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To start, a teacher sets up a Digipad classroom board and invites his/her students using a link. The workspace is highly visual: educators can place text blocks, images, videos, and files on the board. For example, a history teacher might organize timelines and source materials, while a language teacher embeds texts for group analysis.

A central method for classroom use is structured collaborative tasks. Teachers can divide the board into sections for group activities - e.g., vocabulary practice, problem solving, or project planning - and assign student groups to each area. Real-time updates allow students to work simultaneously, while the teacher monitors progress and provides instant feedback. 

Another effective use is interactive assessments. Instead of traditional worksheets, teachers can design activities where students incorporate their answers, and add their contributions. These boards can be revisited over time, supporting revision cycles and differentiated learning paths.

A few educational benefits of using Digiad include: increased student engagement, clearer classroom organization, and richer formative assessment. With Digipad, lessons become more interactive and collaborative - preparing your students with the necessary skills for 21st-century learning.

Technology connects us across the world,
Every profile has a heart and a story to share
Choose your words so that they won’t hurt,
Help a friend when something feels wrong.

Strong passwords, private settings,
Awareness of scams, fake news, and manipulation,
Follow facts, not viral lies or misinformation,
Every click leaves a permanent footprint.

Control your personal data if you want to be fine,
Have the courage to always be your true self,
Own your choices, online and offline,
Include others and call out bullying and hate
Connect with care, wisdom and responsibility
Empower yourself with knowledge and digital skills,
Smart tech, safe choices for you and for me.

https://digitaledu.ro/smart-tech-safe-choices-listening-comprehension-test-exercitiu-multimodal/

https://www.youtube.com/watch?v=VxaIFaoVPGQ

As tools such as chatbots, voice assistants, and AI-powered platforms become increasingly common in education and everyday life, our students need support to understand both their benefits and their risks. Safer Internet Day 2026 encourages educators to help learners develop critical thinking skills, particularly when engaging with AI-generated content. The students should be able to question accuracy, recognize potential bias, and understand that AI outputs are shaped by data and design choices.

Key focus areas this year include privacy protection, responsible data sharing, and awareness of how AI systems collect and use information. The teachers can use classroom discussions and practical activities to explore ethical issues, such as fairness, transparency, and accountability in AI-driven technologies. These conversations help students become not just users of technology, but thoughtful and responsible digital citizens.

Coordinated in the UK by the UK Safer Internet Centre, the Safer Internet Day initiative emphasizes empowering children and young people to use AI safely and confidently. Globally, Safer Internet Day continues to promote the message “Together for a better internet,” with activities and events taking place throughout February 2026.

For teachers, Safer Internet Day 2026 is an opportunity to integrate AI literacy into everyday teaching and to reinforce that smart technology must always be matched with safe, ethical choices.

The participants discussed about the selection process of the most representative national songs, considering criteria such as cultural significance, historical context, and emotional impact. This process encouraged research, critical thinking, and meaningful communication in English. The teachers and students also exchanged their best practices regarding classroom activities inspired by the songs, including lyric analysis, creative writing, visual interpretation, and interdisciplinary projects combining language learning with history, literature, philosophy, and art.

A central theme of the meeting was the cultural and personal values conveyed through music. The three songs served as a starting point for discussions on identity, hope, resilience, well-being, and empathy, highlighting the importance of affective learning. Overall, the meeting showcased the benefits of international collaboration, pedagogical innovation, and interdisciplinary education, while supporting the development of key competences and students’ personal growth.

https://www.youtube.com/watch?v=15EcIicatQ8

UNITATEA DE ÎNVĂȚARE
4. Editoare Grafice

Competențe specifice
3.1 Aplicarea operațiilor specifice editoarelor grafice în vederea realizării unor produse informatice.

Titlul lecției
🌲 Peisaj de iarnă – creații grafice realizate de elevii clasei a V-a

1️⃣Contextul activității
În cadrul orei de Editare grafică, elevii clasei a V-a au realizat o serie de desene digitale cu tema „Peisaj de iarnă”, utilizând editorul grafic Paint. Activitatea a avut ca scop dezvoltarea competențelor digitale de bază și formarea unei gândiri vizuale organizate, prin realizarea unui design coerent.

2️⃣Obiectivele activității
La finalul lecției, elevii au fost capabili:
➖să utilizeze un editor grafic pentru crearea și modificarea imaginilor;
➖să aplice operații specifice de editare grafică;
➖să copieze și să multiplice forme grafice simple;
➖să redimensioneze obiecte grafice;
➖să mute și să poziționeze elemente grafice în spațiul de lucru;
➖să realizeze un aranjament vizual coerent, respectând o temă dată;
➖să utilizeze culori și forme simple pentru realizarea unui peisaj sugestiv;
➖să insereze și să editeze text în cadrul unei imagini;
➖să manifeste creativitate și atenție la detalii în realizarea produsului final.

3️⃣Competențe și noțiuni exersate
➖utilizarea instrumentelor de desen (forme geometrice, umplere cu culoare);
➖selecția și manipularea obiectelor grafice;
➖organizarea elementelor într-un design echilibrat;
➖aplicarea noțiunilor de dimensiune, proporție și spațiere;
➖dezvoltarea spiritului estetic și a creativității digitale.

4️⃣Descrierea lucrărilor
➖Lucrările prezintă peisaje de iarnă realizate din forme geometrice simple (triunghiuri, dreptunghiuri, cercuri), reprezentând brazi, zăpadă, nori sau elemente decorative. Elevii au demonstrat capacitatea de a transforma forme de bază în obiecte grafice complexe, prin copiere, redimensionare și aranjare creativă.

Fiecare desen reflectă:
➖o interpretare personală a temei;
➖un mod propriu de organizare a spațiului;
➖progresul în utilizarea instrumentelor unui editor grafic.

5️⃣ Concluzie
➖Activitatea a contribuit la consolidarea competențelor digitale ale elevilor și la înțelegerea modului în care tehnologia poate fi folosită creativ. Produsele realizate demonstrează implicarea elevilor, capacitatea de lucru organizat și bucuria de a crea într-un mediu digital.

6️⃣Vizionare plăcută!
Așteptăm cu interes feedback-ul dumneavoastră și apreciem fiecare gând împărtășit despre munca și creativitatea elevilor. Opiniile primite ne ajută să susținem și să dezvoltăm în continuare competențele digitale și expresia artistică a acestora.
Mulțumim!

Au fost selectate 7 desene reprezentative, în format BMP, dintr-un număr mai mare de lucrări realizate de elevi.

➖Desen1: Brazi acoperiți de zăpadă

➖Desen2: Iarna desenată cu zâmbet

➖Desen3: Liniștea iernii

➖Desen4: Pădure în așteptarea iernii

➖Desen5: Potecă prin pădurea de iarnă

➖Desen6: Ninsoare peste pădure

➖Desen7: Peisaj de iarnă stilizat

Interdisciplinarity involves the intentional integration of two or more academic disciplines to enhance the understanding of a shared theme, question, or problem. In this approach, disciplinary boundaries remain visible, but connections are emphasized. For example, a unit combining history and literature to study a historical period allows the students to apply methods and perspectives from each field while still working within established curricula. The primary goal of interdisciplinarity is deeper academic understanding and the transfer of knowledge across subjects. Assessment typically focuses on subject-specific outcomes, even when learning activities are shared.

Transdisciplinarity, by contrast, moves beyond disciplinary frameworks altogether. Learning is organized around complex, real-world problems, such as social inequality or cultural preservation, that cannot be adequately addressed by any single discipline. In transdisciplinary learning, academic knowledge is combined with practical expertise, community input, and lived experience. Disciplines serve as resources rather than structures, and the students often collaborate with external stakeholders. The emphasis shifts from content mastery to problem-solving, innovation, and social impact.

Another key difference lies in teacher and student roles. Interdisciplinary teaching is usually teacher-designed and curriculum-driven, with educators coordinating content across subjects. Transdisciplinary learning is more student-centered and inquiry-driven, requiring learners to define problems, select relevant knowledge, and reflect on ethical and societal implications.

In summary, interdisciplinarity connects disciplines to enrich learning, while transdisciplinarity transcends them to address authentic challenges. Both approaches are valuable, but transdisciplinarity demands greater flexibility, collaboration, and openness to the world beyond the classroom, three qualities which are becoming increasingly essential in contemporary education.