When the summer lights go out for people who continue to live in the peripheral areas, daily life becomes a constant emergency due to the territorial peculiarity: where you have to move kilometers and kilometers to go to a doctor; where everyone knows everything about everyone; where you feel isolated and far because transport is lacking. The project aims to create an open school, conceived as a civic center, to maintain the school population in the area, facilitating the continuation of studies and lifelong learning. In these contexts, where the social environment is restricted, school results inevitably tend to flatten due to lack of stimuli, limited relationships and comparisons, therefore, the project identifies these peculiarities:1. Reorganization of school time: to ensure all disciplinary lessons, through the use of videoconferencing, and to manage the exchange of experiences more effectively and efficiently.2. Didactic-methodological reorganization: to facilitate the access of disciplinary content to students, through the creation of a "connected" environment where you can learn to research, analyze and compare data from the web.3. Curricular innovation: to enhance individual study and learning processes without neglecting the profound changes that the diffusion of technologies is producing in the way of relating to people, in order to help the new generations to discover the world around us and to analyze it. 4. Use of digital content: to ensure the creation of interactive digital teaching units, so that pupils will be able to interact, modify or in turn create new content by analyzing and using the sources made available by the vast world of the web and producing documentation to be used offline (ebook) or online (web-book). The project involves 6 schools, two of which are Italian (Anacapri-Favignana-Saaremaa - Las Plamas -Greenland - Reunion). The group was formed on the School Education Gateway. Students aged 9-12 are involved. Some of the schools belonging to the group have experimented with ICT-based training courses to improve the learning of students in disadvantaged areas and transformed school buildings as elements of connection with the territory to promote the quality of the surrounding urban fabric. Description of activities: The effective implementation of ICT cannot disregard the development by the teaching staff of skills to integrate and enhance these new tools in teaching planning, therefore, it is necessary to first train the teachers involved in the design process.The e-learning environment supports the classroom activity for the use of materials, interaction in forums, carrying out exercises and questionnaires. The learning process remains centered on the class, but becomes flexible: it alternates physical presence / distance and synchronous / asynchronous mode. The technology is integrated into the lesson in a fluid way to enrich the teaching, create support courses for classroom teaching and for the training of teachers. The project activities also foresee the planning / creation and the reasoned selection of didactic materials, the experimentation of transversal areas for their use, the development of online tutoring activities by teachers. Methodology used: Implementation of a model of technological innovation which, overcoming the current "dedicated laboratory" logic, allows access and use of information and communication technologies (ICT) to all students within the classes. Distance learning, in this project, must not replace the usual practice, but become a methodology complementary to "traditional" teaching. The project also takes advantage of the combination mobility / virtual cooperation. Physical exchanges for pupils and staff serve to help participating schools to develop as organizations and to increase their ability to work together. Didactic strategies used online by teachers: lessons, tutorials, discussion, simulation, problem solving, collaboration. Description of expected results and benefits: Construction of an open school full of learning opportunities, aware of its territorial identity which must be experienced not as a burden, but as a strategic resource for the future: a future of life and work to be imagined in one's own territory and not elsewhere .Acquisition of adequate skills thanks to the innovation of teaching processes and new ways of experiencing learning through comparison with other realities. The project will kick-start modernization and strengthen the response of education and training systems, promoting social, civic and intercultural skills, social inclusion, active and non-discriminatory citizenship, critical thinking and media literacy. The impact aims to improve: the quality of education, combining high levels of excellence and attractiveness with greater opportunities for everyone, including those who are less advantaged; the outcomes of pupils' learning; the strategic and integrated use of ICT in teaching to grow as European citizens
In the initial version of our project we wanted, as partners, schools from islands (Reunion, Las Palmas de Gran Canaria, Favignana, Saaremaa and Greenland) and we described our context “When the summer lights go out for people who continue to live in the peripheral areas, daily life becomes a constant emergency due to the territorial peculiarity; where everyone knows everything about everyone, where you feel isolated and far because transport is lacking”. Obviously, after the project went on with activities and mobilities (and Greenland gave up), more elements turned up, but the context of our project didn’t change: social environment restricted, lack of stimuli among young people, limited relationships and comparisons. Therefore, the project identified these objectives: • use of digital tools: to ensure the creation of interactive digital teaching units, so that pupils and teachers will be more engaged and able to interact, modify, create and share new contents by using the sources available from the web. • curricular innovation: to enhance individual study and learning processes according to the diffusion of technologies. • reorganization of school time: to ensure and improve all disciplinary lessons, by the use of education platforms, sharing experiences and tools more effectively and efficiently; • didactic-methodological reorganization: to facilitate the access of disciplinary contents to students, through the creation of a "connected" environment where you can learn how to research, analyze and compare data from the web. The project involved initially 6 schools (Anacapri, Favignana, Saaremaa, Las Palmas de Gran Canaria, Greenland and Reunion). After it was approved Greenland gave up, as they said, because of economic difficulties after COVID-19 period started. Students aged 9-12, teachers, headmasters, school staff and parents involved. Because of COVID-19 the end of the project (31/08/2022) was extended to 31/08/2023 to allows all the physical mobilities and activities (from April 2022 to April 2023). In the first period, due to the pandemic physical mobilities were shifted. In the meanwhile took place the Logo and Project music competitions, rehearsals of the virtual choir and virtual mobilities. Tasks and responsibilities (project website and facebook page, e-learning platform), as planned, were equally divided among the partners. In the next physical LTTA (from 5 to 6 days to compensate for Greenland’s lost mobility) the partners, involving teachers and students, shared several educational strategies and tools by training, learning lessons, experimentation and practice. The activities carried out: CLIL, Creativity in teaching and learning using ICT; Augmented Reality; LIPDUB, a tool to describe a work environment; Storytelling; E-Twinning, to create innovative pedagogical partnerships between schools and give to teachers a formative tool along and over the Project time; Twinspace and Twinning as platforms to disseminate and share what done with other teachers. Therefore the project also took advantage of the combination mobility/virtual cooperation. Physical exchanges for pupils and staff helped participating schools to develop as organizations and to increase their ability to work together. Didactic strategies were used online by teachers: lessons, tutorials, discussion, simulation, problem solving, collaboration. Expected results and benefits: an open school with learning opportunities, aware of its territorial identity which must be experienced as a strategic resource for the future: a life and a work imagined in one's own territory and not elsewhere. Adequate skills due to the innovation of teaching processes and new ways of experiencing learning through comparison with other realities. The project will kick-start modernization and strengthen the response of education and training systems, promoting social, civic and intercultural skills, social inclusion, active and non-discriminatory citizenship, critical thinking and media literacy. The impact aims to improve: the quality of education, combining high levels of excellence and attractiveness with greater opportunities for everyone, including those who are less advantaged; the outcomes of pupils' learning; the strategic and integrated use of ICT in teaching to grow as European citizens. Concrete results: projecr Logo, Song and choir; project Facebook page and website with all documents, meeting reports, activities description and products; a Twinspace not improved because of the migration of eTwinning on ESEP platform (only read status); activities products (video and slides showing how to use digital tools and tecniques/metodologies: LIPDUB, CLIL, Augmented Reality; eTwinning Group: tools and products of our project shared with other eTwinners. It's an environment where teachers from islands all around the world (invited by the administrator) can meet, share experiences, ideas, and create other eTwinning or Erasmus Groups.