ERASMUS +                 2017-2019               AL GOES ICTflag

There are roughly two types of profiles when it comes to the participants:

on the one hand, there are teachers who are very familiar with the use of the new technologies already, and who would probably gain greater insight through an enriching job shadowing or an educational visit;

on the other hand, teachers who are still less familiar with the use of new technologies, the teaching methods adapted to them and the suitable material, would certainly profit more from structured courses on precisely those topics.

The participants should have acquired the skills to handle the new tools with ease; they should have acquired methods to devise new lesson contents and diversified teaching methods. The international, intercultural and -curricular context in which they made those new experiences should be enriching for the daily teaching activities, for interaction with colleagues and pupils, and for the school development plan as a whole. Moreover, participating in global networking should be engendered.

The participants' digital competences , their knowledge in the field of pedagogy and didactics, as well as their skills relative to international cooperation and relations will increase. Usual by-products of such projects are people reflecting on their daily practice, the development of new personal competences, and growing intercultural as well as cross-curricular awareness.

Pupils, too, can profit from the teachers' newly-gained competences at various levels, be it through experiencing new teaching methods, changed attitudes and different approaches on behalf of the staff or improved lesson management.

At best, pupils and teachers feel more connected with their peers in other European countries through what their teachers have experienced and passed on. And indeed, we must not forget that above all, the younger generations should profit from such international projects. We must not lose touch with our pupils, and be attentive to the improvement projects like these ones may engender for them. Of course, motivated and satisfied teachers are better teachers. They can create a good learning environment and can bring forth well-instructed and highly-educated happy pupils, ready to face new challenges, at university or in a first job, where the power of digital technologies and skills must not be underestimated.

Sharing information is for sure one of the most important tasks at the end of the process: we need to raise awareness, inform and share good practices with colleagues at our school first of all, but also beyond. We can disseminate the new findings in other schools in Luxembourg, talk to colleagues, share material, organise meetings or offer training workshops. Our school yearly publishes the AnnALes, a volume about everyday life and outstanding events at school, former pupils, innovations, projects at school, and many more.

Moreover, through international contacts, we already had, or create during the mobilities, we can exchange ideas and material.

Right from the start, we must bear in mind that it is necessary to evaluate the project at school. There should be a noticeable difference for the participants, but also for the school community as a whole.

We must ask ourselves and the participants about preparation and planning, the implementation, the choice and content of the mobilities, the comparison between objectives/aims and results reached, the general satisfaction of the participants, and obviously the benefits.

Participants' reports and questionnaires may serve as evaluation tools.

The following points mark the context for the project:

The refurbishing of our school, the moving back this January into classrooms equipped with computers, whiteboards and document cameras, IPad classes, the announcement of more autonomy for the different secondary schools, the need to change and adapt teaching methods, the need to make teachers ready for the new material and methods, and of course the general demand for qualified people in the ITC sector.

The objectives are clearly to accompany the teachers in their learning process, and to offer them possibilities and learning environments other than the usual training courses available for the schools. Different countries have different approaches, and it is enriching to get new insights.

The number of participants amounts to 18; we shall try and get enough people motivated to take part in new challenges and discover new ways. By the end of the courses taken, the participants, teaching different subjects, should on the one hand be able to use ICT in class, but also be ready to exploit and create ICT resources for learning and teaching. Those colleagues who participate in structured educational visits or job shadowings get the possibility to observe, ask questions, compare , reflect upon and integrate the one or the other finding into daily teaching activities.

We shall inform the staff about the details of the project, select appropriate courses and organise the planned mobilities.

The entire school should profit from this project, as those members of staff who go abroad to make new experiences will certainly operate as multiplying agents. This then allows the headmaster and the deputy headmaster, the teachers and staff as well as the pupils to benefit from the new experiences that get integrated into the daily run of the school and the curricula.