This two-year project is a strategic partnership for the exchange of good practices related to the use of ICT tools (tablets, digital books) and ICT supported learning applications. It is called "MY DIGITAL SCHOOL BAG" and is made up by five secondary schools, one coordinator school in Spain and four partner schools in Denmark, Poland, France and Italy. Three out of five schools of this have got no previous experience regarding the participation in this kind of European strategic partnership and the expected impact is therefore high in terms of results over the target persons and participating organizations. The profile of all key persons and the background experience of the partners and coordinator guarantee the success of the project in terms of results. The coordinator school has got a two-years experience regarding the start up of the bilingual teaching project (CLIL) and is running a KA1 Erasmus+ project about the ICT training for teachers. The Polish school has got a consistent experience as regards Erasmus+ project management, the Danish one has got a great experience related to the use of mobile devices, ICT tools in classroom (paperless school project), the Italian and French partner have got a consistent experience related to the bilingual teaching in English and Spanish. Besides, the Danish and Polish schools are eager to join the CLIL project next year and this project will allow them to benefit from the experience of the coordinator school and the other partners in this subject. On the other hand, this proposal is due to the firm will of modernization and internationalization of our schools, responding this way to the increasing demand of the pupils for a more innovate teaching practice adapted to the growing presence of mobiles devices in the classroom and the global citizenship era. Moreover, it is intended to launch and boost the bilingual teaching projects among our schools, since foreign language learning plays an important role for nowadays students as global citizens in this media world. It is thus aimed at promoting the use of ICT tools and devices in the every day lessons in order to the acquisition of basic key competences (learning to learn, entrepreneurship, learning autonomy) and it is also focused on the improvement of bilingual teaching (CLIL project) strategies for a better foreign language learning. Moreover, since The Canary Islands are an outermost European region, this project tries to promote the European awareness of our students. In order to achieve this objectives, this project has planned three transnational meetings (Gran Canaria, Denmark and Poland) and three short-term activities for the exchange of pupils (France, Gran Canaria and Italy), so that every three or four months an international event will take place in one of the partner schools. Overall we have 80 mobilities (including accompanying teachers) and 22 teachers traveling abroad for transnational meetings. Some of the expected results of this project are a greater motivation towards foreign language learning, better lesson plan design adapted to global citizenship, possible changes in the teaching strategies supported on ICT, links with other European schools that may lead to future cooperation and projects and an increase of the participating organization prestige.
Five European secondary schools from Denmark,France, Poland, Italy and Spain with very different realities:”Kerteminde 10. klasse center” in Denmark is a 10th grade center (KTM10) part of a youth center and has four main classrooms and also a range of different classrooms such as a school kitchen for cooking class , a physics room, a crafting room and a music studio. They have about 76 students of 15 – 18 years of age (12 of them are refugees) and the number of permanent teaching staff is 7. “Lycée Jean Aicard” in France is a state secondary school located in the south of France, with one section of CLIL in the subject area of History in the Spanish language. It is called the Euro section. The Lycée Jean Aicard welcomes 1,350 pupils and students in general sections like Sciences, Humanities and Economics and also in technological sections such as Management, or Health and Social Studies. There are about 100 teachers.” Istituti Vinci of Ateneo Group” in Italy is an upper secondary education school (14-19 years old) in the region of Lombardy with two study fields: a technical school of transport and logistics (founded in 1992), specializing in airplane conduction (aviation), and a linguistic high school (founded in 1988). The institute has two branches, one in Gallarate and the other in Varese, with a total number of 29 teachers and about 220 students. “Gminne Centrum Edukacji in Wawrzeńczyce” in Poland is a secondary school situated in a rural area, 25 km from Cracow. There are 120 students aged 13-16 and 20 teachers. The school is a part of a group of schools which also include a kindergarten and a primary school, they are all managed by the same headmistress. The school provides general education, the languages taught are English as first foreign language and German, the second. English is taught from the kindergarten and German is introduced in the secondary school, at the age of 13. “Instituto de Educación Secundaria Profesor Juan Pulido Castro” is the coordinator country and is a state secondary school which offers compulsory secondary education, baccalaureate and vocational training, located in the downtown of Telde, a region of 100 Km2 and 100000 inhabitants in the east of the island of Gran Canaria (The Canary Islands, Spain). The centre has got 740 students from 12 to 18 years old, 58 teachers and 4 non-teaching staff. We teach English as the first foreign language and French as second foreign language . These five countries joined to make a two-year project as a strategic partnerships for the exchange of good practices related to the use of ICT tools (tablets, digital books) and ICT supported learning applications and the name of the proyect was "MY DIGITAL SCHOOL BAG” .The main objectives were to promote the European awareness increase for the secondary school and its whole community: teachers, students and parents, to promote the developing of the cross-curricular key competences (learning to learn, entrepreneurship, learning autonomy), particularly in the first (English) and second (French) foreign language competence in a European learning context, to improve the professional competences of the teachers in the field of ICT and bilingual teaching (CLIL project) in order to face the growing demand for a more innovate methodology, to know other european educational systems and their experiences as regards the integration of ICT tools and resources in their contents and to promote the implementation of innovate teaching strategies, especially focused on foreign language learning and bilingual projects, intended to improve the motivation and marks of the students. The number of students participated in this proyect were 64 aged of 15-16 years old.We decided this ages because they had some experience regarding the CLIL project and a more mature use of new technologies. Besides, they were less dependent from their parents. The number of teachers involved in this proyect were 30. They were profil were teachers engaged in various educational projects and interested in collaborate in the international opening of their centers. Some of them were key persons with an extensive career and in charge of demanding responsibilities, but still willing to learn and share. The activities were mainly based on the chance to have a real encounter with other European students and teachers in a different and more stimulating learning environment in order to work together. On the other hand, they promoted the cultural exchange, they shared experiences and knowledge, the self-confidence of pupils and the possibility of making new friends. For teachers, was a chance to strengthen links between colleagues and other European secondary schools. The activities also promoted the real exchange of good practices and teaching skills. Through the attendance of teaching in English in mixed classes during mobilities, studentsl experienced the value of CLIL method in an international educational environment.