#SID 2018 _Safer Internet Day Lesson

AIMS

-To develop students ICT competences and provoke their creativity.
-To help our students gain digital literacy through researches, displays, evaluations and play kits and increase their knowledge about various topics (digital health, security, cyberbullying etc.)
-To create an enjoyable learning environment at school.
-To make use of web.2 tools and keep up with today’s learning opportunities.
-To develop students foreign language skills.
-To help students learn about and respect for other cultures.

WORK PROCESS

February

Arrange a digital day at school to celebrate “SID 2018”

Cooperative learning has enabled us to exploit the potential of collaborative classrooms such as motivation, attention, inclusion, emotional intelligence, and classroom climate. Certainly not a traditional group work but, its pedagogical evolution that has been perfectly integrated with flipped teaching, becoming its most natural class continuation (from peer tutoring to authentic tasks)

The teacher’s design of a new virtual learning environment is to allow students to walk into skills and carry out their curriculum that’s to say to become involved in shaping their learning.

An example of student-centred teaching that becomes the active protagonist of learning and where the teacher is a director, the teacher assumes the role of “facilitator and navigator” of the learning process.

With regard to the development of planned activities, and in particular the issues related to the correct and responsible use of the network and its risks, students in small groups (3 or 4 pupils per group) independently studied the study material, prepared by the teacher on Tes Teach platform  which is being explained in the first V/R by the teacher.

They have listened to the videos and performed exercises assigned to them. Subsequently, they have presented the content of their work orally, comparing with their peers.

The most creative moment was the realization of the Thinglink interactive image, with a drawing on bullying and cyberbullying of a student with his graphics tablet and the creation of two Thinglink V/Rs, experimenting new virtual learning environments. Other groups have developed chats, poems, virtual environments with real bullying, a video about dangers on the net. We used Thinglink as a digital container of various links with different digital instruments. Eventually, the students of my three classes involved in the project expressed their comments and their reflections in a collaborative Padlet created by the teacher.

Outcomes

* Students developed their ICT competences and 21st-century learning.
* Students learnt about various topics such as digital security, cyberbullying, digital rights, online safety etc. through researches, plays, discussions.
* Students gained digital literacy.
*Stıudents   communicated with each other, learnt about other cultures
* Students developed their language skills.
* Cooperation among schools
*The quality of education and European dimension of teaching  has been achieved through Etwinning

PEDAGOGICAL INNOVATION

The project perfectly follows the framework of the 4 skills of the 21st century:

– Communication (forum, skype session, kahoot, debate)

– Collaboration (national teamwork, national and international peer tutoring,   collaborative posters  of all students from different states)

– Critical Thinking  (a careful and thorough study of the Play Decide Kit, a Scientix resource, with the realization of the game about the problems of digital competence in a society characterized by technological innovation, with a debate as a time of ideas comparison, the realization of poetry and reflections on the themes)

– Creativity (creating digital and non-digital posters, using creative applications like Thinglink, Minecraft based on gamification).

KEY COMPETENCES OF 21^ST CENTURY

• Communication in the mother tongue;
• Communication in foreign languages;
• Mathematical competence and basic competences in science and technology;
• Digital competence;
• Learning to learn;
• Social and civic competences;
• Sense of initiative and entrepreneurship;
• Cultural awareness and expression.

Cooperative learning has enabled us to exploit the potential of collaborative classrooms such as motivation, attention, inclusion, emotional intelligence, and classroom climate.

Not just development of skills and all the competences of the 21^st century but above all soft skills, cross-competences, motivation, teamwork skills, teamwork, social and communication skills, problem-solving, having a common goal to achieve. Their creativity was expressed by thinking” out of the box”, creating original links, suggesting significant changes in their self-learning process. The methodological and didactic strategies used were learning by doing, learning by thinking, learning to learn and learning by playing.

35 Cooperative Learning

USE OF TECHNOLOGY

The use of technology in this project has been decisive. The most important aspect was not learning technology but learning with technology. ICTs are used as learning and knowledge technologies.

Innovative use has allowed an active role for the pupils and a more playful approach. And technologies have become an excellent instrument and a strategy for global communication.

EVALUATION

Peer feedback with Kahoot:  students evaluate each other’s quizzes about the topic; a survey with Google forms, embed the questionnaire on Thinglink V/R Safer Internet Day Lesson.