The school association formed by seven European secondary schools hereby presents the project: “The integration and adaption of the mobile telephone and drones in the curriculum subject of Natural Science”. This project grew out of the idea of getting the secondary school pupils to discover the possibilities a mobile phone has in generating, ordering, developing, simplifying, and obtaining quality products applicable to their educational system, and thereby generating a new dimension in the use of the mobile. Mixed groups of pupils of different nationalities and profiles will study a natural area or ecosystem around one of their schools. They will use their mobiles as a working tool or a field notebook and in the communication with their parteners. They will complete the study and the zoning of the ecosystem with with an aerial study, videos and audio-visual material obtained using drones. The groups will work with a system of online cooperation and will complete their work during the mobilisations, producing a series of blogs which will also be viewable on the mobile telephone. The very nature of the project produces the following working strengths: The natural and cultural surroundings as a didactic resource. Breaking down the classroom and text book walls. Our surroundings is our workplace and the pupil promotes it. Make the most of what it has to offer to reach core competences. The learning service. From the project suggestions for improving the protection and publicity of these areas could arise. The empowerment of the pupils. Related to the previous point, the pupil sees that his or her work can be useful to society and so he or she feels integrated and active in the community. Drone technology. From this project a proposal could be made for the need to have drones in schools. Multidiscipline and interdepartmental work. The creation of tools for self and peer assessment. The generation of systems of online control and assessment from the different perspectives of the teachers involved. All the activities done will be included in the assessment criteria of each subject area. Another basic objective is that of educating in the sending of messages, and in the elaboration of the content of a message. Therefore all messages sent in the eTwinning forums must be revised by the pupils and will be evaluated. Within the activities to be developed, ICTs with mobile phones play a major role: Working tool for the pupils applied to the portability of work produced and oriented towards education. Communication between pupils and their European counterparts, and with teachers through eTwinning forums. Development of cooperative working systems via mobile phone with the European pupils, assessment of these systems, information about the assessment system for the pupils, and publication of work developed and evaluated on European natural areas. The project uses tools which will generate new methodologies in the educational system, so the schools involved plan not only to continue using them in future years but also to promote their use in other schools through Teacher Training Centres; thus the project will gain quality with the of new contribution of ideas from others. In short, the activities from an educational orientation are based on: Posing a problem. Guidance towards success. Discovering pupils' previous knowledge. Motivation towards the content. Presentation of content: developing activity and communication processes. Strengthening pupils' conceptual structuring. Revealing inherent contradiction in the learning problem situation. Pupils' performance (oral and written). Obtaining a final scientific product (learning). Assessment of pupils' learning.
The school society generated by seven European secondary education centres has developed the project "INTEGRATION AND ADAPTATION OF THE MOBILE PHONE AND DRONES WITHIN THE NATURAL SCIENCES AREA CURRICULUM" according to planned schedule and project curriculum. Secondary school students have used various ICTs to generate, order, develop, simplify and achieve quality products when applied to their educational system, generating in this way a new dimension in the use of drones, mobile phones and apps used in the project. Groups of partner pupils of different nationalities and profiles have developed experiential activities in nearby ecosystems. They have used their mobile phones as a work tool, field notebook and in communication. They have carried out aerial studies and the zoning of the ecosystem with the help of videos and audiovisual material obtained with drones. Drones have only been used in natural environments far from populations due to the legal impossibility of using them there, so this methodology is only applicable in natural environments. The groups have worked in a cooperative system online and have completed the work during the mobilizations, developing a series of blogs that can be viewed through the mobile phone. Due to the nature of the project, the following work strengths have been proposed: - The natural and cultural environment as an educational resource. Breaking through the walls of the classroom and the textbook. Our environment is our place of learning and the student body promotes it. - To promote their advantages in the acquisition of key competences. - Service learning. The project has resulted in proposals for improving the protection and dissemination of these spaces. - The empowerment of the students. Related to the previous point, the students have perceived that their work has been developed in a natural environment in many cases, that has promoted the integration of the student with his environment. - Dron Technology. From this project you can encourage to have drones in the educational centres. - Multidisciplinary and interdepartmental work. Many subjects (languages, technology, biology and computer science) have been integrated in the project. - The project has been developed with online evaluation and control systems with the different perspectives of the different teachers involved. All the activities developed have been included within the evaluation criteria of each subject. The emission of messages and the elaboration of content in the correspondence has been strengthened in the project: the forums in e-Twinning have been strengthened. The mobile phone and ICTs have been essential in several ways; 1. They have been working tools for the students applied to the portability of elaborated works oriented to education. 2. Communication through eTwinning forums between pupils, with the teacher and between pupils in the partner schools. 3. Development of work in a cooperative system through mobile phones among European pupils, their evaluation, information from the evaluation system to the pupils and publication of the work developed and evaluated about European natural environments. The project has used tools that have shown interest in the pupils, being able to generate new methodologies in the educational system, so in the schools its application in other schools is promoted through the Teacher Training Centres, dissemination that has been developed by several partners in the training centres of their community. In summary, the activities from an educational orientation point of view have been based on (bases raised in application that have been fulfilled in the development of the project): Approach of the problem 2. Achievement orientation. 3. Discovery of students' previous knowledge. 4. Motivation towards content. 5. Presentation of the content: development of activity and communication processes. 6. Enhancement of the students' conceptual structure. 7. Disclosure of the contradiction inherent in the problematic learning situation. 8. Student performance (oral and/or written). 9. Obtaining the final scientific product (learning) 10. Evaluation of the students' learning level.