Action Research in School Education AReTwinning Journal (nr. 3 / 2023)

Action Research in School Education 2
Action Research in School Education is the journal released within the
@AReTwinning Action Research in School Education. Action Research in eTwinning
Projects / eTwinning featured group, funded by the European Union, on the European
School Education Platform.
The goal of the @AReTwinning Group is to provide an online platform for eTwinners (i.e.,
researchers/early career researchers/ student teachers/ teachers/ teacher educators are working
at ITEs) who are interested in learning more about action research or conducting action research.
Members of the group have access to information about the theoretical framework of action
research and learning events on various topics of action research in school education. They are
encouraged to share and work together to put their action research proposals into action.
This journal contains the presentations prepared by the invited experts as part of the
#AReTwinning online events hosted between November 2022 and January 2023.
Action Research in School Education journal`s editor in chief and coordinator: Marika Emese Cîmpean
Action Research in School Education. Action Research in eTwinning Projects - eTwinning Featured Group` moderator
Action Research in School Education
#AReTwinning
ISSN 2971 – 9658 / ISSN-L 2971 – 9658
Issue 1, nr. 3 / February 2023

Editorial board:
 EDITOR IN CHIEF AND COORDINATOR:
 MARIKA EMESE CÎMPEAN, Action Research in School Education. Action Research in eTwinning
Projects - eTwinning Featured Group` moderator (founder of the journal)
 COLLABORATORS:
 ALENKA MILJEVIĆ, eTwinning Ambassador;
 OANA GAVRILIU, Erasmus Ambassador;
 MONICA AROTĂRIȚEI, eTwinning and Erasmus Project coordinator;
 LILIANA NEDERIȚA, eTwinning Ambassador;
 SIMONA GHENEA, eTwinning, Genially and Scientix ambassador;
 ANITA SIMAC, eTwinning ambassador;
 LOREDANA POPA, eTwinning ambassador;
 VASILICA GĂZDAC, eTwinning and Erasmus ambassador
ISSN 2971 – 9658 / ISSN-L 2971 – 9658

Table of content:
 Collaborative activities in eTwinning, Alenka Miljevic .................................................................... p. 5
 Growing up through experiences, Oana Gavriliu .......................................................................... p. 26
 European education through Erasmus projects, Monica Arotăriței ............................................. p. 43
 Magic, positive psychology, character growth and learning: SMILE - The School of Magic Inspiring
Learning Experiences, Liliana Nederița .......................................................................................... p. 53
 Web 2.0 tools for eTwinning projects, Simona Ghenea ...............................................................p. 137
 eTwinning projects and Action-Research, Emese Cîmpean ........................................................ p. 161
 Street Stories, the legends and myths of our streets, Anita Simac ............................................. p. 171
 Empowering the now through student agency, Loredana Popa ................................................ p. 189
 The new European School Education Platform, Emese Cîmpean ............................................... p. 223
 Intro to Erasmus – Erasmus call for projects 2023, Vasilica Găzdac ........................................... p. 256
 eTwinning school mission. #eTwSchool application, Emese Cîmpean ....................................... p. 267
ISSN 2971 – 9658 / ISSN-L 2971 – 9658

Collaborative activities in eTwinning
∙ Alenka
Miljević
eTwinning
ambassador
(Croatia)

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∙ Growing up through
experiences
∙
∙
∙ by Oana Gavriliu
∙ Erasmus Ambassador and teacher
trainer
ERASMUS+

Erasmus Projects create a setting for informal learning
- Projects are a way to grow in wisdom through
experiences
- Projects are the best opportunity to apply what you
teach / learn in class
- Erasmus projects give one the opportunity to catch a
glimpse of other European learning systems
- One can further his/her learning insight

Clever Consumption Starts Early on
2020-1-PL01-KA29-081879

Szkola Podstawowa im. Kard Karola Wojtyly w Chynowej, 17-21
Octomber 2022

Our Host School

Nature is important and little things unite us

Enjoying being part of a community

Activities within the project

Warm welcoming

Doing activities together

Workshops

Nice, welcoming classrooms

Playing games and discovering the same games,
hundreds of kilometers away

ERASMUS+

European Education through Erasmus Projects
eTwinning and Erasmus
Project coordinator

“MOSAIC ART: EACH MOSAIC HAS A STORY TO TELL”
KA227 - Partnerships for Creativity PROJECT NUMBER: 2020-PL01-KA227-SCH-095429
∙ Partners: Poland (coordinator), Turkey, Italy, Portugal and Romania
∙ Duration: 2021- 2023
∙ The project includes short-term exchanges of groups of pupils with 4 students who are
aged between 14-18 and 2 accompanying teachers from each country
∙ .
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“MOSAIC ART: EACH MOSAIC HAS A STORY TO TELL”
KA227 - Partnerships for Creativity
PROJECT NUMBER: 2020-PL01-KA227-SCH-095429
∙ In this project, we aim to immerse the participants into an environment within
which this social interaction occurs free from the constraints imposed by the
curriculum. Structured around the history, craft and aesthetics of mosaic art
through four millennia, our project is designed to provide all participants a
valuable experience of cultural awareness and creative thinking. Mosaic art is a
colorful part of the common culture shared throughout the Mediterranean
basin and sections of the European continent. They can be found on the walls
and domes of mosques, churches, temples and theaters, on the floors of public
baths, forums and streets, and in the individual residences of the affluent. With
a history going back over four millennia, mosaics have developed into a popular
craft and art.

The objectives we would like to achieve are:
∙ a) Students will increase their appreciation of fine arts. They will become more aware of aesthetic qualities, harmony of
different colors, tones and hues.
∙ b) Students will gain a closer familiarity with the fundamentals of a craft that requires manual dexterity, skilled artistry
and meticulous fine work.
∙ c) Inspired by the works of masters, they will have an opportunity to explore their own creativity in a friendly and
supportive environment.
∙ d) Learning about the stories depicted in the mosaics, stories of the artists who made them and historical events that led to
the creation of these works of art will help students to establish closer cultural ties with a number of societies as well as
their own. Hopefully, a deeper sense of belonging will serve to make them less susceptible to prejudices that may be
prevalent in their own environment.
∙ e) Designing a mosaic and planning its implementation is a complicated task, requiring them to manage available time,
tools and materials effectively. These useful project management skills will be important throughout their whole lives.
∙ f) Teachers and learners will be further motivated to improve their foreign language skills and, perhaps, to increase the
number of foreign languages they speak.
∙ g) Students will develop critical thinking.
∙ h) Innovative attitudes towards this art will make students more responsible for shared European heritage

Twitter and Facebook accounts of the project
https://www.facebook.com/mosaicarterasmus/

 1st mobility – Kutno, Poland, 9-14 January 2022
2nd mobility- Gaziantep, Turkey 18-24 April 2022

Thank you!

Magic,
Positive Psychology,
Character Growth
and Learning:
SMILE - The School of Magic
Inspiring Learning Experiences
Liliana Nederita,
eTwinning Ambassador,
teacher of English at Liceul de Limbi Moderne și Management; Chișinău, Moldova

Idea

Martin Seligman
The most successful and
happy people were those
who have discovered and
used their unique
combination of character
strengths.
Sources of
inspiration Positive
Psychology
According to the modern
theories of self esteem life is
satisfying only if we discover
value in ourselves.

5 pillars of wellbeing

Carol Dweck “Mentality. A New Psychology of Success”
Sources of
inspiration

SMILE
SMILE is a replica of Hogwarts, designed for young
teenagers who are interested in magic, learning and
personal growth.
SMILE aimed to create a virtual school community –
based on the positive psychology and humanist
principles - to learn, grow character strengths,
communicate, collaborate and create together in
mixed nationality groups.
Students will read the book one from the Harry Potter
series, learn about a different school environment and
immerse themselves into positive full of adventures
and challenges experiences, that would lead to the
development of communicative, collaborative,
computer and information literacy, science and civic
competences and personal growth of the students

His last name stands for the
Positive Psychology of Well-
Being Model acronym PERMA.
And his name is 7 in Latin -
Septem. Seven was believed to
be a magic number in
antiquity.
A model for authentic
happiness.
He is an Emeritus professor
and wizard who can bring
about the magic of happiness.

SMILE Enrolment

Motivation Letter

House Assignment

A Housewarming Party
Since the whole project was organized in houses
why not hold a HOUSEWARMING PARTY?
It has been decided for the Housewarming party
to be held on Friday, November 13 at 7:00 PM
CET, on Zoom.
Great vibes and anticipation excitement with
teachers texting back and forth on WhatsApp 30
minutes before the party, all thrilled and wearing
the house colours.
We met to welcome the students, announce
their House Dame/Master and then split up in
Breakout rooms for Introductions and an Action
Bound game.

Special features: Every student had to
wear an item the colour of the house.
House activities: an Escape Room with
decoded messages and the use of
information from “Harry Potter. The
philosopher’s stone”.

WIZARDUS+ Office

Spring Wizardus+ SWING
Tournament
All the SMILE students signed the meeting
participated in the Tournament and earned
pumpkins for their houses. The individual scores
were added to their house scores and the top
scores earned pumpkins for the houses.
The SMILE Spring Tournament was held with the
Wizardus+ programme participants. All the
SMILE students participated and tested their
knowledge of the countries in the project they
had virtually visited.
All the students were encouraged to look through
the Wizardus+ pages and learn about the
countries in the project.

Participants took a
virtual trip to
partner countries
together by playing a
Quizziz game.

The final products of this meeting were:
- a means of transportation for SMILE
Wizardus+ participants,
- an advertisement to promote it and
- a social media post

∙ Students were
active participants –
brainstorming,
creating and
spreading the word
∙ They took up
different roles
within the meeting
with every student
being involved
according to his
choice (artist,
media advertiser, or
advertising
manager)
∙ There was instant
dissemination of
the activity, done by
students on the
social media

DADA
Etiquette /
Netiquette
with Antonio Bonachero
Defence Against Dark
Arts
with Liliana Nederita
Magic of
Numbers
SMILE Subjects
Herbology Charms Divination
with Miroslava Borovcova
with Monika Khan
with Maria Luca

Potions
Transfiguration History of Magic
SMILE Subjects
German French English
with Sandra Steinbock
with Carol Fynn
with Fatma Barlas with Liliana Nederita with Carol Fynn

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English Galore
LINK

SMILE
Evaluation,
Motivation
and Rewards

- a place at SMILE where students
could see their overall
performance as a house and
individually

What is a SMILE O.W.L. badge?
It is a high appreciation and recognition of student's
commitment and dedication in the process of learning at SMILE.
It means that the student has actively participated in class and
has done all the activities on the class page.
There was a monthly account of House scores for individual or
group participation in different SMILE activities, tournaments
and lessons.

Every student earned magic beans for his
house.
Beans worth points were added up on the
SMILE Scoreboard

For participation in tournaments
students received pumpkins
and for display of character strengths
– character sparks

SMILE Reading Hall
Sharing reading postures
at home
and in the classroom
One of the places where students could
read and learn about Hogwarts Wizarding
School and relate.

with games designed and played by students

A Quizziz competition
on the first 6 chapters
from the Harry Potter
series "The
Philosopher's Stone“
was held.
All the participants
who took part earned
points for their house.

Teachers Room
is a room where teachers in the project
meet, share ideas, plan and post resources.

Teachers shared responsibilities at SMILE

House Logos and Slogans
Wisdom House
Temperance House
Justice House
Humanity House
Transcendence House

SMILE Textbooks

SMILE Chronicles
. https://www.ourboox.com/books/smile-chronicles/

SMILE REVIEWS AND
TESTIMONIALS

Students could express their
opinion about SMILE in a
video or text format. Here is
the link to the video
testimonials:
https://flipgrid.com/b4b316be

“1.000.000.000
STARS, because
It’s an amazing
school”
~ Bianca, Moldova
Here are the written REVIEWS and TESTIMONIALS left
by SMILE students:
I think that SMILE is a really interesting
experience. The fact that I could communicate with
people from other countries is just breathtaking.
Also I realized that this project really helped my
social skills. I have become more brave when
talking to people. I no more have the fear of
rejection. Yes it has some flaws, but with some
tweaks [i.e. effort] it really can become something
more than just a fun experiment. I would give it a
solid 9/10, because people are the most important
and you have rely on them and some may just be
lazy, but if you turn a blind eye on this you can still
see how much effort was put in.
~ Bogdan, Moldova
This project was so cool! I really
enjoyed to be a part of this,
especially because I'm a big Harry
Potter fan. I learned new things
and had a lot of fun by doing the
tasks. I mean some of them cost a
lot of time and energy, but still. I
met some cool people and the
teachers were very nice and fun.
Again I really enjoyed it and it was
an honor to be part of this.
~ Eva, Austria

I really enjoyed the SMILE project, there
were so many exciting tasks. It was very
interesting to communicate with other
students from different countries. I also
could improve my English skills because
we always had to write and speak in
English and I definitely would recommend
SMILE to other schools.
~Valerie, Austria
I think it was a nice project but if
you do not like Harry Potter it is
not fun. But I definitely liked the
difference between the exercises
and to work with students all over
the world.
~Johanna, Austria
SMILE is an interesting project
because I had the chance to
communicate with people from
other countries and I also
improved my social skills like
teamwork, active listening, etc. I
do not regret working on this
platform.
~Daniel A, Moldova
I think the project SMILE is very nice. I like
the idea of it, that we can chat with other
student's from other countries.
~Stephanie, Austria

Smile was a very cool
experience. I learned a lot of
new things about magic.
What I liked most was to
meet people from other
countrys. Smile also helps
you to improve your english
skills.
~ Elma, Austria
In my opinion it was a cool project. I liked the
experience and the exercises.
~Elena, Austria
In my opinion SMILE was a great
experience. The projects were great
as well because we did so many
different tasks, learned new things
and I have improved my English
skills a little bit.
~ Nora, Austria
In my opinion in the project there were so many
activities , but they are fun. In Wizardus page we
prepared a presentation about Moldova especially
I prepared the part of Moldovan food that was so
amazing and unforgettable for me. Actually I
wasn't interested in fantastic books like Harry
Potter Series but thanks to this project I started to
be interested in fantastic literature. In addition I
have learned so many apps and improved my
communication skills. And finally
I recommend Smile Project to other students.
Lots of love from Turkey :)
~Aras, Turkey

In my opinion SMILE was one of the best
experiences I ever had at lessons. I learnt a
lot of new things about Hogwarts at the
lessons and about Harry Potter that you
cant find in the book. It was a lot of fun in
this project. The thing that I liked the most
was that we met people from other country
and we discovered facts about some
locations from Poland . I think the teachers
did a great work in this project.
~ Alexandru, Moldova
I think this project is very interesting
and a great idea to meet new people
and to learn something new.
~Elina, Austria
Smile was a nice project. There were
many workshops that made fun. I learned
nice things too.
~Ben, Austria
The concept and the project itself was a great
experience. Students got to show their
abilities and values, meanwhile learning about
magic and the power of it. We got the chance
to meet people from foreign countries, and not
only to meet them, but also work and
communicate with them in virtual meetings.
Overall, I had a good time learning and
pursuing all the different activities.
~Melisa P, Moldova

From SMILE I learned about Harry
Potter. It was super interesting and
I learned new languages and new
things. I worked on SMILE with
good vibes and I met new students
around the world. I enjoyed every
moment there. I don't have a
favourite class, but what I liked to
learn what was in the experiments.
~ Erika, Moldova
The project was very
interesting. I learned lots of new
things and the tasks were fun. I
really enjoyed it.
~Jana, Austria
The project was a very cool experience. I learned a lot
things about Harry Potter and some other stuff. It was very
interesting to work with other countries and the teachers
were also very friendly. I really enjoyed the whole project
and I'm very happy that I was a part of it.
~Melisa, Austria
I really liked the smile project, it really helped
me to progress in terms of sociability and
language, at the same time, the activities and
challenges we did were really fun and I would
definitely recommend it to other students,
especially if they want to improve their English
because English is constantly spoken and
written while in this project. Honestly the
project was really nice and fun
~Yagmur, Turkey

I really liked the SMILE
project. I didn’t make any
friends in it but it definitely
improved my English skills. I
would give it a 8-9. It had
many fun activities and
things that surely improved
my imagination.
~ Victoria, Moldova
I really liked it to be a part of the SMILE project
and I'm sad that the year is almost over. I
learned so many new things and it was very
interesting. The theme "Harry Potter" was very
cool.
~Sarah, Austria
I liked the project very much and
it was so much fun to work with
other students and doing magic
tasks!
~ Alexandra G, Austria
SMILE project is something
that everyone should try it
because there are different
quizzes and tasks where you
can have fun. To meet
teachers and students from
other countries were really
exciting and breathtaking. I
also could improve my English
skills :)
~Imran, Austria
I really liked it. It
was very
interesting and I
learned a lots of
new things about
Harry Potter.
There was a lot of
fun in this project.
~Nina W, Austria

The project was an
extremely cool experience
for me!
~Luisa, Austria
I really enjoyed working at SMILE it was very
interesting and fun, we had a lot of tasks and we
communicated with new people from the other
country. We also learned new things. I really liked
doing all the tasks and experiments. We had a lot of
fun. I have learned a lot about Harry Potter and
magic. I think that all the classes are amazing and
are full with a lot of interesting facts and tasks. I love
being a part of SMILE and I also learned new words
witch can be very helpful. I recommend working on
this platform, you wont regret it.
~ Alexandrina, Moldova
Smile was very interesting
and exciting. There were
many cool Workshops and
Experiments. It was not
perfect but I liked it.
~Vincent, Austria
I liked the SMILE project. There were many
fun tasks to do. I liked doing them much
more than my homework, for example.
~Ella, Austria
It was really good project. I found it
gripping.
~Tuanna K, Turkey

“I really liked working on SMILE it was very interesting
and fun, because we did a lot of quizzes, I could work
with other students and I loved that I had my house.
Of course, I would recommend this platform to other
students and I would encourage them to participate,
because I would like to hear what they think about
SMILE and what house they are in. It is also a vey fun
project and it was a very good project for school and
students. l really loved working on SMILE I had a lot of
fun and it was interesting to do tasks in my free time.”
~ Elizaveta, Moldova
SMILE was a very cool
experience to make. I
learned a lot new things
about Hogwarts and
magic in general. It was
also nice to talk with
people all over Europe.
The meetings were really
fun too. SMILE is a great
opportunity for young
people to practice their
English skills and
eventually meet new
friends. And the students
did great work in the
projects too.
Franziska, Austria
I really liked the project because I learned
different things in it and it was very funny too.
~Maja, Austria

We got some
“sweet and sour”
reviews and
testimonials too
We are glad students felt comfortable
saying what they didn’t like. It is precious
info for us teachers to improve our
further projects.
BUT…

SMILE is indeed very interesting and
original but it does take a lot of time
and energy. Because of the time
differences it is also hard to work
with other students and meet them. I
liked that we matched it with Harry
Potter but we barely read the book in
class. I do not want to be mean but
there are a lot of tasks that are
difficult for me to finish in such a little
time. I liked the project but it does
have some imperfections.
~Emilia, Moldova
I think the project was an
interesting experience, but in my
opinion the tasks took sometimes
too much time.
I thought we could chat with
people from other countries and
make new friends. But still I'm
very thankful to be a part of this
project.
~ Anna H, Austria

The project was an interesting and new
experience, but honestly I think sometimes it
was really boring and a waste of time.
~Eva S, Austria
In my opinion this was too much work for me
because we had to put much effort in this
project and I just can speak for myself and for
people who don’t know much about Harry
Potter it was quite difficult to do those magical
tasks. In some classes we really had to do
much work and we sat for hours at home and
did this work. I was a bit disappointed because I
honestly thought that we can communicate with
other people from diffrent countries but that
sadly was not true. Anyways I guess my English
got a bit better and my vocabulary is better.
~Anna P, Austria
I think the tasks took me too
much time. I think it's sad that
we didn’t have any contact to
other countries really, except
one or two parities, which didn't
really work at all. If I'm honest, I
think the project would be
cooler if there weren't so many
people. I think if every student
would get another student to
write/talk to, I'd make much
more sense and fun. But I
would keep going with the
project because it's a good idea
to contact with others and if
these things I wrote would be
changed, it would be very fun.
~Nina L, Austria

Some tasks weren't that easy but most of them
were. I actually expected to meet more new
people. I also think that sometimes it took me
too much time and effort. I am also not a really
big fan of Harry Potter but that is just my
opinion. I also think that people who don't know
the books or movies might have had some
troubles doing the tasks. I would have liked to
chat with people from other countries to get to
now them better. Altogether it was a kind of an
experience I have never had before but these
things kind of disturbed me.
Amelie, Austria
I really liked working at Twin space
but I am a bit disappointed that
could not really get to known the
other students very well. I think i
definitely improved my English
skills. I also liked that it marched
with Harry Potter but i think some
of the tasks were very difficult to
finish. But I think it's great that the
teachers have put so much effort
into. At all it was a interesting
project.
~Valentina, Austria

We hope you grew both personally and intellectually
and didn’t forget to SMILE!

Web 2.0 tools for eTwinning projects
eTwinning, Genially and Scientix ambassador
Simona Ghenea

eTwinning projects and Action-Research
Emese
Cîmpean
AReTwinning
group`s moderator

What is action research?

Stages
163
Preparation
Project-
stage
Generating
theory

The Action Research plan (see Teachers as researchers.
Improving classroom practice through action-research)
∙ Introduction: Provide a general overview of the context in which the intervention will happen
(school setting, classroom environment, level, subject(s), profile of students etc.)
∙ Selecting a Focus: What’s the area of your practice that you would like to improve? Provide a
clear direction of your action research.
∙ Purpose: What is the purpose of your action research? Describe the motivation for improving
the situation.
∙ Description of the intervention: Describe the new method/technique that you believe will
improve the situation.
∙ Research Question: Describe the question you want to answer.
∙ Implementation of the Intervention: Describe exactly how you will implement the
intervention. Describe each part in detail (timeline, preparation, implementation, formal
writing-up phase, sharing the research with others).
∙ Data Collection: Describe in detail the tools/methods you will use to collect the data (for
example, surveys, observations, interviews etc.) and describe your plan for protecting the
research subjects (for example, describe the process for notification and obtaining permission
to conduct research in your school) – include the tools/methods; the ethical considerations.
∙ Use of findings: What potential impact will the results of this study have on you, your
students, and/or your school?

The Action Research report
 Abstract
 Introduction
 Literature review
 Methodology
 Findings and discussion of findings [the project]
 Conclusion
 Reference list

How is eTwinning connected with Action Research?
166
Quality criteria in eTwinning
Collaboration
between partner
schools
Use of
technology
Results and
documentation
Pedagogical
approaches
Curricular
integration
A B C D E F

Tips and tricks:
Action research as a bridge between theory and research!!!!
 Read about research in education!
 Conduct your classroom research!
 Document your work (monitor and
evaluate it)
 Write about it!

 Informally – AR networks
 NEARI (Network for Educational Action Research
Ireland)
 AR+ (Action Research + )
 AReTwinning (eTwinning featured group on
Action Research in School Education)
 Formally
 Journals, such as:
 EJOLTS (Educational Journal of Living
Theories)
 Education 21 Journal (The Scientifical
Journal released by the Educational
Sciences Department – Babeș-Bolyai
University)
 Conferences, such as:
 ICERI 2023 (International Conference on
Education, Research and Innovation)
168
Where to share your research?
Self-
reflection

Follow us on social media, register to our newsletter...
Stay connected, until we meet again, on the new ESEP
169
#AReTwinning

References:
 Education 21 Journal: http://educatia21.reviste.ubbcluj.ro/
 EJOLTS: https://www.ejolts.net/
 AR+: https://actionresearchplus.com/
 EU-ACADEMY COURSES: Teachers as researchers. Improving classroom
practice through action-research https://academy.europa.eu/courses/teachers-
as-researchers-improving-classroom-practice-through-action-research/view/
 NEARI: http://www.eari.ie/neari-network-for-educational-action-research-
in-ireland/
170

Action Research
in School Education
eTwinning Featured Group`s
Webinar
5th of December 2022
16.00 – 17.00 CET
#AReTwinning
📧 actionresearch.esep@gmail.com Action Research in School Education
Street Stories,
the legends and
myths of our
streets
Anita Šimac
OŠ Petra Preradovića school
Zadar
Croatia

Introduction
∙ Anita Simac
∙ Mathematics teacher
∙ Osnovna skola Petra Preradovica, Croatia
∙ Ambassador for Scientix and eTwinning

Street Stories
∙ A cross-curricular project that
focuses on local culture, road
safety and nature.
∙ It turns the area around the
school into an ever-changing
learning space where the
children take on different roles
such as storytellers, scientists,
tourists & study plants, myths,
historical events, geometrical
shapes, geographical features,
sights and road signs.

Street Stories
∙ It transforms the classroom into a digital hub
where the students 9- to 11-year-old learners
from five partner schools (from Croatia,
Greece, Spain, France and Turkey), learn to be
safe online.
∙ It caters to different types of intelligence
through a variety of tasks (drama, art, ICT).
∙ It gives the students the opportunity to
collaborate and create our digitalized,
beautiful, green, safe eTwinning town!

Street Stories
∙ The learners are provided with opportunities
to get to know each other, to acquire new
knowledge and skills.
∙ They act both as guides who show their
partners around their neighborhood as well as
tourists who walk in the streets of different
European towns and learn about historical
events, geometrical shapes, myths and
legends retold by their international partners.

Street Stories
∙ Starting from the map of the area around their schools,
they study Maths, History, Geography, Natural Science,
Language and English as a Foreign Language, they learn
more about the local culture which they share with their
partners in order for the latter to use the information and
come up with artwork (dramatization, drawing/painting)
depicting their partner’s culture.
∙ The project features activities that lead the students to
collaborative results and, eventually, it creates the context
for them to come up with our shared digitalized beautiful,
green, safe eTwinning town!
This Photo by Unknown Author
is licensed under CC BY-ND

Mathematical streets

Historical streets
https://www.thinglink.com/scene/1529157939137347587 http://linoit.com/users/ntzitziedu/canvases/Historical%20Streets

Green streets
Within the framework of "Green Streets", the students stroll
around the streets of the neighborhood identifying trees using
the plant.net app, they walk in the local forest learning about
trees and plants, they visit the national gardens or the local
park.
Project classes try to make their schools greener by taking part
in planting trees and vegetable gardens.
The students do some research (asking grandparents, visiting
the school/local library, listening to the radio) to find "tree
songs", namely songs about trees, in their native language.

Green Streets
180

Safe streets
One transnational team uses Genially
to design
our eTwinning Town. They map road
signs (turn
right, turn left, STOP, etc) on the
Genially
A second transnational team uses the
info to
replicate the roadmap view on 1mX1m
cardboard paper and add the places of
interest.

Digital streets
The input for each activity should include gamified
learning, visually engaging material, use of the flipped
classroom model, provision for student agency, learning to
learn tasks.
The activity involves learners in shaping the activity by
suggesting tasks, topics, outcomes and becoming aware of
what they already know, also
∙ research-data collection,
∙ problem-solving games,
∙ synchronous and/asynchronous interaction
∙ Peer-teaching

Tourist streets
The students select 3 to 5 streets from their neighborhood. The names of the streets should be
names of places of interest (sights, cities, towns, islands, etc).
They write simple texts in English to present these places including info about where they are and
what is so special about them.
They add copyright-free photos, hand-made drawings or digital drawings.
They post their texts and images on the "Tourist Streets" TwinBoard with the name of the country
and a number as a title.
They turn the drawings into jigsaw puzzles.
Students arrange all the texts, images (drawings, screenshots of maps) and the links to the jigsaw
puzzles into the "Tourist Streets" eBook (Flipsnack)

Storytelling streets
The students select the names of streets in their
neighborhood.
These names should be names of historical or mythical figures.
They research and write simple texts in English to tell the story
Of these heroes' lives.
They post the texts onto the page dedicated to their country’s
story.
They also assign a task to each of their partners: either record
a part of the story or draw an episode or search for royalty-
free images (activity studied thanks to Digital Streets activity).

Book Creator
Street Stories

Questions

Thank you
∙ anita.simac@skole.hr
188
This Photo by Unknown Author is licensed under CC BY-NC

Loredana Popa, eTwinning ambassador (Romania)
∙ Empowering
the now
through
student
agency
Loredana Popa - teacher of English
Scoala Gimnaziala nr.17 Botoșani
eTwinning, Erasmus, Scientix Ambassador

THE NEW NORMAL AND STUDENTS AS PROTAGONISTS
https://www.youtube.com/watch?v=SiCSP7NIVw4
Involvement
Differential learning
Intrinsic motivation
Personal and professional growth
Empowerment Safe, inclusive learning space

WHY student agency?
heard
Learning is based
on emotions

Education: Back to the future
Innovation is
not just about
technology,
but about
people and a
change in
mentality.
WILLINGNESS TO TRY
MANAGEMENT SUPPORT - SHARED LEADERSHIP
COLLABORATION WITH STUDENTS, COLLEAGUES
OPEN COMMUNICATION
STUDENTS AS PROTAGONISTS

∙ 28 students – new to projects and
creative writing/thinking
∙ 90 students – versed in eTwinning,
Erasmus
∙ 26 students – etwinning beginners
(3 projects)
200 students, aged 10-14, were asked about education in the future
Empowering the NOW - The future is outside the box
∙ 58 students – after 1 year of
eTwinning

• Group 1 had
trouble imagining
the future –
couldn’t see PAST
THE BOX
• Struggle with
creative writing
• Group 2 (well-
versed) had no
trouble
imagining new
jobs, gadgets,
expressing their
opinions and
pitching their
ideas
• Group 3
(beginners) –
‘unusual’, fun
teaching and
homework are
preferable to
technology
• Group 4 –
newcomers –
love
gamification,
struggle to speak
up, afraid of
mistakes
Empowering the NOW
The importance of creativity and imagination

Make learning fun, unusual, engaging
Empowering the NOW – creative writing in teaching
• Personify an object – teaching/evaluating/revising vocabulary
• Invent a family/background story for an abstract notion/object
• Write about an invention/gadget/job from the future
• Create an interdisciplinary treasure hunt
• Listening comprehension evaluation: one student reads their ‘unusual’ text, another
draws it
• The teacher mimes what the students are reading
• Bring Lucifer, Santa, Easter Bunny, God or any VIP to class – interviews
• Unplugged coding – use the teacher as you would a robot
• Songwriting workshops

Empowering the NOW – creative writing in teaching
• Bring a historical character to class – ‘Born to be a star’ programme
• Create a business (in groups) and make it sustainable
• Students write a script, direct, act, film
• STEM through creative writing
• Storytelling workshops
• Empathy through creative writing – changing the perspective

Empowering students
eTwinning, Erasmus+ project
Let’s sharpen our minds and enrich our lives by creating a European TV channel
Virtual LTTA – hosted by Romania – 14
classes, 14 different workshops led by
students
Physical mobility – hosted by Portugal –
student-led workshops and editing/production
Students as disseminators
https://padlet.com/erasmus81/
pgohn1l1a70qw6nh
https://padlet.com/terexutza/VirtualMuseumTVChannel
https://loreuab.lineupr.com/erasmusltta/schedule

Video spots, fake news and
interviews
Youtube channel

The mind key for retrieving memories
or seeing people you miss
The chubby, rude, talkative, bossy smartpen

Treasure hunts - created by 7th graders
- STEM in English
Played by 6th and 7th graders

Treasure hunts - created by 7th
graders - STEM in English
Played by 6th and 7th graders

Unusual schools

Mixed teams to increase motivation;
students as content creators to
enhance self-confidence
Post-reading
exercises
Mixed teams
meeting
online
We Are All Connected- Report of our Project

Empowering the NOW
Behold, envision, create, inspire, share
Beautiful on the inside - A society focused on inner beauty, on character, not the outer
shell
No man is an island. The power of WE
Learning outdoors: observe, investigate, understand, apply, share
The magic of stories - bring your words to life
The future is a state of mind - perspective vs. tunnel vision

Flipping the Future
Instill Respect and not Fear
Encourage mistakes. Encourage the journey.
Education is a matter of heart.
Our stories are connected. Be mindful of the strings.
Let your mind race towards the future. It is large enough to hold it.

Humanity AND Technology
Education in the future
is still centered on what
makes us HUMAN.
Technology is just a
means, not the hand to
hold.
Source:NSF

Marika Emese Cîmpean, AReTwinning group`s moderator
∙ The new
European
School
Education
Platform

Agenda
eTwinning -- a success story since 17 years
School Education Gateway -- the online place for schools in Erasmus+
2 platforms, overlapping audiences, duplicate functionalities, ...
Vision of a single integrated European School Education Platform
Examples: harmonisation, re-use of existing corporate solutions, ...
European School Education Platform
What? Why? How?
Source: Intro to ESEP webinar

platform for teachers and schools
• Restricted platform for
teachers and school staff vetted by
eTwinning National Support
Organisations
• community, peer learning, professional
development, and...
• cross-border projects
with students !
• Open platform, anyone can register
• Open professional development offers
(Teacher Academy)
• Course catalogue (third parties)
• Erasmus+ tools (e.g. partner finding, mobility
offers & requests)
• European Toolkit for Schools

What is the European School Education Platform?
schooleducationgateway.eu etwinning.net
school-education.ec.europa.eu Source: Intro to ESEP webinar

Objectives
bring existing elements onto
one single platform
streamlining of user journeys
de-duplication of
content & functionalities
harmonised visual identity &
highlighted European dimension
re-use of corporate solutions
Vision of a single integrated
European School Education Platform
Currently a teacher finds
overlapping
∙ resources publicly on the
School Education Gateway
and in the closed space of
eTwinning.
∙ professional development
opportunities on Teacher
Academy and also in the
closed space on eTwinning.
∙ partner search tools on …

Re-use of corporate solutions:
Single Sign On
via EU Login

ESEP
ESEP

✔
✔
✔
✔
ESEP
ESEP
✔
✔

ESEP
ESEP

ESEP
ESEP
Congratulations,
you have
a new ESEP project!!!

ESEP
ESEP

255
eTwinning is an initiative of the European Union and funded by Erasmus+, the EU’s programme to support education, training, youth and sport
in Europe. This presentation has been prepared for the European Commission by European Schoolnet under a contract with the Union, however
it reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information
contained therein.
Thank you for your attention!
Thank you!
@EmeseCimpean

Vasilica Găzdac, eTwinning and Erasmus+ ambassador
(Romania)
∙ Intro to
Erasmus –
Erasmus call
for projects
2023

What is Erasmus+?
Erasmus+ is the EU program in the fields of education, training, youth and sport for the
period 2021-2027. Education, training, youth and sport are key areas that support citizens
in their personal and professional development. High-quality, inclusive education and
training, as well as informal and non-formal learning, ultimately equip young people and
participants of all ages with the skills and competences necessary for their meaningful
participation in democratic society, for intercultural understanding and for successful
market transition work.

• Supporting educational, professional and personal development of
people of all ages in education, training, youth and sport, in Europe
and beyond
General objective
• 33 Programme Countries + international activities open to the rest of
the World
Participating
countries
• Mobility – Cooperation – Policy Development
3 Key Actions
• Indirect (National Agencies) and Direct (EAC/EACEA)
Implementing
mode
Erasmus+ 2021-2027: overview

HORIZONTAL PRIORITIES
INCLUSIVE
DIGITAL
GREEN

Programme Actions (1): Education and Training

Youth

Sport

Key actions in Erasmus+

KA1 ACTION IN SCHOOL EDUCATION
Regarding Key Actions 1 (Learning mobility of
individuals):
• All mobilities can be hybrid (physical
mobility combined with virtual activities).
• Additional funding is provided for
participants with fewer opportunities or
who can use lower-carbon modes of
transport.
• Short-term mobility projects (6 to 18
months) with simplified functioning are
now possible for staff and students.
• Accreditation schools
• 23 February 2023

KA2 ACTION IN SCHOOL EDUCATION
Key Action 2 supports the following actions:
Partnerships for Cooperation, including:
•Cooperation Partnerships: the primary goal of Cooperation
Partnerships is to allow organisations to increase the quality
and relevance of their activities, to develop and reinforce their
networks of partners, to increase their capacity to operate jointly
at transnational level, boosting internationalisation of their
activities, and through exchanging or developing new practices
and methods as well as sharing and confronting ideas.
•Small-scale Partnerships: this action aims at widening
access to the programme to small-scale actors and individuals
who are hard to reach in the fields of school education, adult
education, vocational education and training, youth and sport.
With lower grant amounts awarded to organisations, shorter
duration and simpler administrative requirements compared to
the Cooperation Partnerships, this action aims at reaching out
to grassroots organisations and newcomers to the Programme
and less experienced organisations, reducing entry barriers to
the programme for organisations with smaller organisational
capacity. 22 March 2023/ 4 October 2023

Thank you for attention!
#AmbasadorErasmus
#AmbasadoreTwinning
Contact: vasilicagazdac@gmail.com
“The European Commission support for the production of this
publication does not constitute an endorsement of the
contents which reflects the views only of the authors, and the
National Agency and Commission cannot be held responsible
for any use which may be made of the information contained
therein”.

Marika Emese Cîmpean, eTwinning and Erasmus Ambassador
AReTwinning group`s moderator
eTwinning
school mission.
∙ #eTwSchool
application

Colegiul Național „Petru Rareș” Beclean - the eTwinning journey...
The Yunus Emre Prize
Herit@ge Matters (2019)
The first prize
The swallow is a refugee
or an immigrant? (2017)
2009
The first EQL
2022
Erasmus+ Accreditation
(School Education
European School title (2022-2025)
eTwinning prize (2022): Eco-Herit@ge
Matters 2.0
Save the
Earth
(2010)
eTwinning prize (2021):
#DigitalEU – we`ll do!
26
8

The company...
Students
working on
eTwinning
projects
Students`
council
EPAS
junior-ambassadors
26
9

eTwinning Schools` mission
Shared Leadership
Collaboration
Students as
agents of change
Inclusion and
innovation
Models for other schools
Digital
practices
Online
safety
Innovation
and creativity
Continuous
professional
development
Collaboration

eTwinning schools`s mission

Why should your school become an eTwinning
school?
• To give your school a European presence and
increased visibility at local, regional and national
level;
• To receive recognition for the work done in your
school by all staff involved in eTwinning activities;
• To influence policy: your school will become a role
model for other schools as well as for regional and
national authorities.

Who can apply?
Presequisits:
• Has your school been registered on the eTwinning platform
for more than two years? (cut-off date: 01/09/2020 or earlier);
• Are there at least three eTwinning teachers in your school
involved in projects, professional development or other
eTwinning activities since 01/09/2020?
• Has the school been involved in at least one eTwinning
European project that has been granted a National Quality
Label since 01/07/2020?

Who can apply?
E-mail notification from ESEP:
Check MY DASCHBOARD....!

eTwinning school application

The application

eSafety
Be digitally aware!
#EPASCNPR

Shared leadership

Shared leadership What evidence to upload?
There is a shared school vision
outlining the school's values and
objectives that is shared with the whole
school community.
• A document or the school’s website URL where the school’s vision and values are
presented.
• A screenshot of an email or newsletter (or any other form of communication) that
shows that the school’s vision and values have been shared.
The shared school vision has been
translated into mission statements,
which explain what the school is
currently doing to achieve its vision.
(*This might take the form of the
school’s action plan).
• The school’s action plan (or any other similar document) that gives examples of
how the vision and the mission statements are linked to the school’s practical work
(e.g. school partnerships with the local community, themed school clubs for
teachers etc.).
The school’s leadership is not
restricted to those who hold formal
leadership roles, but involves other
staff members who lead other school
activities (e.g. eTwinning, Erasmus+
coordinator etc.).
A document where the different tasks and roles are described, showing who takes the
lead on different activities (e.g. the eTwinning coordinator is responsible for
registering eTwinning projects at the school, the Erasmus+ coordinator supports
teachers in the application process, an ICT teacher gives training to their colleagues
on digital tools).
There is a well-established sharing
culture in the school where decision-
making processes and goal setting are
shared and collaborative practices.
A document (e.g. minutes taken during meetings) that shows that there are regular
meetings for school staff and proves that decisions are made collaboratively (e.g.
through voting).
A screenshot or URL of a collaborative tool (e.g. Padlet, Miro) where discussions,
goal-setting, and decision-making processes on the school’s activities are illustrated.

Shared leadership

Collaboration

Collaboration What evidence to upload?
Teachers plan their teaching
activities together in official and
informal meetings.
A screenshot or a URL of a collaborative tool (e.g. Padlet, Miro) where it is clear that
teachers have collaborated on teaching activities.
Screenshots or pictures from formal and informal online/onsite meetings (with
explanations/context of the meeting).
Teachers collaborate on shared
projects and/or they engage in co-
teaching activities.
A screenshot of eTwinning project members, showing that more than one teacher in the
school takes part in the project.
A document (or a screenshot of it) that illustrates that at least two teachers work
collaboratively with a class of pupils in the context of either an eTwinning project or to
teach different subjects.
The school collaborates with
parents with the shared goal of
maximising pupils’ learning
outcomes and wellbeing.
A parents’ meetings calendar and/or screenshots from online/onsite parents’ meetings.
Evidence (photo or screenshot) of parents actively participating in classroom activities
(e.g. a parent talking about their profession, a parent who is a composer helping to
create the anthem for the eTwinning project).
The school collaborates with the
local community (e.g. community
organisations, sport clubs,
education and training providers,
government organisations, local
business, and industry) to help
pupils understand their role in the
broader community.
Screenshots showing collaboration between the school and various organisations within
and beyond eTwinning projects.
A document that describes the planned activities (e.g. an invitation for experts to come
to the school, pupils visiting organisations) and shows how the school collaborated with
the local community.
Evidence of activities on the school website or in the school newspaper/magazine.

Collaboration

Students as agents of change

Students as agents
of change I
What evidence to upload?
Teachers and pupils work together
from planning an activity to its
actual implementation.
Screenshots from an eTwinning project where pupils actively participate in activities.
Anonymous questionnaires where pupils are asked about the activities that they would
like to be included in the plan.
Images of a group activity where young pupils participate by sharing ideas on a board.
The school involves pupils in
making decisions about school
issues/project issues etc.
Pictures of pupils participating in school meetings with teachers (including a
description).
A world café where teachers, pupils, and parents work together to discuss various
school issues and improvements etc.
A document showing the pupils’ council’s involvement in school decisions (e.g. pupil
representatives actively participating in teacher meetings).
Pupils who have participated in a
project are asked to present what
they did at an open event at the
school.
Pictures and a description of the event (presentation in another class, at school events,
conferences etc.) where pupils presented their project.
Note: Younger pupils can present an activity they have done e.g. a fairy-tale they wrote,
a short drama performance, a song etc.
Pupils are involved in training
other teachers/pupils on how to
use eTwinning-ICT tools.
Pictures and a description of training activities that pupils have organised for teachers
and other pupils.
Screenshots or URLs of tutorials on digital tools or other educational topics created by
pupils.

Students as agents
of change II
Pupils are involved in parents’
meetings or meetings with local
authorities and promote
eTwinning from the pupils’
perspective.
• Evidence (document or pictures) that demonstrates pupils’ involvement in
parents’ meetings.
• Evidence (document, pictures, URLs) from promotional eTwinning activities
aimed at parents (e.g. open day, school events).
• Inviting parents to join eTwinning activities (e.g. in the context of an eTwinning
project).
• Promoting eTwinning to local authorities through pupils’ voices (e.g. videos,
pictures, presentations, article in school newspaper etc.).
• Note: Younger pupils can present an activity they have done e.g. a fairy-tale they
wrote, a small drama performance, a song etc.
Pupils have opportunities to
showcase their work at
events outside school such as
educational fairs, competitions,
etc
• Evidence (document, pictures, URLs) from promotional eTwinning activities
aimed at the community outside the school (e.g. educational fairs, competitions,
Erasmus+ meetings, NSO events).
• Promoting eTwinning beyond the school through pupils’ voices (e.g. videos,
pictures, presentations, article in local newspaper, interview in media etc.).
• Note: Younger pupils can present an activity they have done e.g. a fairy-tale they
wrote, a small drama performance, a song etc.

Students as agents of change

Models for other schools What evidence to upload?
The school organises training
courses on eTwinning (methodology,
tools, opportunities) for its teachers
and pupils.
• A course programme describing the modules and content.
• The case of online courses, the URLs of the course, along with a short
description if not visible in the URL.
The school staff organises training
sessions for the schools in the area
by presenting projects, tools, and
teaching methods etc.
• An agenda of the sessions/events describing the modules and content.
• The number of participants attending the events/sessions.
• Pictures (or article on the school website) demonstrating and sharing
these sessions.
The school’s website is regularly
updated to inform the community
about all the school’s eTwinning
activities.
• The school website (or any other social media under the name of the
school) with the eTwinning logo on its homepage.
• URL or screenshot of eTwinning-related articles, where the date is visible
(show the most recent articles, closer to the application deadline).
The school staff (not just teachers)
participates in events (e.g.
educational conferences, etc.) to
share the school’s work.
• The programme/agenda of an educational conference or any other
educational event, where one or more teachers from the school present
their school’s work in relation to European projects (not just on
eTwinning).
The school has an eTwinning corner
to showcase eTwinning activities.
• A picture of the eTwinning corner at the school.

Inclusive and innovative
learning organisations

learning organisations I
The school creates and
supports continuous
learning opportunities
for all staff e.g.
participation in training,
conferences, and distant
learning.
• Screenshot of certificates (or scan of certificates saved as a single .pdf file) that prove that
several members of staff (not just one teacher) have completed a continuous learning
opportunity.
• A document that illustrates the school training plan for all staff throughout the school year.
• The URL of the school’s website where the learning opportunities are described (e.g. agenda
and evaluation by participants and the organising school).
The school promotes
team learning and
collaboration among all
staff.
• Screenshots of eTwinning project members showing the number of staff members from the
school who are involved in eTwinning projects (and/or other European projects).
• Evidence (screenshots, documents) that demonstrates the existence of working groups and
their tasks and work.
• Evidence (screenshots, documents) of inter-/multi-disciplinary projects that demonstrate how
different staff members from different subjects collaborate.
• Evidence (screenshots from emails, pictures etc.) that illustrates informal collaboration of the
school staff (e.g. coffee meetings, visits, organised trips).
The school nurtures a
culture of inquiry,
innovation, and
exploration.
• Reports of activities or actions that support the school/local community e.g.
seminars/webinars for parents on different topics (eSafety, parenting, etc.).
• Distinctions and awards that the school has received for innovative activities that they have
completed.

learning organisations II
The school demonstrates
activities that prove teachers’ and
pupils’ awareness of how to
responsibly use the internet.
• The school's netiquette is included on the school website.
• Evidence (pictures, URLs, agenda) of online/onsite events on eSafety.
• A copy of the eSafety labels that the school might have acquired.
• Evidence (pictures, URLs) of training content on eSafety (e.g. eSafety Club, a school guide, or a
video made for pupils by pupils).
The school benefits from
partnerships developed with the
external environment and the
wider educational community
(e.g.universities, community
organisations,and subject experts
etc.).
• Evidence of the agreements/memorandum of understanding (MoU) signed between the institutions
(school and universities, or other organisations).
• Photos of events organised with external partners, links to the website/school blog where
collaborations with experts, universities and/or community organisations are described.
• Articles on local, regional, national media or posts on social media about collaborations, including a
description of the activities (process, objectives, results).
The school recognises and
supports pupils with special
needs, who might face learning,
linguistic and social
challenges, through specific
support and actions that are aimed
to increase their learning success.
• A document that shows the school’s policy on supporting pupils with special needs or learning,
linguistic, and social challenges.
• Photos of accessible learning spaces (or adaptations made) within the school building or school
playground.
• Documents and materials about activities related to the development of specific programmes for
special needs students.
• Evidence (e.g. documents, pictures) that demonstrates a practical action plan for pupils in need of
support (e.g. curricular adaptation, an individualised education/learning programme/plan,
differentiated instruction).

learning organisations

Declaration of honour / Preview / Submit!
295

@AReTwinning
eTwinning is an initiative of the European Union and funded by Erasmus+, the EU’s
programme to support education, training, youth and sport in Europe. The European
Commission support for the production of this publication does not constitute an
endorsement of the contents which reflects the views only of the authors, and the National
Agency and Commission cannot be held responsible for any use which may be made of the
information contained therein.
296
#AReTwinning
ISSN 2971 – 9658 / ISSN-L 2971 – 9658
Thank you for your time and eTwinning energy!

Action Research in School Education AReTwinning Journal (nr. 3 / 2023)

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