The three participating schools (the Ev. Gymnasium Meinerzhagen from Germany, the Almere College from Kampen, the Netherlands, and the College Marcel Masbou from Figeac, France) are all facing the challenge to further develop the digital equipment and its use in their schools. This proves to be particularly relevant for the respective foreign language teaching in schools, where digital aids can and should be used in many different ways. At all three schools, German and English (or in Germany French and English) are taught as foreign languages. All three schools have different emphases in digital equipment and are at different points in the digitally supported development of teaching. The project should provide impulses and suggestions by mutual observation of teachers. The aim is therefore to reflect on and further develop the use of digital aids in foreign language teaching by mutual observation of teachers. For each visit, four visiting teachers (two from each school) visit the two host teachers for three days at their school, observe their lessons, their digital teaching approaches and aids and then reflect together on the lessons, the overall visit and the possibilities of implementation in their own lessons at their own school. Each participating teacher then develops his or her own teaching units based on the experiences of the hospitation, which take up the new insights and experiences and implement them in their own teaching context. These teaching units are both written down and carried out in a final event, which is also attended by groups of pupils from all three schools (5 pupils per school, grades 9/10), and then evaluated by the participating pupils and teachers. The results are intended both to advance the foreign language teaching of the three schools in the use of digital aids, to provide new impulses, and to support the school in its considerations about its digital equipment - and last but not least to deepen the international relations of the three schools, their colleagues and the student body.
As described at the beginning of the project, the three participating schools (Ev. Gymnasium Meinerzhagen from Germany, Almere College from Kampen, Netherlands, and College Marcel Masbou from Figeac, France) continue to face the challenge of further developing the digital equipment and its use in their schools. At the end of this project, it can be said that in all schools this aspect is now perceived even more urgently. This is particularly relevant for foreign language teaching in the schools, where digital tools can and should be used in a variety of forms. However, the topic is now also very topical in all other subjects. As at all three schools German and English (or in Germany French and English) are taught as foreign languages, it was possible to explore foreign language teaching (as desired) as a good model for the topic. All three schools had and have different focuses in digital equipment and are at different points of digitally supported teaching development. Through mutual observation of teachers, impulses and suggestions were to be provided in this regard. The aim was to reflect on and further develop the use of digital tools. For each observation date, four observing teachers (two each from the external schools) visited the two host teachers for three days in their school, visited their lessons, saw their digital teaching approaches and tools, and then jointly reflected on the lessons, the overall observation, and the possibilities for implementation in their own lessons, at their own school. Thus, this part of the planning could be fully implemented. Each team of teachers from one school then developed their own lesson plans based on the experiences of the observation, taking the new insights and experiences and implementing them in their own teaching context. These teaching units were carried out in a final event in which groups of students from all three schools (5 students per school, grades 9/10) participated and were subsequently evaluated by the students and teachers involved. Thus, this part of the planning could also be carried out successfully with minor changes (team preparation of the teaching unit, common theme of all three units, shared digital tools). All four activities and observations among the participating colleagues were indeed accompanied by detailed debriefings and discussions, which were mainly dedicated to the project topic of digital foreign language teaching. Several aspects can be mentioned as concrete results: First, the level of knowledge and assessment of the possibilities and benefits of various digital tools has developed significantly among all colleagues involved. This can be an enormous help for the upcoming decision-making processes at the individual schools, where the colleagues bring in their expertise in the college. Secondly, different digital tools have been tried out and can now be brought in as enrichment in the teaching of individual colleagues, but also in the colleges in general. Finally, a process of reflection and international exchange on this topic was initiated, which was felt by all sides to be so valuable and enriching that it should definitely be continued, according to the wishes of both the participating colleagues and the informed subject colleagues and school administrators.