Search

Copyright of Turkish Journal of Social Research / Turkiye Sosyal Arastirmalar Dergisi is the property of Turkish Journal of Social Research and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The aim of this research is to find out how the eTwinning project prepared to prevent bread waste is evaluated from the students' perspective. The research was conducted within the scope of qualitative research. The research was carried out with 6th grade students consisting of six people who voluntarily participated in the eTwinning project. In line with the main purpose of the research, semi-structured interviews were conducted with the students at the end of the project and data were collected. The data obtained were subjected to content analysis, and codes and themes were created. At the end of the research, it was revealed that the students found the ŞEBİT eTwinning project educational, instructive and entertaining. In addition, it was determined that the project contributed to awareness of bread waste, learning web 2.0 tools, taking responsibility, teamwork and communication. In addition, it was determined that students had difficulties in using web 2.0 tools and time within the scope of the project. In line with the students' opinions, it is suggested that the eTwinning platform should be made more functional for both teachers and students within the scope of this research. [ABSTRACT FROM AUTHOR]

This contribution aims to describe the innovative experience related to the Laboratori e Tirocini di Introduzione alle Metodologie e Tecnologie Didattiche/Teaching Labs, which have been developed since A.Y. 2017/18 as part of the courses in the Department of Foreign Languages and Literatures, University of Verona. The objective of these Laboratori was to offer a preliminary teacher education experience for students interested in becoming foreign language and literature teachers. The article will first discuss the rationale at the basis of the Laboratori project, also in connection to the importance of introducing language and literature students to the teaching profession, within the strategic priorities identified by the 2021 European Resolution in the field of education and training. The structure of the Laboratori and their characteristics will then be described in detail, highlighting the innovative aspects, in particular with reference to the blended learning approach, the familiarisation with the eTwinning European project, the micro-teaching sessions, as well as the practicum in lower and upper secondary schools. Some qualitative results and future perspectives will finally be discussed, including the developments which have led to the new Teaching Lab: Methodologies, Technologies and Practicum structure.

In this research, it is aimed to examine the readiness for online education of teachers who are members of the eTwinning platform (eTwinner) and who take part in the project processes that present a quality label as a result, in the context of demographic and technology usage variables and to develop suggestions in this direction. The research, based on the cross-sectional survey model, was carried out with 384 teachers working in Eskişehir and registered on the eTwinning portal in the 2022-2023 academic year. The K--12 Teachers' Online Teaching Readiness Scale was applied. In the analysis of the data, a t-test was used for variables with two sublevels, and one-way ANOVA was used for the variables with more than two sublevels. In case of a difference in the ANOVA test, post-hoc tests were used to determine the pairwise differences. The results showed that the average level of readiness for online education of eTwinner teachers working in Eskişehir is high and the group with the highest readiness for online education is teachers with a service period of 1-10 years. Among the factors of educational technology proficiency, learner readiness, and relative usefulness, male teachers were more than female. On the other hand, it is a remarkable result in the research that female teachers have higher proficiency in pedagogical and ethical competency than male teachers, and that postgraduate teachers in technical and pedagogical, and ethical competence have higher proficiency than those with undergraduate degrees. [ABSTRACT FROM AUTHOR]

Copyright of Ensayos: Revista de la Facultad de Educacion de Albacete is the property of Ensayos Revista de la Facultad de Educacion de Albacete and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Ensayos: Revista de la Facultad de Educacion de Albacete is the property of Ensayos Revista de la Facultad de Educacion de Albacete and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Ensayos: Revista de la Facultad de Educacion de Albacete is the property of Ensayos Revista de la Facultad de Educacion de Albacete and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Ensayos: Revista de la Facultad de Educacion de Albacete is the property of Ensayos Revista de la Facultad de Educacion de Albacete and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Ensayos: Revista de la Facultad de Educacion de Albacete is the property of Ensayos Revista de la Facultad de Educacion de Albacete and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Istanbul Commerce University Journal of Social Sciences / İstanbul Ticaret Üniversitesi Sosyal Bilimler Dergisi is the property of Istanbul Commerce University Journal of Social Sciences and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The main aim of this study is to compare the digital literacy levels of teachers in Turkey and of those in other member countries within the European Union eTwinning network. The present study has been conducted with a mixed methods research design, in which quantitative and qualitative methods are used together. The quantitative data of the research have been collected online from a total of 181 teachers, 106 from Turkey and 75 from the member countries of the eTwinning network by using the Digital Literacy Scale, while the qualitative data have been obtained from a total of 111 teachers. The quantitative data have been analyzed by using descriptive statistics and independent sample t test, whereas the qualitative data have been analyzed in line with the descriptive analysis approach by using the MaxQDA 2020 program. As a result of the research, the digital literacy levels of the teachers working in Turkey and those in the member countries of the European Union eTwinning network have been found to be at high levels, with no statistically significant difference between the gender variable and digital literacy. [ABSTRACT FROM AUTHOR]

Copyright of Form@re is the property of Firenze University Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Young people today face an uncertain future. English as a Foreign Language (EFL) teachers in state education are investing their expertise in Online Community Projects (OCPs) as a digital mediation tool to help their students acquire intercultural awareness and experiment with new uses for technology. This qualitative study employs analytic autoethnography to investigate the experiences of a secondary-school English as a Foreign Language teacher using OCPs in southern Italy. Data were analysed and debated through relevant EFL and sociocultural theory literature. Results revealed the learner-centred qualities of OCP activities and their effects on secondary-school EFL curricula. This research contributes to the literature on teaching English with technology, learner autonomy and online community projects in secondary-school EFL curricula. It will interest policymakers and teachers who wish to include learnercentred approaches in their practices. [ABSTRACT FROM AUTHOR]

This paper aims to explore the link between participation in the eTwinning online community of practice and the possible impact on the professional development of teachers who sign up, by investigating the processes and dynamics perceived through the voices of the most experienced participants. Following the theoretical framework of the value of the online community for teachers’ professional development and the description of the digital and organisational system resources, the methodology of the qualitative study and the results of the thematic analysis conducted are described. By a focus group conducted with 15 users, the study defined a sequence of progressive steps in network participation linked to learning dynamics peculiar to each of the three phases of access to the system, exploration of community resources and practices, and active experimentation with the available resources. Essere collegati, scambiare, ma anche creare: la crescita professionale degli insegnanti all’interno di una comunità di pratica online. Il presente lavoro mira ad indagare il nesso tra partecipazione alla comunità online di pratica di eTwinning e le eventuali ricadute sullo sviluppo professionale degli insegnanti che si iscrivono, attraverso un affondo nei processi e nelle dinamiche percepite attraverso la voce dei partecipanti più esperti. In seguito all’inquadramento teorico della valenza della comunità online per la crescita professionale dei docenti e della descrizione delle risorse del sistema digitale e organizzativo, viene descritta la metodologia dello studio qualitativo e i risultati dell’analisi tematica condotta. Tramite un focus group condotto con 15 utenti, lo studio ha definito una sequenza di passaggi progressivi nella partecipazione alla rete collegati a dinamiche di apprendimento peculiari di ciascuna delle tre fasi di accesso al sistema, esplorazione delle risorse e delle pratiche della comunità e sperimentazione attiva delle risorse disponibili.

La formación de los futuros docentes en un mundo cambiante y digitalizado requiere atender a nuevas competencias. Los docentes tienen grandes desafíos en sus aulas y los conocimientos teóricos no son suficientes para atender las demandas de la sociedad actual. Este artículo pretende describir los resultados de una experiencia internacional en el contexto de eTwinning. Estudiantes de Italia, Turquía y España, han colaborado en un proyecto intercultural para diseñar materiales digitales.

The research aims to reveal the contribution of studies conducted in eTwinning schools to school culture and to determine what digital applications, e-safety applications, pedagogical innovation and creative approaches, continuous professional development, collaborative learning, and teaching practices are used in their schools, according to teachers and administrators. The study was conducted as a qualitative case study research, and one of the case study designs used was a multiple holistic case study design. To begin forming the participants, six eTwinning schools were chosen from the eTwinning schools in the province of Kütahya. Semi-structured interviews and document analysis were used as data collection tools in the study. According to the study's findings, teachers included digital applications in their classrooms, participated in professional development activities, and carried out activities that supported collaborative learning and teaching in order to create a technology-rich learning environment during the eTwinning project's implementation. Administrators who do not participate in eTwinning projects, on the other hand, are unable to motivate teachers to participate in projects. [ABSTRACT FROM AUTHOR]

This article presents topological genealogy (TG) as a methodology to research transnational digital governance, and particularly how digital infrastructures are implicated in enacting such forms of governance. Inspired by the field of social topology, TG is centrally interested in investigating the conjoined production of digital infrastructures and present-day education policymaking as governance; as well as how both produce, and are produced by, processes of flows and change. Notably, the TG methodology helps to disentangle digital governance in, through and as change. Through a worked example of the European Commission's eTwinning platform, the article shows TG in action, and complements the topological analysis with methodological foregroundings. These show how the methodology impacts as much the fabrication of research data and its subsequent analysis as it impacts the doings of the researcher. [ABSTRACT FROM AUTHOR]

Copyright of Etic@net: Revista científica electrónica de Educación y Comunicación en la Sociedad del Conocimiento is the property of Universidad deGranada, Editorial Universidad de Granada and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

While eTwinning is focused on facilitating collaboration among schools in Europe and beyond, the extensive participation of over one million teachers from 44 countries makes the program an extensive educational crowdsourcing activity. In this paper the program which structures the related pedagogical approaches and practices will be analyzed and discussed in light of the crowdsourcing principles. Teachers and students participate in the program voluntarily. All collaborative activities, material production and publication of results which take place online and emphasize language learning fulfil the characteristics of the effective use of crowdsourcing in education. Two kinds of analyses are undertaken, a global analysis of the program features and local analysis of the selected projects. The global analysis relates the crowdsourcing practices to the eTwinning activities. The local analysis is based on the outstanding projects submitted for evaluation for national awards in Poland, further exemplified by activities and reference to the public sites of the projects. The aim of the text is to show that teachers may effectively use crowdsourcing in educational practice even when not primarily focused on its application.

Die Europäische Gemeinschaft fördert mit Erasmus+ den Austausch von Schulen in Europa. Plattform für die digitale Zusammenarbeit ist eTwinning, ein Tool, das fast nur von Fremdsprachenlehrkräften genutzt wird. Welche Möglichkeiten ein internationales Projekt auch für den Muttersprachenunterricht bietet, wird an einem Beispiel rund um den Jugendbuchklassiker Eine Hand voller Sterne von Rafik Schami gezeigt. In der Lockdown-Situation im Januar/Februar 2021 tauschten sich Schüler*innen der 8. Klasse eines Gymnasiums in der Südpfalz mit Schüler*innen einer polnischen Kunstschule in Rzeszów über dieses Buch aus und erstellten digitale Bilderbücher, die auf eTwinning, aber dann auch analog in einer Ausstellung in einem verlassenen Ladenlokal in der Fußgängerzone von Bad Bergzabern gezeigt wurden. Abstract (english): Intermedial, intercultural, international : Digital writing with eTwinning in a 8th class With Erasmus+, the European Community supports the exchange of schools in Europe. The platform for digital collaboration is eTwinning, a tool that is used almost exclusively by foreign language teachers. The following pages show the possibilities that an international project also offers for native language teaching around the classic book for young people A Handful of Stars by Syrian author Rafik Schami. In the lockdown situation in January/February 2021, pupils from the 8th grade of a grammar school in the southern Palatinate with pupils from a Polish art school in Rzeszów worked together and created digital picture books, which were presented on eTwinning, but also in analogue form in an exhibition in an abandoned shop in the pedestrian zone.

The aim of this research is to examine the thesis studies on eTwinning in Turkey. In the research, document review, one of the qualitative research methods, was used. The theses, which are the data source in the research, were obtained by using the National Thesis Center database on the website of YÖK (Higher Education Council). The study group of the research consists of 9 thesis studies selected by writing "eTwinning" in the scanning part of the YÖK National Thesis Center page on April 1, 2022. In the examination of thesis studies, theses; the year it was published, the university it was published in, the institute it was published in, the research method, the gender of the researchers, the title of the consultant, and the working group were taken as basis. According to the research findings, there were no thesis studies on eTwinning before 2018, the thesis studies were carried out in 2021 at the most, the theses were published by 9 different universities, the theses were published by the educational sciences institutes the most, the gender of the thesis researchers was the most female, the thesis studies were mostly associate professors. It has been determined that the study group of the theses is mostly English teachers. As a result, it can be said that although the number of teachers and projects interested in eTwinning is high in Turkey, the number of theses related to eTwinning is insufficient. In order to increase the number of academic studies related to eTwinning, it can be suggested that teachers who implement eTwinning projects should be supported and directed in this direction. [ABSTRACT FROM AUTHOR]

The aim of this research is to examine the views of teachers who have previously run eTwinning projects. Case study design, as one of the qualitative research models,was used in the study. The participants of the research consists of 10 teachers working in state schools in the 2020-2021 academic year, active on the eTwinning platform, who have received at least one of the National Quality Label or European Quality Label awards. The data were collected with semi-structured interview forms prepared for teachers who volunteered to participate in the study. The collected data were analyzed by descriptive analysis method. As a result of the research, teachers stated that eTwinning projects increased students' digital skills and learning motivation the most. In addition, although teachers have been introduced to the eTwinning platform in various ways, the most important motivation for them to stay on the platform is the development of their professional skills and the pleasure they experience. In addition, the teachers, who mentioned that they had the opportunity to integrate many innovative approaches with the education program through projects, made various suggestions about the training opportunities and quality labeling processes on the platform. [ABSTRACT FROM AUTHOR]

Copyright of Educatia 21 is the property of Babes-Bolyai University, Faculty of Psychology & Educational Sciences and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

It is highly important that teachers have the necessary professional knowledge, skills and attitudes for the efficiency of the teaching and learning process, which has an important role in gaining the required qualifications to individuals. One of the educational platforms that can be used for teachers to develop both their personal and professional skills is the eTwinning platform. It offers various opportunities for both teachers and students. Literature review has shown that the number of researches on eTwinning, which is used by more and more teachers in Turkey, is insufficient in number. The participants of this research, which aims to compare metaphors created by teachers in Turkey and abroad, consist of 224 teachers. In the study, the content analysis method has been adopted, and the data have been collected through a fixed form questionnaire. According to the results of the research, it has been found out that eTwinning projects have mostly been carried out by teachers working at primary schools. The metaphors produced by teachers for eTwinning projects have been grouped under 8 different categories. Lastly, teachers also use various tools while carrying out their projects. [ABSTRACT FROM AUTHOR]

Copyright of Diyalektolog - Uluslararası Sosyal Bilimler Dergisi is the property of Diyalektolog and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista de Investigación en Educación is the property of Universidad de Vigo, Facultad de Ciencias de la Educacion y del Deporte and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The aim of this study was to examine the effect of interdisciplinary activities organised online within the scope of an eTwinning project carried out with gifted students on the students' technology awareness and computational thinking (CT). However the research was not' funded by eTwinning. The study was carried out through web-based tools for a period of 3 months in the year 2020. These Web 2.0 tools were: Canva, Zoom, Google Classroom, Jamboard, Tinkercad, Telegram, Facebook, Kahoot!, Instagram, StoryJumper, Padlet, etc. The research was designed with an explanatory design which is one of the mixed models. While in the quantitative aspect of the study, a quasi-experimental design with pretest posttest control group was carried out, a case study was carried out in the qualitative aspect of the study. The participants were 50 gifted students continuing their education at Science and Art Centres affiliated to the National Education Ministry in 6 different provinces of Turkey. Quantitative and qualitative methods were used together in the study. A technology awareness and computational thinking scale was chosen as the quantitative data collection tool, while mind maps were used as the qualitative data collection tool. As a result of the research, a significant increase in the participants' technology awareness and computational thinking was determined in favour of the posttest, while this increase was verified through the mind-mapping technique applied to the students. At the end of the study, the findings were discussed, and recommendations were made for future studies. In addition, a great limitation of this research was the effectiveness of activities that had to be carried out entirely remotely due to the COVID-19 pandemic. In the distance education, in which the teacher's control was weak, the skills intended to be fostered in students remained at a lower level. [ABSTRACT FROM AUTHOR]

Copyright of Cumhuriyet International Journal of Education is the property of Cumhuriyet University, Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study is a qualitative case study research, determining the purposes of teachers to use the eTwinning platform and to examine the effects of the platform on teachers. The study group consisted of 15 volunteer teachers who carried out eTwinning projects rewarded with quality labels. In the study, the data were obtained through a semi-structured interview form, and the content analysis method was used in the data analysis. According to the results obtained, it was concluded that teachers used the eTwinning platform in order to make projects, participate in online courses, contribute to their professional development and collaborate. The platform has a great contribution to teachers both personally and professionally. As a result, it is obvious that the eTwinning platform is very useful for teachers. The platform is so effective that it contributes to the professional and personal development of teachers, and even changes their perspective on the profession. [ABSTRACT FROM AUTHOR]

In the present study, we conducted analyses of artwork that represents elements from the natural and man-made environment and established their compliance with the real world. We also present a comparative approach of young schoolchildren’s artwork, having the landscape and other environment elements as a main theme. The research took place throughout the 2015-2016 school year, on a representative sample of 20 pupils from Romania, participants in the eTwinning programme. We used the flipped classroom learning strategy in order to introduce the pupils to the Impressionist plastic art form of expression. The teaching experiment included five stages: initial testing, studying a tutorial at home, practicing painting techniques in the classroom, getting feedback from the teachers, and final assessment. We analysed the pupils’ artwork from the point of view of framing in the plastic theme. We have taken into account the sub-criteria: to observe the norms of the artistic movement, the chosen technique, the type of chosen tool/material, and the manner of brush strokes.

The main purpose of the study is to express the views of the "Protecting Nature with My Family" eTwinning project, according to parents and parents' views, on the change of attitudes and behaviors of students towards nature. This research is qualitative and is a case study. Research data collected in May, the second semester of the 2018-2019 academic year. With the information obtained from the field summer scan, a semi-structured interview form developed by the researcher was created and the data of the research were collected by conducting face-to-face interviews with 24 parents who were participants of the research. According to the data obtained from the research, the changes in the feelings, attitudes and values related to nature were determined and recorded in the parents involved in the project. Parents who participated in the study stated that they experienced awareness of nature and that their behavior to contribute to recycling increased, while their children observed an increase in interest in nature and an increase in the desire to spend time in nature. [ABSTRACT FROM AUTHOR]

Copyright of Spanish Journal of Comparative Education / Revista Española de Educación Comparada is the property of Editorial UNED and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

En este artículo se presentan los resultados de un proyecto telecolaborativo eTwinning49 entre estudiantes de Bachillerato de francés como lengua extranjera en España y estudiantes de Bachillerato de español como lengua extranjera en Francia durante un semestre del curso académico 2015-2016.Los estudiantes se organizaron en pequeños grupos en la plataforma en línea TwinSpace intercambiando información personal y sociocultural y correcciones sobre su lengua materna (español y francés) en foros de discusión con el objetivo de mejorar su competencia intercultural.Los datos se recogieron mediante dos instrumentos que incluían los cuestionarios y las entrevistas del final del proyecto.El análisis cualitativo y cuantitativo de los datos parece indicar según la percepción de los participantes que existen evidencias del desarrollo de la competencia intercultural según el modelo de Byram (1997, 2000).

In recent years, there have been major changes in the way that education programs are implemented and in the diffusion of innovation into these programs. An important role is played by the European Union through the e-Twinning program for the implementation of collaborative projects between schools in Europe through a dedicated digital collaborative platform. The purpose of the current paper is to investigate the effectiveness of e-twinning in primary education in Greece. For this reason, the research was done by the triangulation method with the distribution of a questionnaire and focus group to students and through indepth interviews with two teachers. The results of the survey show that there are many benefits such as the use of collaborative tools and the practice of English language for pupils and the exchange of know-how for teachers while the use of collaborative tools is important. More generally, e-Twinning has many benefits to bring to students. It should be noted that research suggests that enrollment and education of teachers involved in e-Twinning should be intensified and that more social media and other collaborative applications should be used. Finally, it should be noted that the contribution of this research relates to it providing a picture not only about the operation of e-Twinning but also about the benefits that has not been done by other surveys and studies. [ABSTRACT FROM AUTHOR]

eTwinning is an innovative European program that strengthens lifelong learning and the main purpose of which is the networking of schools with the help of new technologies. It is an initiative of the European Commission to strengthen the collaborative distance learning and the implementation of new innovative instructional methods. Through literature review, this article explores the contribution of the eTwinning project to the cultivation of basic skills, which the European Parliament identifies as keys to an individual's lifelong learning. Mathematics are included in these skills. It is an attempt to show the schools' potential to cultivate the students' European identity and European skills, such as cooperation and respect for the perceptions and culture of other people. It is also a case study aimed at exploring the cognitive, creative, cooperative and technological dimensions of an eTwinning action, as well as the attitude of 18 students towards the distance learning action, which they participated in. The subject of the eTwinning practice combines mathematical concepts applied in real context. [ABSTRACT FROM AUTHOR]

Digital media offer various possibilities for internet-based telecollaboration in schools and open up a space for intercultural learning. Diverse initiatives like such as the European Union-initiative eTwinning network aim to support telecollaboration projects in education. This article argues that we need to develop critical and grounded understanding of telecollaboration projects and how they are being embedded in the context of existing school cultures. The article presents an in-depth case study of a telecollaboration project between a Turkish and a German school. On the basis of observations in schools, interviews with teachers and focus groups with pupils, the article argues that there are two main challenges that limit the experience of intercultural learning in the analysed project. The first point is about the strong teacher-centred project design and the discrepancy between the perspectives of teachers and pupils. The second point is the rather simplistic and superficial understanding of culture, which reasserts national cultures instead of promoting a more open perspective, that influences the project tasks and topics. [ABSTRACT FROM AUTHOR]

Tekst prezentuje krótki przegląd działalności polskiego Ministerstwa Edukacji Narodowej w ciągu ostatnich dwunastu lat. Szczególna uwaga poświęcona zostaje działaniom, które są rezulta-tem planowanych i już wprowadzonych reform w polskich szkołach w celu poprawy ich zdolności do współzawodnictwa z innymi szkołami, a także wykonania praktycznych kroków w kierunku nauczania umiejętności praktycznych, a nie prostego przekazywania wiedzy teoretycznej z zakresu nowych technologii, wykorzystania narzędzi ICT jako pomocy dydaktycznych, dostępu do Internetu, bezpieczeństwa w sieci elektronicznych podręczników oraz projektów współpracy międzynarodowej, takich jak eTweening. Artykuł może stać się punktem odniesienia dla porównania z działaniami podejmowanymi w tym zakresie przez rządy innych krajów. Liczby przytoczone w artykule dajątylko ogólne pojęcie o tym, jak wiele wyzwań staje przed rządzącymi, systemem finansowania edukacji oraz Ministerstwem Edukacji Narodowej. Szkoła nie ma obowiązku zachęcać uczniów do wykorzystywania Internetu i multimediów, ale powinna nauczać, jak ich świadomie i bezpiecznie używać, aby uczniowie rozwinęli się jako osoby oraz zwiększyli swoje kwalifikacje i kompetencje.