Peer-Teaching mit digitalen Medien als Chance für die Entwicklung von Basiskompetenzen Erasmus Project

Project Title

Peer-Teaching mit digitalen Medien als Chance für die Entwicklung von Basiskompetenzen

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; Key Competences (incl. mathematics and literacy) – basic skills; Integration of refugees

Project Summary

Digital media are constantly developed and used in versatile fields. Our students (age: 13-19 years) use such devices privately, but also in the context of teaching and learning. In both participating schools already exist iPad classes, and other electronic devices such as tablets or smartphones play a vital role in teaching or learning. In order to guarantee meaningful and advantageous usage of these electronic devices, various scenarios of how to integrate them in the classroom have been tried out and reflected. In the course of this project this took place on different levels:1. PEERTEACHING1.1 PEERTEACHING through the exchange of self-provided digital learning material with the partner school: During the project students created digital learning material (e.g. learning videos) that can be used by other students of both participating schools. Peerteaching happened in the following fields:1.1.1 School subjects: Digital learning material was generated in various subjects in order to promote skills in basic competences.1.1.2 Media competency: Students also worked on digital learning material in the context of media competency, above all on how to use apps/learning programmes sensibly and they also gained skills in the segment of critical reflexion of media. Furthermore, an insight of legal regulations will be provided as well.The advantage of using digital learning material is the constant availability. These materials can be used/watched repeatedly until the content of the video is completely comprehensible to everybody. Through this, learning impaired students could profit enormously. In general, digital learning material offers the possibility to learn individualised. Moreover, the usage of electronic media is on a low-threshold as adolescents usually already own smartphones or tablets, which they use intensely. Therefore, integrating these types of media in teaching generated motivating learning situations for students and it offered possibilities for collaborative and independent learning. These factors were the main focus of this project as student generated their own digital learning material that shall be shared, evaluated and improved together with other peers. Students who could not financially afford these electronic devices were given the chance to hire them at school. So, all students profited from this offer. Finally, this learning material was partially published on the platform eTwinning and on the school’s homepage of BG/BRG Fürstenfeld (https://intranet.brg-fuersten.ac.at/lernvideos/?img=5), so that learners all over Europe can profit from it.
1.2. PEERTEACHING through learning and teaching activites at both schools: Once a year learning and teaching activities with students and 2 teachers each were held at both schools. Students produced learning material in these sessions together.The first meeting took place in Austria in February 2017. There material in the field of natural science were made with younger students as the target group.Consequently, an evaluation of the learning results was made via the app SOCRATIVE. The second meeting in Friedberg (September 2017) was organised with a focus on the text “Ohne Netz” by Alex Rühe. There the students were also divided into different working groups and they had to master various tasks focusing different topics concerning the topic of digital media (e.g. filter bubble, fake news, Facebook, Instagram, online dangers, WhatsApp…). These working groups then created videos concerning these dangers and advantages of the net. Another important event was the talk “Wie viel Fake steckt im Netz” (“How fake is the net?”) by Phillip Grammes, an expert of data security and fake news, working at the Bayrischen Rundfunk. The German students also portrayed their hometown via digital material (e.g. Geocaching).
2 EXCHANGE OF TEACHERSIn two transnational project meetings (one in every school) with four teachers each, teachers gained insight in other school lessons through sitting in on lectures of other teachers. This offered also a chance to give feedback in this context. Other examples of teaching or useful apps were collected in our blog (http://ipad-unterricht.blogspot.de/) and published in a free eBook. This expertise was shared and passed on in school-intern and regional professional trainings for teachers, as well as in transnational online-training sessions. Teachers in both schools now focus on digitalized learning in their classrooms more.

EU Grant (Eur)

Funding of the project from EU: 44000 Eur

Project Coordinator

BG BRG Fürstenfeld & Country: AT

Project Partners

• Staatliche Fachoberschule Friedberg