Digital EU and YOU - What a smart school could look like

-PEDAGOGICAL INNOVATION AND CREATIVITY The pupils worked in small groups: 1. within their own class they divided tasks and responsibilities to proceed with the implementation of the activities, according to the work plan prepared on the TwinSpace (e.g. some pupils participated in the creation of the logo, others prepared some Christmas cards, some pupils took presentation videos, ...); this allowed a better organization of the activities, and the achievement of the objectives, especially during the lockdown; the individual work ensured the deepening, monitoring and completion of the products; each pupil had a password and username to facilitate the use of the TwinSpace and to allow an active contribution by everyone; 2. of mixed nationality, necessary in the actions of research, implementation of outcomes (eMagazine), discussion to outline the school of the future. Pupils were encouraged to be creative and original in the choice of tools, apps, logo layout, creation of the presentation video with their own devices, of Christmas cards, Fake News to share with partners in the Safer Internet Day. The activities are varied, as demonstrated by the different methods used (CLIL, GBL, PBL, TBL, Cooperative Learning, peer tutoring), also with a view to being able to offer each student the opportunity to participate: breaking ice activities ( "Getting to know each other"; Making a video on "10 facts about me and the use of digital media"), reflections on a conscious use of the Internet (Safer Internet Day TwinBoard and forum), discussions and solutions (eg Google doc , discussion in the forum about results and reflection of the questionnaire about our use of social media Digital Footprint- Answers safety and netiquette (online behavior) images of their digital footprints and the results - what do students use most? "The School of the Future" ...) - INTEGRATION IN THE SCHOOL CURRICULUM The integration in the school official documents and in the school curriculum, through the UDA (learning unit) on Active Citizenship, has allowed the multidisciplinary development of the activities, which have also found continuity during the remote learning. Digital and its implications in everyday life, reflections on the use of pupils are topics addressed transversally and with a multidisciplinary approach: Technology, Italian and foreign languages, Art were the most involved subjects. Transversal skills overlap with disciplinary ones: 1. functional alphabetic communication, using oral and written communication to collaborate; 2. basic skills in mathematics: investigating and explaining the phenomena of the world around us, using tools to understand the trend of digital phenomena (eg. Use of social media); 3. learn to learn, organizing one's own learning both individually and in groups with the awareness of learning methods and techniques; introducing study topics in a clear and coherent way with specific language; 4. spirit of initiative and entrepreneurship, taking on and completing tasks and knowing how to translate ideas into actions; 5. digital competence, using new technologies to carry out tasks, acquire information, discuss, confront and share ideas (Google doc, Canva, TwinBoard forum, Padlet) and create innovative and creative products; managing data, information and digital content 6. multilingual communication, being able to read simple communications relating to contexts of experience, collaborating and communicating in international teams; 7. social and civic skills, knowing how to interact in the group by understanding the different points of view, giving one's own contribution, managing conflicts; 8. citizenship competence, acting as responsible citizens, based on an understanding of the benefits and critical issues of digital. -COLLABORATION BETWEEN PARTNER SCHOOLS Collaboration among teachers, among pupils and teachers and among pupils has been really important, especially in a current European context so difficult due to Covid. There are several activities: work plan, shared with partners through email exchanges and on the WhatsApp group (documented in Materials, in the TwinSpace), and with the students, prepared at the start of the project in the form of individual pages and sub-pages, so that everyone had a global vision of the path and was able, from time to time, to monitor the process; meetings on email, WhatsApp group; TwinSpace Bulletin, Forum and Diary to prepare the activities, update the plan and prepare evaluation forms; to divide tasks and responsibilities (e.g. the Irish colleague took care of the preparation of the evaluation questionnaire, the German founder coordinated the project and management of the TwinSpace, the Italian teacher of the eMagazine and the collection of students' reflections on the school of the future ). The TwinSpace tools were effective in collaboration, they allowed the sharing of resources (Safer Internet Day, My Advent Calendar, ...), the choice of the logo (TwinBoard and Poll), the exchange of reflections and the comparison about common topics (forum), about the results achieved with related to the project (evaluation questionnaire). The plan has undergone changes from time to time regarding the deadlines: due to the sudden closures, the partners updated and revised the dates of conclusion of the activities. The pupils collaborated in the activities in synchronous mode, during the video lessons in remote learning, by sharing the TwinSpace (eg in the choice of the logo, in the identification of the teams they belong to); in mixed groups they discussed the use of social networks and devices, exchanged experiences, hopes, concerns, collected ideas through the forum, Google doc to outline the school of the future.