Power @pp your learning skills Erasmus Project

General information for the Power @pp your learning skills Erasmus Project

Power @pp your learning skills  Erasmus Project
July 7, 2020 12:00 am

Project Title

Power @pp your learning skills

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: Open and distance learning; New innovative curricula/educational methods/development of training courses; ICT – new technologies – digital competences

Project Summary

CONTEXT: The project engaged students in the use of modern, innovative technology. The idea was to turn them into creators and inventors by challenging them to build their own applications for smart devices with the use of open educational programming tools. They were encouraged to realize the potentials of these means and redefine their own way of learning by developing reflective thinking, problem solving, communicative and cooperative learning skills.
OBJECTIVES: Our aim was to spread the need for more creativity and digital competence in the classroom with the use of non-formal approaches to promote open-mindedness, critical thinking, personalized knowledge, participatory work, improvement of linguistic and social skills and the exchange of good practice.
NUMBER/PROFILE OF PARTICIPATING ORGANIZATIONS: 6 secondary schools from 6 countries took part in the project. The Greek school is an evening Vocational Institution providing general education and vocational training in different vocational fields. The Turkish school is a Vocational and Technical High School with vocational curriculum. The Hungarian school offers training in secondary technical education. The Italian school offers scientific, social, economic and linguistic studies. The Spanish school has A-levels with different specializations, and vocational education with two different training professional courses.The Portuguese school offers general and vocational courses in different fields.
ACTIVITIES: The participants developed apps of educational content for Android devices. Each school organized learning activities to create and introduce their developments. Every learning activity was presented in short term instruction of approximately one week to the partners, followed by an implementation, trial and evaluation period in the classrooms of each organization. These activities formed a resource teaching material both in paper and digital form.
METHODOLOGY: During the mobility weeks teachers and learners developed, instructed, implemented and tested the outcomes. The host organization compiled a step by step instruction manual introducing the app and how to build it with the help of the App Inventor tool. During the workshops students recreated the application. After returning home the manuals were spread to least 30 students who followed the same procedure. All participants provided feedback and evaluation for improvements. Multiplier activities and events were organized to disseminate them.
UNDERTAKEN MAIN ACTIVITIES: Groups of 30 people in each school worked in close cooperation in order to be taught, create and evaluate the deliverable products. The students participating in the mobility weeks were selected from the teams above to exchange their experiences and become multipliers for the rest. There were two transnational meetings in Greece, one at the beginning of the project with a tutorial workshop and demonstration of the programming tool that would develop our outcomes and a final one in the end, for the general inspection and evaluation of the project progress. During the five short-term exchange meetings 11 apps were produced, tested, presented and taught to the partners who in turn reconstructed them in their own classrooms with the rest of the working team members, evaluated them and disseminated them. Each school undertook certain responsibilities: organization of a logo competition, creation and maintenance of the official website, reports of our meetings, online newsletters, a social media page, creation and maintenance of the project eTwinning space, online evaluation questionnaires for our products, a webpage with the outcomes and short evaluation questionnaires that was promoted to a number of schools throughout Europe for dissemination and the exchange of good practice, compilation of all the teaching material in paper and digital files and finally an overall evaluation deriving from the online questionnaires.
RESULTS, IMPACT AND POTENTIAL LONG TERM BENEFITS: We created 11 mobile phone applications with their detailed instruction manuals touching certain fields of study: IT, Healthy Life, Foreign languages, Art, Geography, History of Art, History, Biology, Physical Education, Math, Biochemistry. Further improvement of the apps was achieved with the help of online evaluation forms.
During the mobility weeks the students developed language skills, cooperative skills, creativity, IT skills, critical and logical thinking skills and autonomy in learning.
Teachers upgraded their previously acquired knowledge, linguistic and digital competence and programming skills. Working with foreign colleagues was a challenge for social interaction, intercultural knowledge and dialogue.
The expected long-term impact is the promotion of the need for innovative education by empowering our schools in their effort to proceed to more attractive and motivated learner-centered educational practices in pace with the modern needs and demands.

EU Grant (Eur)

Funding of the project from EU: 144055 Eur

Project Coordinator


Project Partners

  • Yavuz Sultan Selim Mesleki ve Teknik Anadolu Lisesi
  • isis marie curie
  • Móricz Zsigmond Református Kollégium, Gimnázium, Szakközépiskola és Általános Iskola
  • IES Castillo de Luna