2021-2022.
2021-1-HU01-KA122-SCH-000035510
Projects are all around
1. Why do we apply?
Our institution is a 33-year-old clear profile secondary vocational school for Information Technology. We have been taking part in numerous professional trainings abroad and in international partnerships both of which provide us with methodological and cultural reform and refreshment. Project-based education, 21st-century soft skills, the motivation of our students, creating an inclusive class community and the modernization of our evaluation procedures are playing more and more important roles in our teaching processes. We consider having an insight into international experiences and aspects essential since both our students and our teachers can benefit from adapting the acquired methodological and cultural knowledge. Besides networking, it is also an opportunity to get acquainted with foreign educational systems as well as to familiarize our partners with the Hungarian educational culture, creativity and innovation.
2. Objectives
Since the modernization of the Vocational Training System in 2020, our students have been using project methods to gain professional knowledge, which expectation is broadened and must be met by teachers of general sciences. That is why our objective is for them to get acquainted with at least two new methods regarding project-based education and 21st-century soft skills and to be able to use them in intercurricular relations. Another objective is to improve our recent projects targeting inclusion, the development of would be drop-outs, talent support and the appropriate application of digital devices. Beside newly acquired knowledge, skills and reformed pedagogical cultures, we are looking for functioning best practices, potential cooperative partners and institutions presenting the practices we believe to be the best of their kinds in return. A long-term objective for us is to establish a regional international centre of knowledge.
3. Activities
We are planning three kinds of activities. 15 teachers and the psychologist of the institution are going to take part in training courses in 11 countries. The chosen topics are project-based education and/or management (5 courses), improving 21st century skills (4 courses), digital media application needed for projects (2 courses), inclusion, creating and managing class community (2 courses), motivation and evaluation (2 courses) and 1 language course. 11 of our students are going to use project-based methods to handle the challenges of European and digital citizenships as well as that of environmental problems working in teams in Cork to have a practical insight into the western aspects of project-based education. 3 of our teachers are going to visit Rovinj to get acquainted with the projects and the talent support programmes there. During their visit, participants are going to exchange best practices and lay the bases of the relationships of an institutional partnership.
4. Expected results
We expect that our teachers will variably apply the methods of project-based education in their practices, and our students will create more creative projects both in their professional and general subjects and at the same time the cooperation between teachers of those subjects will strengthen and their work in intercurricular projects will get more connected. Teamwork will make all participants more communicative and inclusive, and Erasmus participants will work more efficiently together. We will get to know more international best practices; the number of our partnerships will increase providing the bases of more eTwinning projects and professional visits. The acquired knowledge will improve our institution and our pedagogical culture thus becoming an international centre of knowledge might become real. The linguistic competences and the personalities of the participants will improve and they can reflect how much it is worth being a part of Erasmus+ programmes.
Our institution is a 33-year-old clear profile secondary vocational school for Information Technology. We have been taking part in numerous professional trainings abroad and in international partnerships both of which provide us with methodological and cultural reform and refreshment. Project-based education, 21st-century soft skills, the motivation of our students, creating an inclusive class community and the modernization of our evaluation procedures are playing more and more important roles in our teaching processes. We consider having an insight into international experiences and aspects essential since both our students and our teachers can benefit from adapting the acquired methodological and cultural knowledge. Besides networking, it is also an opportunity to get acquainted with foreign educational systems as well as to familiarize our partners with the Hungarian educational culture, creativity and innovation.
2. Objectives
Since the modernization of the Vocational Training System in 2020, our students have been using project methods to gain professional knowledge, which expectation is broadened and must be met by teachers of general sciences. That is why our objective is for them to get acquainted with at least two new methods regarding project-based education and 21st-century soft skills and to be able to use them in intercurricular relations. Another objective is to improve our recent projects targeting inclusion, the development of would be drop-outs, talent support and the appropriate application of digital devices. Beside newly acquired knowledge, skills and reformed pedagogical cultures, we are looking for functioning best practices, potential cooperative partners and institutions presenting the practices we believe to be the best of their kinds in return. A long-term objective for us is to establish a regional international centre of knowledge.
3. Activities
We are planning three kinds of activities. 15 teachers and the psychologist of the institution are going to take part in training courses in 11 countries. The chosen topics are project-based education and/or management (5 courses), improving 21st century skills (4 courses), digital media application needed for projects (2 courses), inclusion, creating and managing class community (2 courses), motivation and evaluation (2 courses) and 1 language course. 11 of our students are going to use project-based methods to handle the challenges of European and digital citizenships as well as that of environmental problems working in teams in Cork to have a practical insight into the western aspects of project-based education. 3 of our teachers are going to visit Rovinj to get acquainted with the projects and the talent support programmes there. During their visit, participants are going to exchange best practices and lay the bases of the relationships of an institutional partnership.
4. Expected results
We expect that our teachers will variably apply the methods of project-based education in their practices, and our students will create more creative projects both in their professional and general subjects and at the same time the cooperation between teachers of those subjects will strengthen and their work in intercurricular projects will get more connected. Teamwork will make all participants more communicative and inclusive, and Erasmus participants will work more efficiently together. We will get to know more international best practices; the number of our partnerships will increase providing the bases of more eTwinning projects and professional visits. The acquired knowledge will improve our institution and our pedagogical culture thus becoming an international centre of knowledge might become real. The linguistic competences and the personalities of the participants will improve and they can reflect how much it is worth being a part of Erasmus+ programmes.
2019
2019-1-HU01-KA101-060648
Project Description
The purpose of the project is to involve the ICT-based secondary school into the international knowledge transfer and to expand teachers’ methodological repository regarding the development of differentiation and personalised learning as well.
The teachers of the school are committed to the development of catching-up and talent support. Although both fields have been acquired and supported for decades, new challenges are to be faced as the welcoming of sensory and somatic impaired students in the school is to be complemented by new types of special needs (dyslexic, ADHD, autism, etc.) requiring attention and inclusive attitude. Talent support also requires new methods with Z- and alpha-generation youngsters.
Besides specialised knowledges and the ‘4K’ skills necessary in the 21st century, the institution believes to find its way to the development of personalised teaching-learning process and the broadened application of differentiation through the adapted innovation of pedagogical meters and the opportunities regarding digital education. Teachers are to take part in international courses in the summer where they can exchange their experiences with teachers around the world to gain this knowledge.
The selection of the participants was based on a publicly available scenario taking the need of the institution and the personal improvement into consideration.
All the five (not IT-specialised) departments of the institution take part in the courses with the heads of department on the lead. The knowledge gained is to be adapted not only within the specialised departments but also with the horizontal departments thus ensuring that the whole teacher staff have the opportunity to get informed.
13 out of the 15 mobilities are specialised methodological training: 1 preparing for the specialties of autism and 1 of dyslexia, 1 is focusing on the methodological assistance of inclusion and integration of students. The methodology of ELT to students with learning challenges is presented in Norwich while creativity and innovation in the ELT classroom in Barcelona. The topic of British culture is refreshed in Edinburgh on a methodological course. The head of department gains the necessary knowledge on the improvement of student development with the appropriate meters in Norwich.
The course of recognising hidden talent in Porto is attended by a colleague who has her own researches on the field and the fields of robotics and app-development is discovered by the head of department in Florence having his own extra-curricular in-school course in the field as well. The opportunities of the ‘4K’ skill development is examined by a master-level teacher on the field of institutional innovation in Dublin.
As part of the ‘Neudigital’ project started last year, 3 teachers from the Mathematics department are focusing on the development on personalised learning through digital ways and the methodological assistance on differentiation involving the creation of picture, sound and video, digital student portfolio and learning-support applications in different location in Oxford, Scarborough, and Dublin. With these courses the development of digital school is promoted even further supporting all the technological investments so far to reach the condition of smart school.
The expanding international relationships of the institution requires smooth administration and confident, fluent language skills, that is why the head-mistress participates in a language course in London, and the institutional assistant participates in one in Valetta.
The travels are preceded by professional researches and getting acquainted with the culture of the target country as a segment of which the participants are to take part in an in-service language training.
Colleagues are writing a blog during the mobilities to give information about their experiences and the new knowledge they gain followed by students and fellow teachers at home. The content of the courses is uploaded to a mutual cloud shared with the teacher staff of the institution.
Coming home, the experiences are summarised, and the information is shared not only with their department and the other teachers in the school but fellow teacher from other institutions are invited to take part in in-service trainings and applied practices from October. Participants also share their experiences on specialised online forums, in journals and on social network sites. All processes of the project are evaluated with interviews, surveys, self-, peer- and management-reviews, lesson observations, reports, etc.
The methodological repository of the teachers regarding atypical students is going to be more prepared and more focused on individual needs. Teachers’ language competences and personalities are going to be more developed thus students will receive a more extensive preparation. Teachers also prepare to provide and enrich their knowledge and experience in the following projects through job-shadowing applying the know-how. Student mobility is also supported with the broadening of the international networking base.
The teachers of the school are committed to the development of catching-up and talent support. Although both fields have been acquired and supported for decades, new challenges are to be faced as the welcoming of sensory and somatic impaired students in the school is to be complemented by new types of special needs (dyslexic, ADHD, autism, etc.) requiring attention and inclusive attitude. Talent support also requires new methods with Z- and alpha-generation youngsters.
Besides specialised knowledges and the ‘4K’ skills necessary in the 21st century, the institution believes to find its way to the development of personalised teaching-learning process and the broadened application of differentiation through the adapted innovation of pedagogical meters and the opportunities regarding digital education. Teachers are to take part in international courses in the summer where they can exchange their experiences with teachers around the world to gain this knowledge.
The selection of the participants was based on a publicly available scenario taking the need of the institution and the personal improvement into consideration.
All the five (not IT-specialised) departments of the institution take part in the courses with the heads of department on the lead. The knowledge gained is to be adapted not only within the specialised departments but also with the horizontal departments thus ensuring that the whole teacher staff have the opportunity to get informed.
13 out of the 15 mobilities are specialised methodological training: 1 preparing for the specialties of autism and 1 of dyslexia, 1 is focusing on the methodological assistance of inclusion and integration of students. The methodology of ELT to students with learning challenges is presented in Norwich while creativity and innovation in the ELT classroom in Barcelona. The topic of British culture is refreshed in Edinburgh on a methodological course. The head of department gains the necessary knowledge on the improvement of student development with the appropriate meters in Norwich.
The course of recognising hidden talent in Porto is attended by a colleague who has her own researches on the field and the fields of robotics and app-development is discovered by the head of department in Florence having his own extra-curricular in-school course in the field as well. The opportunities of the ‘4K’ skill development is examined by a master-level teacher on the field of institutional innovation in Dublin.
As part of the ‘Neudigital’ project started last year, 3 teachers from the Mathematics department are focusing on the development on personalised learning through digital ways and the methodological assistance on differentiation involving the creation of picture, sound and video, digital student portfolio and learning-support applications in different location in Oxford, Scarborough, and Dublin. With these courses the development of digital school is promoted even further supporting all the technological investments so far to reach the condition of smart school.
The expanding international relationships of the institution requires smooth administration and confident, fluent language skills, that is why the head-mistress participates in a language course in London, and the institutional assistant participates in one in Valetta.
The travels are preceded by professional researches and getting acquainted with the culture of the target country as a segment of which the participants are to take part in an in-service language training.
Colleagues are writing a blog during the mobilities to give information about their experiences and the new knowledge they gain followed by students and fellow teachers at home. The content of the courses is uploaded to a mutual cloud shared with the teacher staff of the institution.
Coming home, the experiences are summarised, and the information is shared not only with their department and the other teachers in the school but fellow teacher from other institutions are invited to take part in in-service trainings and applied practices from October. Participants also share their experiences on specialised online forums, in journals and on social network sites. All processes of the project are evaluated with interviews, surveys, self-, peer- and management-reviews, lesson observations, reports, etc.
The methodological repository of the teachers regarding atypical students is going to be more prepared and more focused on individual needs. Teachers’ language competences and personalities are going to be more developed thus students will receive a more extensive preparation. Teachers also prepare to provide and enrich their knowledge and experience in the following projects through job-shadowing applying the know-how. Student mobility is also supported with the broadening of the international networking base.
Project Summary
1.
Our institution is a 30-year-old clear profile secondary vocational school for Information Technology. We have been educating students with special education need for 25 years and as Accredited Prominent Talent Centre we have been sharing best practices and knowledge as well. Our prospects for the future is to create a smart school where our students receive individualized attention (special needs, gifted, average).
We have been taking part in professional field trips and international partnerships abroad which enriched us with methodological and cultural regeneration. We consider it essential to gain international experiences to establish digital and smart school as well as to improve individual educational routes. Both our teachers and students benefit from the familiarized methods, linguistic and cultural elements and from the effort to adapt the Scandinavian models.
Besides networking, working on establishing eTwinning and job-shadowing, provided us with the opportunity to get acquainted with foreign educational systems as well as to familiarize our partners with the Hungarian educational culture, creativity and innovation.
2.
The main objective of our project was to broaden the methodological horizon of differentiation in the educational practice of our teachers as well as to possess a thorough know-how of students with special needs. To work out individualised educational processes and to apply a wider scope of differentiated education, we considered that our main objective was to achieve comprehensive knowledge of professional and academic kind, to improve the essential 4K related skills, to reform our measuring tools through adaptation and to enhance our digital practices. This is why our focal point was to build the adaptable elements of the courses in the appropriate level of our educational processes. Besides getting to know the special needs of our students and some international best practices, as well as acquiring the knowledge of inclusive methods in improving talent support, it was vital for us to make our English teaching practices even more effective.
Our aim was to improve the language skills and knowledge of the participants to achieve internationalization, to individually reveal new partnerships and to get to know other educational systems. At institutional level, the main objective was to improve the cooperation of the colleagues.
3.
Lengthening the duration of the project made it possible for us to manage to realize all the 15 mobilities involving all our departments of general discipline. The mobilities include 3 targeting talent support, 4 focusing on improving students with special needs, 3 supporting our aim to become a digital institution and 3 assisting to the improvement of our English language teaching one of which was targeting measurement, assessment and evaluation. 2 of our colleagues, one of whom works in an administrative scope of activities, took part in a language course to enhance our internationalisation.
During the monthly organised dissemination workshops, we prioritized the ones focusing on students with special needs as well as the one about measurement, assessment and evaluation to exploit the topics involving knowledge transfer. The reports on courses targeting the improvement of methodological, cultural and linguistic knowledge were realized in more practical schemes in the online space in the form of small-group sections.
4.
The methodological culture of our teachers and they as well became more aware of the needs of atypical students. The knowledge acquired in the courses was built in our practices, and we also indicated the referenced methodology of it in our curriculum. Due to the development of our talent support groups the number of groups getting into the finals of the Innovation Competition was higher. Our 9 graders learn their vocational subjects in the forms of projects, they prepare portfolios, they include robotics into their projects. The knowledge of measurement and evaluation was adapted into our linguistic evaluation and a measurement maintained by the central vocational authority. We helped others applying digital education. The linguistic competence and personality of our teachers improved. The cooperation of departments was intensified regarding teaching processes as well as the activities of the 15 participants. We introduced our innovations and best practices during the courses and our talent support program was adapted into an international course making our school and the Hungarian talent support recognised as well. Due to the partnerships a registered eTwinning program came into reality and we made some job-shadowing partners.
Our institution is a 30-year-old clear profile secondary vocational school for Information Technology. We have been educating students with special education need for 25 years and as Accredited Prominent Talent Centre we have been sharing best practices and knowledge as well. Our prospects for the future is to create a smart school where our students receive individualized attention (special needs, gifted, average).
We have been taking part in professional field trips and international partnerships abroad which enriched us with methodological and cultural regeneration. We consider it essential to gain international experiences to establish digital and smart school as well as to improve individual educational routes. Both our teachers and students benefit from the familiarized methods, linguistic and cultural elements and from the effort to adapt the Scandinavian models.
Besides networking, working on establishing eTwinning and job-shadowing, provided us with the opportunity to get acquainted with foreign educational systems as well as to familiarize our partners with the Hungarian educational culture, creativity and innovation.
2.
The main objective of our project was to broaden the methodological horizon of differentiation in the educational practice of our teachers as well as to possess a thorough know-how of students with special needs. To work out individualised educational processes and to apply a wider scope of differentiated education, we considered that our main objective was to achieve comprehensive knowledge of professional and academic kind, to improve the essential 4K related skills, to reform our measuring tools through adaptation and to enhance our digital practices. This is why our focal point was to build the adaptable elements of the courses in the appropriate level of our educational processes. Besides getting to know the special needs of our students and some international best practices, as well as acquiring the knowledge of inclusive methods in improving talent support, it was vital for us to make our English teaching practices even more effective.
Our aim was to improve the language skills and knowledge of the participants to achieve internationalization, to individually reveal new partnerships and to get to know other educational systems. At institutional level, the main objective was to improve the cooperation of the colleagues.
3.
Lengthening the duration of the project made it possible for us to manage to realize all the 15 mobilities involving all our departments of general discipline. The mobilities include 3 targeting talent support, 4 focusing on improving students with special needs, 3 supporting our aim to become a digital institution and 3 assisting to the improvement of our English language teaching one of which was targeting measurement, assessment and evaluation. 2 of our colleagues, one of whom works in an administrative scope of activities, took part in a language course to enhance our internationalisation.
During the monthly organised dissemination workshops, we prioritized the ones focusing on students with special needs as well as the one about measurement, assessment and evaluation to exploit the topics involving knowledge transfer. The reports on courses targeting the improvement of methodological, cultural and linguistic knowledge were realized in more practical schemes in the online space in the form of small-group sections.
4.
The methodological culture of our teachers and they as well became more aware of the needs of atypical students. The knowledge acquired in the courses was built in our practices, and we also indicated the referenced methodology of it in our curriculum. Due to the development of our talent support groups the number of groups getting into the finals of the Innovation Competition was higher. Our 9 graders learn their vocational subjects in the forms of projects, they prepare portfolios, they include robotics into their projects. The knowledge of measurement and evaluation was adapted into our linguistic evaluation and a measurement maintained by the central vocational authority. We helped others applying digital education. The linguistic competence and personality of our teachers improved. The cooperation of departments was intensified regarding teaching processes as well as the activities of the 15 participants. We introduced our innovations and best practices during the courses and our talent support program was adapted into an international course making our school and the Hungarian talent support recognised as well. Due to the partnerships a registered eTwinning program came into reality and we made some job-shadowing partners.
2018
KA1-KO-00103-006/2018
Project Description
In specialized schools teaching IT it is particularly important to combine pedagogy with innovative classroom technology. It is urgent that also the non-professional subjects keep pace with technological novelties to enhance motivation of the students and to bring these literacy areas closer to the z-generation with this new method.
The primary objective of the project is that the teachers from the field of the three main department in general education can use digital technology more efficiently in the classroom, in order to increase the students' motivation and learning attitude. Through international experience, the project contributes to the update of modern pedagogical and teaching methods in the field of human subjects, mathematics and language teaching.
Our need to improve our skills and competences in this area was articulated during the preparation for the project. This aim was immediately enforced and was encouraged by the school’s management. Our agenda makes it clear that improving communication with the students is not just regarded as a fundamental tool in the teaching process, but it also means that the material will no longer be transferred in traditional in-classroom forms. The courses that gives the main frame of the project were selected by involving colleagues and leaders of specified workgroups so as to make our choices the most relevant and to correlate with the specific needs of our teachers. Participation was free for everyone. The selected courses offer a wide range of technologically-enhanced classroom activities and they are reinforcing and supplementing each other at the same time. Although it is fair to state that some of our applicants are younger and digitally up-to date, the majority of our participants are middleaged teachers with a lot more experience and with a different profile in terms of digital competence. 9 colleagues participate in the project, 4 of them teach mathematics and physics, one of them teaches English and History, another 2 english teachers, and 2 people from the human area.
Mobility takes place only after a long preparation that includes gathering information and getting familiar with the cultures of the target countries. If the finances make it possible, we are about to organize a language course for the teachers in June-July.
Mobilities are planned for the summer holidays, July and August. The first trip takes place on June 15, the course in Dublin deals with the applications in language teaching. The next courses focus on the CLIL method and its digitization potential, the flipped classroom model and its activities, and the pedagogical applicability of the most popular social media surfaces.Several colleagues take part in trainings, focusing on learning new programs, websites and digitization possibilities for teaching activity.
Colleagues publish a blog on the social media interface, in parallel with their training which can be followed by both their students and other colleagues remained at home.
The content of each course is continually uploaded to a common google drive or cloud that you can then share with other members of the faculty.
The dissemination process begins in September, whereby first-step travellers shair their experiences in online forums and personal meetings and coordinate distribution tasks and directions.
As a second step colleagues at a forum of the department will present their experiences in detail. In the third step with the involvement of school management, a methodological workshop for faculty members is organised which fits in the annual work plan and where sharing their knowledge can inspire other colleagues.
We have indentified to increase the rate of subjects where multimodal learning is used ( e.g. test, videos, audio, multimedia) as a key indicator on the one hand. On the other hand the sophistication of educational technologies open up increasing possibilities for students to explore, share and create content.
At this stage the measurement indications are integrated into the existing system, coupled with student satisfaction measurement and professional assessment of colleagues.
The results of the project will be published in regional press and knowledge-based online teaching areas.
The primary objective of the project is that the teachers from the field of the three main department in general education can use digital technology more efficiently in the classroom, in order to increase the students' motivation and learning attitude. Through international experience, the project contributes to the update of modern pedagogical and teaching methods in the field of human subjects, mathematics and language teaching.
Our need to improve our skills and competences in this area was articulated during the preparation for the project. This aim was immediately enforced and was encouraged by the school’s management. Our agenda makes it clear that improving communication with the students is not just regarded as a fundamental tool in the teaching process, but it also means that the material will no longer be transferred in traditional in-classroom forms. The courses that gives the main frame of the project were selected by involving colleagues and leaders of specified workgroups so as to make our choices the most relevant and to correlate with the specific needs of our teachers. Participation was free for everyone. The selected courses offer a wide range of technologically-enhanced classroom activities and they are reinforcing and supplementing each other at the same time. Although it is fair to state that some of our applicants are younger and digitally up-to date, the majority of our participants are middleaged teachers with a lot more experience and with a different profile in terms of digital competence. 9 colleagues participate in the project, 4 of them teach mathematics and physics, one of them teaches English and History, another 2 english teachers, and 2 people from the human area.
Mobility takes place only after a long preparation that includes gathering information and getting familiar with the cultures of the target countries. If the finances make it possible, we are about to organize a language course for the teachers in June-July.
Mobilities are planned for the summer holidays, July and August. The first trip takes place on June 15, the course in Dublin deals with the applications in language teaching. The next courses focus on the CLIL method and its digitization potential, the flipped classroom model and its activities, and the pedagogical applicability of the most popular social media surfaces.Several colleagues take part in trainings, focusing on learning new programs, websites and digitization possibilities for teaching activity.
Colleagues publish a blog on the social media interface, in parallel with their training which can be followed by both their students and other colleagues remained at home.
The content of each course is continually uploaded to a common google drive or cloud that you can then share with other members of the faculty.
The dissemination process begins in September, whereby first-step travellers shair their experiences in online forums and personal meetings and coordinate distribution tasks and directions.
As a second step colleagues at a forum of the department will present their experiences in detail. In the third step with the involvement of school management, a methodological workshop for faculty members is organised which fits in the annual work plan and where sharing their knowledge can inspire other colleagues.
We have indentified to increase the rate of subjects where multimodal learning is used ( e.g. test, videos, audio, multimedia) as a key indicator on the one hand. On the other hand the sophistication of educational technologies open up increasing possibilities for students to explore, share and create content.
At this stage the measurement indications are integrated into the existing system, coupled with student satisfaction measurement and professional assessment of colleagues.
The results of the project will be published in regional press and knowledge-based online teaching areas.
Project Summary
In a vocational grammar school for information technology it is essential to combine pedagogy with the latest and improving classroom technologies. From the perspective of students’ motivation it is urgent that the teaching processes of general subjects that are not dealing directly with IT-content keep pace with the opportunities provided by technology so that Z-generation students they target can get closer to the field of subjects accordingly. The prior aim of the project was for teachers belonging to the three different departments of general subjects to apply digital technology inside and outside the classroom more effectively which is bound to result in the positive alteration of students’ motivation and learning attitudes. Due to international experiences, the project led to the refreshment of pedagogical methods and teaching instruments in the field of Humanities, Mathematics and language teaching. In addition, teachers’ language knowledge has also improved due to the participation of the project, making it possible for teachers to join international networks of their own scientific fields and to take part in initiatives and projects in international networks and platforms. The need of improving our competencies in this area started to take shape during the preparation phase of the project. The completed courses were selected with the agreement of the heads of each department so that they could meet the requirements of the professional work. The opportunity to participate was open for the whole institution. All of the selected courses provide a technologically improved wide variety of the activities undertaken by the classroom activities, each complemented by one another. The participants of the project were mid-generation teachers with great professional experience accompanied by different levels of digital literacy. Altogether six colleagues of ours took part in the mobility events among whom two teach Mathematics and Physics, 3 teach English language and one subjects of humanities. It is important to note from the perspective of the usefulness of the project that the head of the Human and Science Department belonged to this group, in addition the head of the English department supported the team in many processes throughout the project. The mobility events were preceded by professional preparation, the acquisition of information on the topics of the courses, getting to know the culture of the target countries as well as language preparation. In June, participants signed the contracts and started to organise their journeys. The mobility events took place in the summer break in July and August. The course in Dublin focused on the applications worth using in the language teaching processes. Further elements included one of the key aspects of language education, CLIL and its digital possibilities, the flipped-classroom model and its activities. More colleagues of ours participated in courses providing a more general and essential overview and confidence regarding software and applications, furthermore, their digital literacy and proficiency regarding the methodology of digital pedagogy, AR (Augmented Reality) and VR (Virtual Reality).
The colleagues taking part in the project were preparing a blog in the social networking sites to share their experiences with the other teachers and their students as well. The resources of the different courses were being shared in a Google Drive Sheet, which later was passed on to the other members of the Departments. The descriptors for measurements included the growth of the number of lessons where ICT-devices, computer-based software or applications are used, as well as the necessity of occurrence of complex contents (text, video, audio, multimedia) in the learning processes for learners complemented by contents discovered and presented by learners themselves. The processes of dissemination were launched as soon as the application was accepted. Throughout all the mobility events, colleagues shared their experiences via online forums and at personal meetings and collaborated on the know-hows and expectations of sharing the acquired informations, skills and knowledge. The colleagues of ours prepared detailed descriptions of their experiences and all the information with the value of expedience in the form of department forums, which was later further-improved to inform all the employees of the institution with the assistance of the management, with regard of which workshops were held, lesson-plans were created, lesson observations were planned and conducted. Moreover, an open dissemination session was also organised with the attendance of four colleagues and the deputy-headmaster of a primary school taking part in Erasmus as well as the teachers of our institutions and other guests. We launched a facebook page and a website called Neuerasmus..
The opportunity to take part in the project provided a great chance for the internationalization of our institution. Meanwhile, our first international eTwinning project was also launched. Based on the previous experiences we have been working on the modification of the consistency of the project team. Analysing the first won project resulted in the modification of the preparatory organisations, the system of QA and measurements and the plans for possible substitution as well.
The innovative methodical elements in the teaching procedure, the organised provision of acquired knowledge and information – which became part of the teacher training program of the institution- were appropriately introduced and constructed in our everyday work according to plans.
The results of the project were published in the regional media and in online forums for communities of teachers as well
The colleagues taking part in the project were preparing a blog in the social networking sites to share their experiences with the other teachers and their students as well. The resources of the different courses were being shared in a Google Drive Sheet, which later was passed on to the other members of the Departments. The descriptors for measurements included the growth of the number of lessons where ICT-devices, computer-based software or applications are used, as well as the necessity of occurrence of complex contents (text, video, audio, multimedia) in the learning processes for learners complemented by contents discovered and presented by learners themselves. The processes of dissemination were launched as soon as the application was accepted. Throughout all the mobility events, colleagues shared their experiences via online forums and at personal meetings and collaborated on the know-hows and expectations of sharing the acquired informations, skills and knowledge. The colleagues of ours prepared detailed descriptions of their experiences and all the information with the value of expedience in the form of department forums, which was later further-improved to inform all the employees of the institution with the assistance of the management, with regard of which workshops were held, lesson-plans were created, lesson observations were planned and conducted. Moreover, an open dissemination session was also organised with the attendance of four colleagues and the deputy-headmaster of a primary school taking part in Erasmus as well as the teachers of our institutions and other guests. We launched a facebook page and a website called Neuerasmus..
The opportunity to take part in the project provided a great chance for the internationalization of our institution. Meanwhile, our first international eTwinning project was also launched. Based on the previous experiences we have been working on the modification of the consistency of the project team. Analysing the first won project resulted in the modification of the preparatory organisations, the system of QA and measurements and the plans for possible substitution as well.
The innovative methodical elements in the teaching procedure, the organised provision of acquired knowledge and information – which became part of the teacher training program of the institution- were appropriately introduced and constructed in our everyday work according to plans.
The results of the project were published in the regional media and in online forums for communities of teachers as well