Sprache als Schlüssel zur Welt – Unterstützung des Spracherwerbs durch digitale Medien Erasmus Project

Project Title

Sprache als Schlüssel zur Welt – Unterstützung des Spracherwerbs durch digitale Medien

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: Key Competences (incl. mathematics and literacy) – basic skills; Teaching and learning of foreign languages; ICT – new technologies – digital competences

Project Summary

The 60 students of both schools total involved in the project are attended mainly in training towards social work with a focus on pedagogy / psychology complemented by specialized practical applications in day-care centers.Childhood development, particularly language development, diagnosis and promotion make this a central region. The cooperation between the two countries in this case not only shows students the internationality of its learning content on empowering them, school and close to draw practical technical comparisons, but also for teaching teachers an enrichment because they can synchronize content, methodology and didactics with respect.Students will be working during the project on the practice-oriented implementation of the treated in the classroom learning content and using their acquired knowledge about development and learning developing criteria that can be checked to what extent an educational software for language development and language acquisition for use in child care centers is suitable.Thus they recognize the practical relevance implementation of lesson content and develop in the first step a shopping guide, a checklist based on psychological findings and are mixed with the aid of both lay and professionals in a position quickly and effectively select appropriate programs.Such programs are abundant on the market, but are often very expensive and not suitable for pre-school use. Here our shopping guide for both professionals and parents provides a quick orientation.Since the focus is on language training and is treated bilingual, not only the practical benefit, both for the children (V. A. those with an immigrant background), as well as for students in several ways (increase of language skills, occupational mobility, …) yieldsAfter using the developed test criteria a selection is made of suitable programs, they are applied in practice in child day care facilities in both countries in order to verify whether the eligibility criteria have actually led to a suitable selection and in case of doubt, the criteria will be revised again.For this purpose, bilingual 2person teams are formed, which are each go for several days in groups in daycare centers to carry out their test runs and evaluations.The repeatedly evaluated Checklist sets professionals and laymen in a position to quickly and effectively find and select suitable programs.For students who struggle with learning software also means a certain challenge, since they deal with the technology they use every day in the private context, at a different level and in a professional context. thus dismantle not only fundamental reservations against the use of digital learning media, but expand their own expertise in this area.This is further reinforced by the multidisciplinary cooperation of educational backgrounds Social affairs and technology, thereby forming an understanding of technical and professional relationships for both areas. International cooperation supports this addition, as for a Czech pupils tend to be more open and seasoned in dealing with digital media, on the other hand the partner school has no technology-branch, so that here the cooperation for both bilingual orientation, as well as to supplementing the technical know-how of fundamental importance, can benefit from the both sides.After successful creation and evaluation of Shopping Advisor, the subject will be further deepened: First it comes specifically to review the selection of the software. These evaluation criteria are developed with respect to the validity and reliability of the selected programs and then – again in practice (see above) – Checked. Only when a unique verification has been provided, the next step in which, based on the results gathered so far improvements and additions will be developed.Students will then develop independently (with technical support) a program (app), which will be put both schools and all participating institutions for further use and distribution free of charge.

EU Grant (Eur)

Funding of the project from EU: 66565 Eur

Project Coordinator

Berufliche Oberschule Regensburg & Country: DE

Project Partners

• Vyssi odborna skola pedagogicka a socialni, Stredni odborna skola pedagogicka a Gymnazium, Praha 6, Evropska 33