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. 9