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Η ψηφιακή τάξη στην υπηρεσία ενός πιο Ευρωπαϊκά προσανατολισμένου σχολείου. Οι νέες τεχνολογίες - το παράθυρό μας στην Ευρώπη
Start date: Jun 1, 2015, End date: May 31, 2016 PROJECT  FINISHED 

Our organization, which is a public primary school, exploring its needs and considering the urgent need for improvement in certain areas, developed an action plan and set a time frame of implementation of one year. Our action plan was developed in such a way that it moved on three main areas: a) the digital technologies (web 2.00 tools) and their use in the learning process and the implementation of projects, b) the management and coordination of European projects in order for our school to open up in Europe and to develop collaborative projects with schools abroad and c) the introduction of thematic approach (project based learning) as a teaching mode. Our school found that while there was quite good technological equipment, teachers were reluctant to use it and when they did, they did not always have the expected results. Our teachers also considered the design and implementation of a thematic project very demanding and the application processes for European programs very complex, a sense that was intensified by the lack of contact with teachers and schools in other countries. So it was considered necessary to solve practically all of these problems by selecting a combination of seminars, actions and activities that would lead us to the desired result. Within this context, five teachers were selected to implement our plan. All of them had very good knowledge of English, basic skills in using a computer, had expressed their interest in project implementation in their classrooms and European partnerships in the framework of e twinning and Erasmus + programs and were interested in developing their potential in all these areas. They were all open and communicative people, with strong intrinsic motivation, that believed in the evolution of the school as a whole in order to improve the education provided. It was also a combination of teachers and specialty teachers in order to diffuse the new knoeledge acquired across the curriculum and enhance cooperation. They had excellent relationships with the rest of the teachers, which ensured the training of the rest of the staff and the facilitation of the activities that followed mobilities. Based on these needs, three main activities were selected and are presented here in chronological order: a) Seminar entitled "Let's make our school more international: European project planning, design, management and funding under Erasmus +", the Cervantes Training in Spain (23-27 / 11/2015) attended by the teacher of English Stratou Christina, dealing with the management and coordination of European projects in order for the school to meet the increased demands of the Erasmus + programmes and increase our contacts with schools abroad. b) On-site job shadowing (4-8 / 1/2016) attended by the teacher Lefkothea Spartioti at Ysgol Y Dderi, primary school in Wales. This school is a model organisation with vast experience in the management and coordination of European projects. It uses project based learning as its main teaching method and uses numerous technological tools in everyday practice. In our opinion, it was the best environment to be observed in order to achieve what we dreamed for our school. c) Seminar entitled "Innovative skills in ICT through collaborative and project-based teaching and learning", in Cervantes Training in Spain (9 -15/4/2016), attended by three teachers - Anna Philipa, Vasiileios Dimitriou, Eftychia Sfyra, on the use of digital Web 2.0 tools for the implementation of cooperative projects. Through this seminar we aimed at familiarizing teachers with information technology and its use in planning and implementation of projects, in order to obtain the expertise needed and achieve our goals. Before mobilities, the participantswere prepared in our own organization, in cooperation with the provider of the seminars in Spain and with our partner school in Wales. After the mobility, additional dissemination activities and in service training seminars were organised targeting all stakeholders (the rest of the teaching staff, students and parents) and all necessary actions were taken in order for new partnerships to be developed and new knowledge to be practiced. After the implementation of all the above we hope that in the long run we wll all be members of a school with trained staff who will enjoy the benefits of European cooperation with confidence, will be able to make changes and to promote innovation, taking advantage of technological developments and new teaching methods.
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