Innovative digital approaches in learning environment in European schools

The project 'Innovative Digital Approaches in the Learning Environment in European Schools' was set up to offer the students and teachers involved a new way of understanding technology and how to use it in the classroom. Digital technology is of many children's lives, they are surrounded by technology in the form of smartphones, tablets, internet apps, video games, video entertainment, websites, and even robots. When students learn to use technology in the classroom and outside, they develop cognitive skills and methodological, problem-solving process that resembles a computer. Modern and interactive digital tools and Web, 3D, and media technology help us at this point, the teachers to create a more appropriate education environment for students by providing them with an opportunity to design their learning materials and to enrich their curriculum. The COVID-19 pandemic spread rapidly worldwide, turning our lives upside down, having already claimed thousands of lives, and bearing disastrous consequences at an economic and social level looming on the horizon. This project helped participants by improving their understanding of digital tools, technology, and methodologies that are used in schools all around Europe.

With this project, we aimed to reduce the absences of our students' school by increasing their interest in school subjects connected with IT and STEM disciplines. We provided students with better learning of subjects by using Web, 3D, media, and other digital tools in the project so that we contributed to achieving the EU goals. Integrating digital tools such as Coding, Web, 3D and media technology in the educational environment created a more active and engaging classroom environment where students have a more positive attitude towards each other, collaborative study, effective learning, analytical thinking, individual learning, student responsibility, etc. Students learned literacy in technology and became more motivated for their lessons. The teachers integrated product-focused assessment and not a standardized assessment by gathering more information in a shorter time, making assessments faster and using time more efficiently. Project objectives were met: improved 4 schools’ curriculums in the field of teaching digital skills among students and raising teachers’ skills through exchanging methodologies & good practices. Participants developed personally and professionally - they became more self-confident, more intercultural.

We organized 4 learning activities for students, 2 teacher training activities, and 3 TPMs. Every month, virtual project meetings were organized. The LTTAs provided us the opportunity to meet and share our research and work because of the elaboration of intellectual outputs. The virtual transnational project meetings provided the opportunity for management teams to discuss, evaluate, and adjust the management and implementation activities following the needs and problems identified. The project activities bear positive effects on all the involved participants, on all project organizations as a whole, and on other categories of target groups and beneficiaries that we have established as our priority. C1 - Teacher training: SCIENTIA NOVA: Innovative teaching/learning approach integrating Block-based coding with Micro: bit, interactive OERs, and e-learning. This activity accomplished the aims: - equipped the teachers with the skills, tools, and methodologies to answer and address the needs of the students in the field of innovation, digital tools creating platforms, etc. - improved IT, social software, and the use of multimedia which enhanced existing curriculum delivery and improved the learning experience supporting educators’ practice. C2 - LTTA for students : AECCB: Web tools for foreign language learning. This activity was focused on how to use web tools in foreign language learning. The students and teachers involved learned about web tools for foreign language learning. The activity was focused on how to use web tools in foreign language learning. During these days, the students and teachers learned about web tools for foreign language learning. The activity worked with the following web tools: - instruments for creating presentations: Prezi, Voki; - an instrument to create animations: Xtranormal, PowToon - tools to collaborate: Blogger, Wikispaces, PadLet; - audio-video instruments: VoiceThread, YouTube, H5P - Google+ instruments: Google Docs, Google Slides, Google Spreadsheets, Google Maps; - planning instruments: Mindomo, Dipity; - instrument for sharing: Calameo; - instruments created for online tests: ProProfs, Classtools, FrancaisFacile. All these web tools familiarized the students with the variety of web tools and learning how to use them in the classroom. Students were introduced to educational web tools for learning foreign languages but also became able to create their educational content, using their favorite web tool. C3 - Teacher training: SDZ: Creating digital environments for teaching potentially gifted children and youth. The aim of this teacher training was to demonstrate/observation of center activities both online and offline, to continue the integration of international teams, deepen knowledge, and improve the digital skills of teachers. This activity helped raise teachers’ skills through exchanging methodologies & good practices and sharing digital and coding info, national strategies, teachers' methods, and best practices currently available in Croatia. It also helped partners in realizing that gifted children also have special educational needs. During all 5 days teachers and educators integrated, worked, and cooperated in international teams, and communicated in English. Apart from improving skills related to the project topics, the guests also learned aspects of the culture of Croatia through cultural activities. Teachers participated in the Enter conference with presentations on the education system for gifted children in the partner countries. C4 - LTTA for students: ESRG: Real-world applications of sensors, robots, and drones for educational purposes. Interactive approach with AppInventor. Participants learned about sensors, robots, and drones which was exciting and motivating for them. They saw and used hardware and real-world application approaches where the students constructed an educational robot. The pedagogical approach with AppInventor introduced to the students the making of mobile Apps with AppInventor and examples of applications of robots and drones and game making with the constructed educational robots and drones. The teacher learned about interactive and innovative teaching and learning methods and approaches with which they can motivate the students to become creative, problem-solving, motivated, researching, and engaging persons who can create mobile games and applications for robots, sensors, and drones and build them. They visited Experimental activities in the Expolab Centre (Augmented reality, virtual reality, and a surprise game). Participated in educational game programming with the constructed educational robots and drones. C5 - LTTA for students: OGRES TEHNIKUMS: 3D Design and Modelling. This LTT aimed to continue the integration of international teams, deepen knowledge of coding, and improve the digital skills of students and teachers. During all 5 days, the students apart from improving skills related to the project topics, learned aspects of the culture of Latvia through cultural activities. Project participants were given insight bout 3D design and modeling as well as 3D printers. Project participants participated in several master classes organized by teachers and students of the Ogre Technical School, such as the master class on creating 3D animations organized by Ogre Technical School professional subject teacher Armands Pučs. As part of the master class, the project participants had the opportunity to participate in the process of creating 3D animations themselves, using various programs, as well as learn new knowledge about creating 3D animations. The second master class was provided by Dace Runča, teacher of vocational subjects, and Artis Slenģis and Rūta Jaunzema, students of the Department of Design and Art. Within the framework of the master class, the project participants were introduced to the specifics and basic principles of 3D product design, as well as the basic principles of using 3D in graphic design. Project participants had the opportunity to see first-hand the working principles of a 3D printer, as well as to practically create a 3D element themselves. The third master class was provided by the representative of 'AlienWorx' company Kristians Timma, who presented the differences between different 3D printers, the latest technologies in 3D printing and modeling. Project participants had the opportunity to view various 3D printers and also the final results of 3D printing - products. C6 - LTTA for students: Ibrahim Kozacioglu Ortaokulu: Building A Sensor For Distance Learning Through Arduino Set. This LTTA aimed to develop digital skills through Arduino. At the time of the mobility, students had the chance to create a sensor that helps to keep good posture in front of the computer. Approaches used in the mobility were practical, experimental, and based on analyses of reality and concerns of the group. Participants worked in small groups, encouraging reflection and creativity between groups. All the participants were given an introduction to Arduino coding, and how to use it to become a new creator. Students were also introduced to 3D design possibilities in Turkey. Apart from improving skills related to the project topics, the guests also learned important aspects of the culture of Turkey through cultural activities.

Three outputs were created during the project: https://www.indigproject.eu/project-results 1. Innovative methodologies: These methodologies introduced innovative approaches to the teaching and learning process. Teachers will implement these methodologies in the next few years which will be a subject of continuous evaluation and improvement in teaching various teaching subjects. This project's results aim to create a methodology for improving teaching skills and professional development of teachers systematically when it comes to effective teaching and learning. In this context, the use of digital tools should improve the quality of lessons in Europe. Developed more interactive and motivating teaching and learning methods and techniques for better student engagement. 2. Platform (Toolkit) with a selection of Web, 3D, media and other digital tools and applications to be used by students and teachers to learn, present results of their work, asses etc. - https://www.indigproject.eu/. This platform supports teachers in Europe to teach effectively and activate their students when it comes to communicative skills, creativity, and critical thinking – basically preconditions for studying and working in Europe. At the same time, students became more competent in the digital field. The scope and complexity of digital learning arrangements differ widely –from simple multiple-choice tests on the one hand to openly designed explorative virtual environments; digital content in addition to their paper textbooks and a large number of learning tools and -games as digital teaching material produced by teachers. The benefit of introducing digital learning material is not only the sheer number of available products but even more the lack of a valuation model that is not so much focused on the aims of the material but on the underlying learning model. Teachers should understand that they have to be concerned about becoming good teachers to consider using digital tools to enhance the learning process and then integrate digital tools. To engage students more thoroughly in the learning process, it is a good idea to use various digital or media tools. Teachers need to transform their lessons so students can learn to cooperate, develop creative and critical thinking, improve problem-solving skills, and have fun using modern technology. In this example, students learned how to use a 3D modeling and 3D printer and how to use its resources carefully as they can only print a limited number of different shapes, so they need to plan. Also, teachers need - an interactive mathematical software program for learning and teaching mathematics and science in school up to university level. 3. Integrating performance and product-focused assessment as part of teaching potentially gifted students in European schools is an attempt to create guidelines and surveys usable at schools to estimate how their projects integrate the two types of assessment. It resulted in a survey translated into all partner languages and a summary of our initial surveys. It is a valuable tool for schools to analyze how their projects approach assessment. At the end of the project Multiplier event / The Closing Conference “Milsetones of InDig” took place at Ogre Technical School. In this event, 30 local participants and 20 foreign participants participated. Project social media and other collaborative digital networks were made: -Facebook project page https://www.facebook.com/groups/602168614221981; - Youtube page https://youtube.com/@InDIG_EU?si=qsfcaRpbsg2ZoRRO - Facebook, Whatsapp, eTwinning Space, and other virtual media; For each mobility digital and face-to-face presentations of the topics defined for each physical or virtual activity of the project were made. A logo competition took place at the beginning of the project in which participated all partner schools. Technology days were taking place in partner schools as 'Other activities' implemented within the project. Assessment questionaries were made for each LTTA in Google Forms. It helped evaluate each activity and to report data. Every participant improved social and intercultural competencies that will help them avoid any kind of violence, discrimination, and bullying in their everyday life. During the time of the project improved the network between schools by cooperating, and sharing pedagogical experiences and good practices.