Visibility of eTwinning Projects Group Newsletter 6 2016 | Page 9
Visibility of eTwinning Projects Group July 2016 Newsletter
-----------------------------------------------------------------------------------------------------Learners not only learnt to respect and appreciate
their own heritage but also to respect and connect
with other cultures.
Evaluation
Hunter-Carsch (1995) advocates that assessment
should begin with personal response types.
to pursue genuine and sustainable success in what
they do.
Bibliography
Brown, G and Yule, G, (1983). Teaching Spoken
Language. Cambridge: Cambridge University Press
Bruner, J. (1983). Child’s Talk: Learning to Use
Language. New York: Norton.
Gardner, H. (1983). Frames of Mind: The Theory
of Multiple Intelligences. New York: Basic Books.
Hunter-Carsch, M. (1995). Keeping track:
assessing, monitoring and recording children’s
progress and achievement. In Moyles, J. (ed) pp.
195-216. Beginning teaching: beginning learning in
primary education , Buckingham: Open University
Press.
Therefore, in all the projects we implemented
evaluation with the form of google docs in “Art in
Us” and “Land of Ambrosia”, AnswerGarden in “The
European Schools Newspaper”, a padlet diary for
“Planet Diversity” and Tricider for the project “My
First Postcards”. Students were thus inspired and
motivated to participate actively and reflect on their
learning and communication.
The added value of eTwinning projects
The reflection on the projects and results of the
assessment techniques applied in these projects
clearly reveal their added value, promoting
creativity and innovation. The dissemination
through Twinspace, social networks, the school
websites and personal blogs of the teachers, the
organization of presentations in school and
celebratory events for the local community, as well
as the participation in seminars can help amplify
and multiply the results of our projects.
Conclusion
Reality is characterized by rapid changes which
create the need to strengthen the role of
reconstructive education so that students can be
inspired and grow creatively. eTwinning projects
offer amazing learning experiences which create a
vibrant collaborative classroom, and ignite learners
Mckay, P. (2006). Assessing Young Language
Learners. Cambridge: Cambridge University Press.
Petrina, S. (2007). Advanced teaching methods
for the technology classroom. Hershey:
Information Sciences, International.
Piaget, J. (1978). The Child and Reality. New
York: Penguin Books.
Robinson, K. (2010). The Element: How finding
Your Passion Changes Everything. London:
Penguin Books.
Schaffer, H.R. (1999). Understanding
socialization: from unidirectional to
bidirectional conceptions. In M. Bennett (Ed),
Developmental Psychology: Achievements and
Prospects. Washington: Psychology Press.
Vygotski, L. S. (1978). Mind in Society.
Cambridge, MA: Harvard University Press
Sophia Kouzouli is a teacher of English. She holds a
B.A. in English Language and Literature and an
M.Ed. in Teaching English as a Foreign Language
from the H.O.U., Patra. She has been teaching
English for more than 20 years and is an
enthusiastic eTwinner.
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