Roots and wings – survival skills in the digital world Erasmus Project

Project Title

Roots and wings – survival skills in the digital world

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 : Strategic Partnerships for Schools Only

Project Call Year

This project’s Call Year is 2016

Project Topics

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

Project Summary

The students – the digital natives – are bored because they have to work with old-fashioned tools and archaic methods. They feel anxious and stressed because the future seems uncertain as the world keeps changing unpredictably. Teachers – the digital immigrants – are stressed because the new technology and tech-savvy students overwhelm them. They are lonely because they feel they are the only ones struggling with these issues. Surely there must be something that can be done about it? What are the survival skills in the digital world? This is what three secondary schools across Europe wanted to find out: Nurmeksen lukio from Nurmes, Finland, Crickhowell High School from Crickhowell, Powys, Wales, the UK and BG/BRG Klosterneuburg, from Klosterneuburg, Austria formed a partnership. Altogether, 60 students (aged 15 – 18) and 7 teachers collaborated both online and in real life to tackle these issues in 2016 – 2018.

This myth busting rescue mission started by promising students and teachers a chance to try out modern pedagogical methods and new digital tools in a calm and supportive atmosphere. It promised to show how people from opposite corners of Europe can collaborate and learn from one another. The project was named ‘Roots and wings – survival skills in the digital world’ because, firstly, we aimed to enable our students to appreciate their roots, to better understand their identity and cultural heritage, and secondly, we wanted to provide wind underneath their wings by equipping them with information and skills needed in the digital, multicultural modern world. We adopted a learner-centred approach and applied principles of phenomenon-based learning and team learning to be able to encourage students to be responsible, show initiative and take charge of their lives.

We focused on three phenomena: 1) digital literacy, 2) identity, health and wellbeing and 3) higher education. First, students investigated each topic from a national perspective and created presentations on their findings. During this phase they already were in contact with the other partners via Twinspace and Skype. They then travelled to meet with the others. The preparatory tasks formed a starting point for a week’s activities. The host students had planned a programme full of workshops, excursions and various other activities related to the topic. The tangible results of the project range from artistic interpretations of identity in the digital age and investigations on fake news to new European recipes and fitness videos, all of which are presented on the project’s Twinspace platform.

By using various digital tools and collaborating online, the students learned how to behave responsibly and effectively in the digital world. By comparing and contrasting cultures, the student learned to appreciate their own background and to see what united them as Europeans. By trying out healthy recipes, mindfulness activities and other methods they gained tools to support their wellbeing. The cross-cultural co-operation improved their interpersonal skills and boosted their self-esteem and self-efficacy. The importance of learning foreign languages was also realized, and how it was about much more than just vocabulary and grammar.

The teachers’ role in this project was to guide and support the students when needed. They were able to share their mentoring experiences and learn from each other. The use of digital tools was a learning curve for the teachers as well. This collaboration became a testing ground for the renewing curricula in the partner countries, which is one major long-term benefit of this project. The teachers will continue using the software and applications they found viable. The insights gained trying out new pedagogics boosted the professional development of the teachers. Hopefully the change from teacher-led activities to a more learner-centred approach allows educators to support the independence and life skills of students in future as well, so that they are better able tackle the issues they face in this modern age.

The positive learning experiences and fruitful collaboration will continue in the future not only among three partner schools but also among these young citizens of three European countries.

EU Grant (Eur)

Funding of the project from EU: 49720 Eur

Project Coordinator

Nurmeksen lukio & Country: FI

Project Partners

• CRICKHOWELL HIGH SCHOOL
• BG/BRG Klosterneuburg