooth path. !"#<"%='/>/ discovered that; but she also discovered that her eTwinning colleagues were there to help, support and encourage her.

98

%>74&&4&6#?/4&6*#?.+8#"(#1%#6(('#.&'#?.'#1%1(/4%*#."#"$%#*.1%#"41%9#5"#7.*#_``n# .&'# 5#7.*# .""%&'4&6# .# +(3/*%# 4&# "$%# >%.+$%/*P#G%&"/%# 5# ?%,(&6# "(# 4&#1-#+4"-9#5#7.*#\#4224&6#"$/(36$#*(1%#2.2%/*#.&'#5#+.1%#.+/(**#*(1%#,%.\#%"*#7$4+$#*%%1%'#4&"%/%*"4&69#>$%/%#7%/%#*(#1.&-#,%.\#%"*#(&#"$%#'%*8#*(#7$-#'4'#"$(*%#(&%*#'/.7#1-#.""%&"4(&N#:$(#8&(7*N#!"#"$."#"41%#5#7.*#*(#.)/.4'#()#3*4&6#"$%#+(123"%/#.&'#5#)%,"#/%.,,-#+,31*-9#[(7%;%/0#"$."#'4'&P"#2/%;%&"#1%#)/(1#"/-4&6#"(#6%"#1(/%#4&)(/1."4(&#(&#1-#(7&#.&'#5#*"./"%'#"(#*%./+$#"$%#5&"%/&%"9

5#$.'#.,7.-*#'/%.1"#()#?%4&6#4&#"(3+$#74"$#("$%/#E3/(2%.&#"%.+$%/*#4&#(/'%/#"(#%I+$.&6%#%I2%/4%&+%*#.&'#7(/8#"(6%"$%/#74"$#(3/#2324,*#(&#+(11(&#2/(@%+"*9#m%"#4"#7.*#*(#'4)=#+3,"#"(#'(#*(0#?3"#1-#=#/*"#*"%2*#4&#%>74&&4&6#7%/%#%&+(3/.64&6#.&'#"$%-#412/(;%'#1-#+(&=#'%&+%#.&'#*%,)H%*"%%19

^&)(/"3&."%,-0#5#6("#*%/4(3*,-#4,,#.&'#5#+(3,'&P"#+.//-#(&#.&-#)3/"$%/9#F-#E3/(2%.&#%>74&&4&6#+(,,%.63%*#7%/%#*(#$%,2)3,#.&'#74"$(3"#8&(74&6#1%#2%/*(&.,,-#"$%-#)%,"#*-12."$-#)(/#1%#.&'#"$%-#*%&"#1%#%1.4,*#"(#%&+(3/.6%#1%#"(#6(#(&#4&#1-#2%/*(&.,#=#6$"9#>$%#1%1(/-#()#"$(*%#1(1%&"*#*"4,,#1(;%*#1%9#5P1#*(#6/."%)3,#"(#"$%19#D(/#.#+(32,%#()#-%./*#5#'4'&P"#'./%#"(#*"./"#.&-#2/(@%+"#"$/(36$#%>74&&4&69#5#7.*#.)/.4'#()#&("#?%4&6#.?,%#"(#=#&4*$#32#"$%#2/(@%+"0#?3"#,4)%#6(%*#(&#.&'#5#$.;%#'%+4'%'#"$."#5#7.&"#"(#2./"4+42."%#4&#4"#.6.4&9

María Jesús Bayonas School @J"$#+1*)5*$g$J+$"7X3*

City E=0'37$Country "C73)

eTwinning is not always easy, there are many challenges to face – the technical challenge and the language challenge to name just two. In our last contribution, Irina Vasilescu, examines the challenges she encountered and explains how she set out to overcome them.

9945"6+%.&H&8&%!/3**3*:8&+5%&6%.,'*"$&3A6")+

Voices of eTwinning

Teachers talk

%>74&&4&6#4*#&("#.,7.-*#.#?%'#()#/(*%*9#>$%/%#./%#(?*".+,%*#"$."#7%#.,,#1(/%#(/#,%**#?312#4&"(0#?3"#*3/2.**4&6#"$%1#4*#2./"#()#"$%#.';%&"3/%9#[%/%#./%#*(1%#()#"$(*%#5#$.;%#%&+(3&"%/%'#*(#)./9

THE ICT MONSTER: L48%#1.&-#("$%/#%>74&&%/*0#5#8&%7#&("$4&6#.?(3"#4"#7$%&#5#*"./"%'#J#.,1(*"#f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

PARTNERS: "$%-#./%#1(/%#412(/".&"#"$.&#"$%#4'%.9#:%#$.;%#.,,#$.'#2./"&%/*#7$(#'4*.22(4&"%'#3*#."#*(1%#2(4&"Z#"$4*#4*#2./"#()#/%.,#,4)%9#>$%#7(/*"#+.*%#4*#7$%&#-(3/#2./"&%/#'4*.22%./*# 4&# "$%#14'',%#()# "$%#2/(@%+"9# 5"#$.22%&%'#"(#1%# 4&#1-#=#/*"#1."$*#2/(@%+"9#5"#7.*#"$%#)(,,(7H32#()#.#G(1%&43*#+(3/*%#(&#+(&*"/3+"4;4*1#.&'#1-#2324,*#7%/%#ee#-%./*#(,'9#5"#7.*#.#*$(/"#2/(@%+"#.&'#"$%/%#7.*#&(#"41%#

Irina Vasilescu School "'(**+$)*N$ki{$

City Q='(70&54Country f*27)37

100

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b%*#=#&.,*0#.)"%/#.#-%./P*#7(/89#5P,,#&%;%/#)(/6%"#"$%#%I+4"4&6#%I2%/4%&+%#7%#,4;%'#"$/(36$#"(6%"$%/#4&#A%;4,,%9

AROUND THE CLOCK: &(#&%%'#"(#".,8#.?(3"#"41%0#5P1#*3/%9#D4""4&6#2/(@%+"*#4&"(# .# *"3))%'# +3//4+3,31# .&'# "41%".?,%# 4*# .,1(*"# QF4**4(&# 512(**4?,%R9# 5P;%#*(1%"41%*#3*%'#"/4+8*#"(#'(#"$."#?3"#1.&-#"41%*#@3*"#7(/8%'#4&#1-#.&'#2324,*P#*2./%#"41%9

As I!have already mentioned, a! rewarding feeling springs from surpassing these obstacles. Which brings me to yet another issue: eTwinning can be quite addictive….

To sum up, eTwinning is an open and versatile tool as it allows you to make changes along the way, allows for the integration of any subject of the curriculum (cross-curricular): maths, science, history, languages, culture, technology... which makes it great to work with.

101I3,+&'(&)'*+.3#2+'.,

Voices of eTwinning

Teachers talk

!7=0&)'&$#+43X&++3 Lycée Jules Verne, Limours-en-Hurepoix (France)

A=+3&$#5(X- 10. Aabenraa, Aabenraa (Denmark)

"703$#=072* Ohkolan koulu, Mäntsälä (Finland)

E70,70397$Q70X3&03$?3,=&30&9* Agrupamento Vertical de Escolas de Pinheiro, Penafi el (Portugal)

E7037$A&5|5$Q7-*)75 IES Alfonso X El Sabio, Murcia (Spain)

#+&557)907$67))&++3 IC Largo Castelseprio Scuola media, Rome (Italy)

/7403'I$6700*++ Shaw Wood Primary School, Doncaster (United Kingdom)

B7+&)43)7$6=79079*$E70'*5 IES Alonso de Madrigal, Ávila (Spain)

E7)=&+$F}7b$J5'7+&07 Colegio Sagrado Corazón (Esclavas), Seville (Spain)

%7=4W-9~$F7=a*4-4~$E=I3+& École Européenne Woluwe II, Brussels (Belgium)

@),&$F&$6+&-) Sint-Janshof, Mechelen (Belgium)

L=037$9&$"7+W79*0 IES Eduard Fontserè, L’Hospitalet de Llobregat (Spain)

"3+W3a&$F&W7+9 Osnovna skola Vladimira Nazora, Daruvar (Croatia)

E7037$F*037 Liceo Classico “G. Galilei”, Monopoli (BA) (Italy)

/7=+3&)$9=$?*55& CSG Willem van Oranje, Oud-Beijerland (Netherlands)

B3)'&)4$F=C*)4 Institut Notre Dame des Hayeffes, Mont-Saint-Guibert (Belgium)

E70-$?*=0)703 1st Kindergarten Heraklio Attikis (Greece)

E7037$D&*0,379*= 6th Gymnasium, Rhodes (Greece)

E=90�4&$D03)X&0,7 Annas Brigaderes pamatskola, Kro'auce (Latvia)

"3W$D0&4&$"472)&5 Moster skule, Mosterhamn (Norway)

<&+,3$<G+2 I(Stóru-Vogaskóli, Vogar (Iceland)

List of contributors

102

#323$Ao&57+= Põlva Keskkool, Põlva (Estonia)

674(&03)&$A*(7))&5 Lycée Hilaire de Chardonnet, Chalon Sur Saône (France)

@),039$:&++&0Hf=55&++ Integriete Gesamtschule Hannover-Linden, Hannover (Germany)

6*)*0$:&++- Moyle Park College, Dublin (Ireland)

6(03543)&$:+79)3I Schule Rogatsboden, Special School, Purgstall (Austria)

#),&+*5$:*)547)43)3935 Secondary Sport School, Drama (Greece)

#))7$:0b-j7)*K5I7 Przedszkole nr 48 z(Oddzia)ami Integracyjnymi, Zabrze (Poland)

A=54-)7$:=I=+I7 Zespó) Szkó) Gimnazjum i(Szko)a Podstawowa nr 13, Zawiercie (Poland)

#547$!3=I7343&)& Kalvarijos Gimnazija, Kalvaria (Lithuania)

E703+3)7$!*)3,0* Scuola Media “Giovanni Pascoli”, Margherita di Savoia (Italy)

JW7$!=C4qI*Wq Stredná odborná *kola, Nové Mesto nad Váhom (Slovakia)

!7=07$E711&3 Arnolfo di Cambio, Colle di Val d’Elsa (Italy)

6*03)7$E7)93 Avram Iancu School, Satu Mare (Romania)

#9037)7$E7035 Colegiul National Coriolan Brediceanu, Lugoj (Romania)

E7037$#)4*3)&44&$E7,0* St Gorg Preca Primary School C, Hamrun (Malta)

!*0&)7$E3(&+7� +olski center Novo mesto, Srednja *ola Metlika, Metlika (Slovenia)

#-�7$^Z=b Hasan Ka%nıcı ,lkö%retim Okulu, Ba%cılar/,stanbul (Turkey)

@0&)&$/74&07I3 1st Kindergarten of Palaio Psychiko, Athens (Greece)

V,)&5$/;4&0 K-rösi Csoma Sándor Általános Iskola, Dunakeszi (Hungary)

E7047$/&- Institut Jaume Callis, Vic (Spain)

J+&)7$/&bb3 Istituto Magistrale “L. Bassi”, Bologna (Italy)

E3'(7&+$/=0W&5 Yester Primary School, East Lothian Scotland (United Kingdom)

#+&557)907$f&X&''(3 Istituto Tecnico “Aldini Valeriani”, Bologna (Italy)

103I3,+&'(&)'*+.3#2+'.,

Voices of eTwinning

Teachers talk

<&+&)7$"&09*=07 Agrupamento de Escolas de Eiriz, Ancede / Escola Básica 2,3 de Ancede, Eiriz – Ancede (Portugal)

/753$"3+47I*0C3 Pääskytie school, Porvoo (Finland)

?7)3$"23T3*43 5th Gymnasio Trikalon, Trikala (Greece)

A*7))7$"4&17�5I7 Gimnazjum nr 18 im. Armii Krajowej, Wroc)aw (Poland)

#972$"4&C3)5I3 Liceum Ogólnokszta)c.ce im. Miko)aja Kopernika, Tarnobrzeg, (Poland)

#))7$"b'b&C7)37I Szko)a Podstawowa nr 9 im. M. Kopernika w Dzier#oniowie, Dzier#oniów (Poland)

E3'(&++&$%(3'I King Edward VI College, Nuneaton (United Kingdom)

670+*5$%03)'�* Escola Básica 1 dos Templários / Agrupamento de Escolas Santa Iria, Tomar (Portugal)

%(&*9*0$%572C74b3935 Music School of Thessaloniki, Thessaloniki (Greece)

"7)907$8)9&0K**9 LSA Technology and Performing Arts College, Lytham St Annes (United Kingdom)

@03)7$B753+&5'= School no. 195, Bucharest (Romania)

Voices of eTwinning

Teachers talk

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