Faced with this epochal transition that consecrates digital technologies as an indispensable tool for the survival of the right to education, problems emerge that prevent us from combining methodologies, awareness and innovation in the best possible way. Teachers are not yet able to effectively design digital teaching lessons both in hybrid situations (students in presence and simultaneously students online) and mixed. They need not only to acquire skills in the use of software and hardware, but must gain confidence in the effectiveness of the medium, get out of the comfort zone of the traditional lesson and face the new challenge posed by the pandemic conditions. The students, in turn, apparently seem to be masters of technological means, but often show a certain passivity and limited use of the features offered, they do not see knowledge as a source of growth and pleasure and at the same time the desire to stay in the area prevails of comfort due to low motivation and self-esteem. The partnership Hi-Class is formed by upper secondary education institutions from Italy, Romania, the Republic of North Macedonia, Portugal and two companies from Spain and Poland that are experts in training in the field of Information Technology and in the development of customized digital solutions for teachers and students. The partnership has the following objectives: make the teaching-learning process more effective in the context of mixed and hybrid teaching; enhance students' key competence in developing an autonomous learning methodology of knowledge through the use of digital technological tools for accessing the vastness of information on the Internet. The activities of the project are training on the move, the intellectual outputs produced, and internal and transnational contests among the children that are motivating and formative. Specifically, students on the move, a way of: experimenting an innovative way of living the laboratory experience by involving one's companions remotely through the use of portable webcams and the assignment of tasks to be carried out at the same time that are useful for the documentation of laboratory processes and editing and post-production of video tutorials ; increase their Information Literacy through training activities in the publication of scientific news, articles and blogs and production of fake news; increase the ability to understand and analyze a text by working on paper texts that avoid temptations of plagiarism, also with a view to empowering them; implement hybrid cooperation skills by experimenting with didactic methodologies such as debate, mental mapping and quiz shows, suitably adapted for the hybrid class and for the programming of the subject teachers; The intellectual outputs produced will offer the possibility of broadly expanding and consolidating these educational practices over time, consecrating the integrated digital teaching methodology not of an emergency nature but structured in the didactic organizational fabric of the schools of the partnership and in those that will be involved in the activities of dissemination. In particular, the outputs will be oriented towards the establishment of the Digital Duty Manager, a liaison figure who will analyze the teaching needs of teachers, will mediate between the organizational needs of the school and the implementation aspects of the teachers' planning. The other intellectual outputs are: a repository of online teaching methods and paths; the development of a peer learning framework for teachers; The project will be widely publicized with the launch day and days dedicated in each school to the dissemination of the methodologies developed in mobility. There will be days in which teachers will experiment the debate methodology in a temporally reduced form in order to have the duration of a lesson respecting the mixed training of students in presence and online students. The platforms developed in the field of intellectual outputs will be available to the entire international educational community: it will be possible to register automatically and have the resources available for free. There will be Multiplier Events in each Partner Institute with the involvement of local schools. The events will allow teachers to observe good practices experienced in mobility directly on their students, enter into the merits of the proposed methodologies, register on the platforms to share and deepen the project themes. The repositories of online teaching methods and paths and the peer learning framework among teachers will be available for their methodological growth and the facilitation of the learning process.
Evidence from the Logical Framework had outlined the following general objectives and related specific objectives. General objectives: 1.1 To make the teaching-learning process more effective from the perspective of blended and hybrid teaching; 1.2 Enhance students' key competence of developing a methodology of autonomous learning of knowledge through the use of digital technological tools of accessing the vastness of information on the Net. Specific objectives: 2.1 To make students more confident in digital tools and have a complete understanding and perception of them; 2.2 Make teachers more confident and confident in using technological devices; 2.3 Integrate new online teaching methodologies with traditional ones; 2.4 Innovate teachers' teaching so that they leave the comfort zone of the transmissive lecture; 2.5 Foster the construction of unified and fluid lessons, in other words more effective
The impact of the pandemic on teaching and organizational practices in educational institutions was significant and called for a rapid change in teaching actions, but also highlighted shortcomings in combining innovation and effective learning. Teachers were still unable to effectively design digital teaching lessons in both hybrid and mixed situations. They needed to acquire skills in the use of software and hardware, to get out of the comfort zone of the traditional lesson, trying to overcome individualism and isolation, strong deterrents to confrontation and professional growth. The students, in turn, seem to have apparently mastered the technological means, but they often show passivity and limited use of the offered functionalities: the desire to remain in the comfort zone prevails in them, due to low motivation and self-esteem. The hybrid learning mode, despite the end of the pandemic emergency stands as a model for developing new cooperative tools for our students, future workers of tomorrow, to implement modes of online cooperative work currently of great interest and being tested in companies.