Technopoly-Meere – How does plastic get into the ocean? – an ecological approach using tablets in science class Erasmus Project

Project Title

Technopoly-Meere – How does plastic get into the ocean?
– an ecological approach using tablets in science class

Project Key Action

This project related with these key action: Cooperation for innovation and the exchange of good practices

Project Action Type

This project related with this action type : School Exchange Partnerships

Project Call Year

This project’s Call Year is 2019

Project Topics

This project is related with these Project Topics: Environment and climate change; New innovative curricula/educational methods/development of training courses; ICT – new technologies – digital competences

Project Summary

Technopoly Seas – how does plastic get into the ocean? An ecological consideration in tablet-supported NW lessons

The worldwide pollution of water by plastic (techno-polymers) represents an ecological catastrophe. This applies in particular to so-called microplastics, which are the smallest particles that reach our table through the food chain. The phenomenon and the associated ecological problems can no longer be ignored and are now examined and documented in many ways. Approaches towards solutions pursued by politics, NGOs, industry and private initiatives are highly motivated, creative and technically innovative. In view of the many advantages and uses of plastic, the reactions to the threatening disadvantages of this material may seem restrictive and ignorant. Europe is now planning to implement bans.
The “Technopoly Seas” project used this important topic to impart research and communication skills and to deepen the school partnership between the Integrated Comprehensive School Paffrath in Germany and the Tallinna Rahumäe Põhikool in Estonia. During the project, a tablet-based science teaching module was to be developed and then tested in joint lessons during two student exchanges. Three science teachers, an English teacher and two computer science teachers worked together on the project. Fifteen pupils each from the Tallinna Rahumäe Pöhikool and the Integrated Comprehensive School Paffrath took part in the project.
In addition to the two student exchange events, the collaboration was supposed to take place through eTwinning. The final learning outcome, the report on “Technopoly-Ocean”, had young people as its target group and was based on modern communication methods. In addition to school websites, padlets and instant messengers, other online presentation options such as YouTube, Instagram and online tutorials were tested. The project’s learning approach was not only supposed to provide information about the environmental problem “microplastics”. Through its modern, student-oriented presentation, we were hoping to encourage more coverage of other topics, attractive teaching content and interesting results from (tablet-supported) teaching in reporting in and around the school.
The unit was developed and carried out at the Integrated Comprehensive School Paffrath. Unfortunately, however, the teaching unit could not be tested and further developed with the partner school because all student exchange had to be canceled due to the pandemic. In addition, lockdown measures to protect against Covid19, caused severe restrictions on regular teaching and planned excursions to extracurricular learning locations. The Paffrath teaching material, films and pictures of the lessons were posted online. This enabled the Tallinna Rahumäe Põhikool group to also carry out the practical part of the teaching unit. As planned at the preparatory meeting, the colleagues from Tallinn were in charge of the artistic component, specifically the development of the joint logo. The Tallinna Rahumäe Põhikool works intensively on artistic topics and was well prepared in this regard.
During the project, the students dealt with the problem of pollution of the oceans by microplastics and the associated threat to the ecosystem as part of a learning task. They researched the history, components and use of plastic, the breakdown and decay of plastic waste, the pollution of ecosystems, as well as solutions from private initiatives, industry and politics. As a learning product, the students reported on their research and published their results in the form of padlets or other forms of exchange between the respective schools and other suitable social media channels. This included “e Twinning” as a communication platform.
While the digitization of teaching is well advanced in Estonian schools, German schools and school authorities are finding it more difficult to use new media. This discrepancy enables a comparison of how tablets were used in digitized teaching in Estonia and Germany. It turned out that the approach of their school authorities is very different in the two countries. In Estonia, students use their own equipment as a matter of course, but not in Germany. The Estonian partner school had quite a few laptops for their students, while the German partner school only had two computer rooms and 60 tablets for 1400 pupils. For the project, the problem at the Integrated Comprehensive School Paffrath could be solved by providing tablets for all participating students.
The work on this current environmental topic as part of a student exchange promoted not only scientific and ecological skills, but also intercultural and foreign language skills of the students. The scientific approach to data acquisition, description and possible solution of a problem was experienced as a universal research method. This broadened the students’ perspective on European education and employment opportunities in the natural sciences. Through the use of tablets, data research, recording, processing and presentation as well as feedback on one’s own work are combined on one device. Analyzing and describing a “modern” problem with innovative means, increased the students’ motivation and their digital competence. Despite the restrictions posed by the COVD-19 pandemic, it was in essence possible to achieve the intended project goals.
The resulting natural science lesson “Technopoly Oceans” was evaluated with regard to the intended goals, the usability of the method, and the possible uses of tablets. It will be incorporated into the school’s internal curriculum and can serve as an example of a tablet-based, European-oriented teaching unit for the school’s internal continuing education program.

EU Grant (Eur)

Funding of the project from EU: 16575 Eur

Project Coordinator

Integrierte Gesamtschule Paffrath & Country: DE

Project Partners

• Tallinna Rahumäe Põhikool