The rapidly advancing digitalization requires our graduates to be flexible. Companies expect more and more independence from future employees and digitalization is absolutely necessary in modern professional life. In professional life graduates have to expect to be constantly confronted with new technologies and to think in a networked way. These developments are particularly relevant for commercial schools for two reasons: on the one hand to train graduates who are fit for the digital job market and on the other hand to attract the best talents for the school. This requires training from both students and teachers in order to achieve the greatest possible dissemination. Four partner schools from Germany, Luxembourg, Poland and Austria are participating in this project, and they are already experienced in working with international projects. The project deals with the different initial situations of digitalization in the partner schools of the individual countries. In the project context, the term digitalization encompasses the use of digital information channels in connection with digital tools such as tablets or cell phones in the classroom. For this purpose, the digital status regarding the use of digital e-learning tools as well as its use in the classroom and in the curricula of the partner schools is collected from all participants, compared and evaluated. Networking with different European countries is an important component for examining the quality of teaching in the participating partner schools and develop further steps for the different schools. With the help of the "Best Practice Method", all participating students and teachers should learn from each other and teachers should pass on the knowledge and skills they have acquired as multipliers in order to familiarize the students with digitalization. The students of the participating partner schools should get to know and use e-learning tools both in the classroom and in the self-learning phase. The teaching of digital skills should make it easier for students to enter the world of work and meet the requirements of contemporary workplaces. The focus of the project is on digital networking: joint design of video conferences, use and processing of common data records. Furthermore, e-learning tools for continuous further training in the sense of lifelong learning are trained. This should be trained on the topic of environmental protection. Furthermore, the permanent flooding with information from various information channels, such as social media in particular, requires that pupils are able to critically question them and to be able to separate essential and non-essential content. A questionnaire examines, compares and evaluates the students' attitudes towards dealing with "fake news" on social media. Training courses on the critical handling of fake news are held. In addition to digital media, another focus of the project is the use of digital tools such as tablets or cell phones in the classroom. Here, in particular, the differences in access to these technologies as a useful work tool in the classroom at the individual partner schools are examined. (Are tablets or cell phones already taken for granted as "work tools" and how can they be trained in how to use them properly.) Digital visualization as a learning tool is another way to motivate students to learn and motivate them to use these tools. Training materials are to be developed from all of these activities, which will then be available to all partners. The documents are uploaded to the project website and to a platform accessible to all participants. Furthermore, the results and teaching modules developed are published on eTwinning. The discussions at the LTTA about the use of digitization in the classroom are important points of reference for the individual partner schools to take current developments into account in school development and to plan further measures for implementation of digitalisation.
The rapidly advancing digitalization requires our graduates to be flexible. Companies expect more and more independence from future employees and digitalization is absolutely necessary in modern professional life. In professional life graduates have to expect to be constantly confronted with new technologies and to think in a networked way. These developments are particularly relevant for commercial schools for two reasons: on the one hand to train graduates who are fit for the digital job market and on the other hand to attract the best talents for the school. This requires training from both students and teachers in order to achieve the greatest possible dissemination. Four partner schools from Germany, Luxembourg, Poland and Austria are participating in this project, and they are already experienced in working with international projects. The project dealt with the different initial situations of digitalization in the partner schools of the individual countries. In the project context, the term digitalization encompassed the use of digital information channels in connection with digital tools such as tablets or cell phones in the classroom. For this purpose, the digital status regarding the use of digital e-learning tools as well as its use in the classroom and in the curricula of the partner schools was collected from all participants, then compared and evaluated. Networking with different European countries was an important part for examining the quality of teaching in the participating partner schools and develop further steps for the different schools. With the help of the "Best Practice Method", all participating students and teachers learned from each other and teachers passed on the knowledge and skills they had acquired as multipliers in order to familiarize the students with digitalization. The students of the participating partner schools got to know and use e-learning tools both in the classroom and in the self-learning phase. The teaching of digital skills made it easier for students to enter the world of work and meet the requirements of contemporary workplaces. The focus of the project was on digital networking: joint design of video conferences, use and processing of common data records. Furthermore, e-learning tools for continuous further trainings in the sense of lifelong learning were trained. We carried this out in the context of environmental protection. In addition, the permanent flooding with information from various information channels, such as social media in particular, required from the pupils to critically question them and to be able to separate essential and non-essential content. A questionnaire examined, compared and evaluated the students' attitudes towards dealing with "fake news" on social media. Training courses on the critical handling of fake news were held. In addition to digital media, another focus of the project was the use of digital tools such as tablets or cell phones in the classroom. Here, in particular, the differences in access to these technologies as a useful working tool in the classroom at the individual partner schools were examined. (Were tablets or cell phones already taken for granted as "work tools" and how could they be trained to use them properly.) Digital visualization as a learning tool was another way to motivate students to learn and motivate them to use these tools. Training materials were developed from all of these activities, which were then made available to all partners. The documents were uploaded on the project website and to a platform accessible to all participants. Furthermore, the results and teaching modules developed were published on eTwinning. The discussions at the LTTA about the use of digitization in the classroom were important points of reference for the individual partner schools to take current developments into account in school development and to plan further measures for the implementation of digitalisation.