‘’BRINGING LIFE INTO THE CLASSROOM : inovative use of mobile devices in the educational process’’ Erasmus Project

Project Title

‘’BRINGING LIFE INTO THE CLASSROOM : inovative use of mobile devices in the educational process’’

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 school education

Project Call Year

This project’s Call Year is 2016

Project Topics

This project is related with these Project Topics: New innovative curricula/educational methods/development of training courses; Early School Leaving / combating failure in education; Key Competences (incl. mathematics and literacy) – basic skills

Project Summary

Current economic and social context in which we evolve is one of the factors we face in education. European’s recent studies have demonstrated that there are still difficult situations we face. Students that come from social and economically-risk environments increasingly higher is the main external challenge to which students are exposed. The result is that students have increasingly greater disinterest regarding school in general, higher school dropout being an immediate consequence. To counter these issues, the school must define itself in terms of methods used in dealing with students. Usually, this redefinition is a lengthy process, which may include additional costs often difficult to provide. School should open to the society, in both directions: to take over what is useful in education and has been developed in non-formal environments, but also to let the society to take what is valuable in school. The results of our Project can be used as solutions reduce pressures on to many schools, students and their families, providing them medium and long-term solutions.
We offer, by our tips and tricks that are part of our Intellectual products, suggestions that can be applied for the valorisation of external environment achievement, in terms of technology, both for schools, teachers and students.
Project Priorities, selected in accordance with social and economic context we must face, are:
A. Addressing underachievement in the basic skills of math, science and literacy through more effective, innovative teaching methods
B. Supporting schools to tackle early school leaving (ESL) and disadvantage as well as to address all students from the lowest to the highest end of the academic spectrum
C. Improve achievement in relevant and high-level basic and transversal competences in a lifelong learning perspective.
According with these priorities, the main objectives proposed for the project are
-school dropout decrease
-increase the level of digital literacy, language, basic and transversal skills
-increase of vocational education graduates, employed during the first year after graduation
-increase the number of graduated students that follow tertiary studies, equally boys and girls
-increase teachers’ digital literacy, skills to use mobile devices in formal and non-formal education, building teachers ‘leadership capacity, interest for professional development
-parents’ increased confidence aiming school activity
The six schools in the project have a different profile, both in terms of the economic environment evolves, and student interest or skill level and their aspirations. The schools in Rhodes and Istanbul have a predominantly theoretical profile, preparing students for tertiary education, while the other four schools have a varied profile, both theoretically and professionally, students being mostly employed after graduation. The common point is the interest that we have, to adapt the school to the demands of society and counteract threats to which we are subject, largely the same. The University of UMinho, as an academic educational provider, was the expertise adviser for the project.
The project addressed directly to 180 students and their families and to 84 teachers of the seven partners.
The activities were conducted online and in the framework of transnational meetings. These planned activities were:
6 Blended mobility of school learners, each for 5 days, with 5 students and 1 accompanying person per school.
6 Short-term joint staff training events, each for 5 days, with 2 teachers for each partner.
2 Multiplier Events, first of them hosted by Maia school in partnership with UMinho, for 100 attending persons, and the second, at Focșani, for 50 persons.
3 Transnational Project Meetings, to organize project activities, monitoring and evaluation are planned, attended by two representatives of each partner.
The results of the project are of three types.
3 approved and done intellectual outputs, from the total we proposed
Tangible results, like logo, posters, documents for participants selections, Facebook pages, partners’ blogs or website, video presentations and tutorials, newsletters, organisational and mentoring of the project meetings and other activities documents, documents for learning/teaching/training activities, reports, brochure and web information, surveys and analysis, promotions and dissemination materials .
Intangible results-a change of students’ perception for their own education, and improving teacher quality performance.
Long-term impact of the project is the contribution, for the partners, to their capitalization, in the European context. For students and teachers, the impact is in terms of skills developed and through the perspective of a directly approach to their education in terms of learning throughout life.

EU Grant (Eur)

Funding of the project from EU: 286855 Eur

Project Coordinator

Colegiul Tehnic Edmond Nicolau Focsani & Country: RO

Project Partners

• UNIVERSIDADE DO MINHO
• AGRUPAMENTO DE ESCOLAS DA MAIA
• 1st Lyceum of Rhodes – Venetokleio
• IIS M.Filetico
• TOKI HALKALI ANADOLU IMAM HATIP LISESI
• Zespol Szkol im. por. Jozefa Sarny w Gorzycach