Integration of eTwinning projects in geography curriculum. A case study in Romania

Abstract. In this paper we aim at analyzing how this program can be utilized in developing in the primary’s students skills through their involvement in school partnerships and integrated approach of the curriculum.  The specific objectives were:
analyzing eTwinning; analyzing the design approach eTwinning projects; analyzing approach for achieving eTwinning projects;
analysis of the eTwinning developed projects; analyzing how eTwinning projects can be integrated in the geography curriculum. The eTwinning program was officially launched in 2005 in Brussels as the main action of the European Commision’s eLearning Program. ETwinning addresses to primary and secondary school teachers and students. The program has a portal which is available in 25 languages . In 2014 ,230 424 teachers, 31 946 and 115 324 school projects were submitted on the platform . Romania joined the eTwinning Programme in 2007 , with currently over 13,000 registered teachers , 5781 enlisted schools, 1152 5293 ongoing  and completed projects. We analyzed the designing and achieving approaches for eTwinning projects.  In the second part of this paper we analyzed two projects achieved with primary school students: ,,Cultural Feast Turda Romania” and,,The Adventures of Littlelightbulb through the World of Energy”. At the end of the paper we presented several ways to integrate curriculum in eTwinning projects.

Keywords: portal, platform, integrated curriculum, project method, e-learning, educational partnership

Introduction
             The eTwinning program was officially launched in January 2005 in Brussels as the main action of the European Commision’s eLearning Program . The initiative of this program are derived from the recommendations of the European Council in Barcelona in March 2002 to achieve school partnerships ( twinning schools) in order to give the students the opportunity to learn through collaboration and to practice and improve their ICT skills . It gained momentum in 2007 when it was integrated in the Lifelong Learning as part of the Comenius 2007-2013 , coordinated by EUN ( European Schoolnet chain consisting of 31 Ministries of Education in European countries ) . ETwinning addresses to primary and secondary school teachers . The program has a portal which is available in 25 languages . On January 19, 2014 ,230 424 teachers, 31 946 and 115 324 school projects were submitted on the platform. Romania joined the eTwinning Programme in October 2007 , with currently over 13,000 registered teachers , 5781 enlisted schools, 1152 5293 ongoing  and completed projects . In this paper we aim at analyzing how this program can be utilized in developing in the primary’s students skills through their involvement in school partnerships and integrated approach of the curriculum. From this general objective, we detail several specific objectives:
            1) Analyzing eTwinning;
            2) Analyzing approach for designing eTwinning projects;
            3) Analyzing approach for achieving eTwinning projects;
            4) Analysis of the eTwinning developed projects;
            5) Analyzing how eTwinning projects can be integrated in the geography curriculum.

Theoretical background
              There are many studies on integrated approach of curriculum in literature ( Ciolan , 2008; Bocoş , Chiş , 2012) . According to Ciolan , to integrate into the curriculum means making ' parties merge into a harmonious whole , so the result exceed the sum of parts " ( Ciolan , 2008, p 115 ) “exceed disciplines " (2008 , p 72 ) , to transform their borders into connecting bridges to form the necessary skills for “ society based on learning " (2008 , p 79).
Although some experts in science education (cf. Ciolan , 2008, pp. 113-118 ) equal between the integrated curriculum and interdisciplinary curriculum , curricular integration begins with the first step , the mono (intra - ) disciplinarity . Experts say that there is curriculum integration within a discipline . According to these views, for example, geography can integrate knowledge from other geographical sciences in regional geography .
               According to Ciolan (2008, pp. 119-135), the next step is multi-curricular integration (multi-) disciplinarity and / or multidisciplinary.  Multidisciplinarity refers to the integration of the content of unrelated disciplines (Ciolan, 2008, p.123), and pluridisciplinarity brings together curricular subjects from the same area (Ciolan, 2008, p 123). Multidisciplinarity means that a subject is treated individually by different disciplines, each contributing to the learning objectives, but not interfering and remaining independent. One example is the multidisciplinary approach of the curriculum at the "Cultural Feast - Turda, Romania"  items of local geography are filled with information from history, art, music, etc.
The interdisciplinarity bring the " joined up " disciplines , flexibilisation of their borders in order to facilitate cross- skills training . These can be exploited from discipline to another , especially to solvy problems in real life situations . Curriculum integration at the interdisciplinary level was achieved within the project "The Adventures of LittleLightBulb through the World of Energy " to create a virtual book . Disciplines as Romanian language and literature ( design and writing text ) , Geography (information about energy sources ) , Arts ( Illustration ) Technologies (ICT - making virtual book) were involved . All these disciplines have contributed with " their methodological and conceptual apparatus " ( Ciolan , 2008, p 126 ) the skills needed for creating virtual book about energy . Within curriculum for primary education , we note that in the Framework Plan for primary education , (preparatory class)  Maths and Environment are integrated in one discipline .
              Transdisciplinarity directs learning " beyond disciplines " through " fusion " and " fully joined up " them and it prepares students to be responsible in society. An example of cross-disciplinary approach is the project " Hopscotch geo -mathematical"  in which students translate into the role of experts and arrive at conclusions by following some steps and making " internal connections " ( Ciolan , 2008, p 138).
            
              Method

              To achieve the research objectives we went through several stages.
1. eTwinning analysis . We analyzed : eTwinning Programme objectives , the operation of the platform , the involvement of teachers and students , criteria and procedures for evaluation of the eTwinning posted .
2. Design of the eTwinning projects . We have come substeps : enrollment in the eTwinning platform , search and choose of partners , developing projects. We examined how a teacher, school and projects performs enrollment on the platform. We analyzed search and the choose procedures of partners for carrying out the projects . We've come a design approach in which we examined , first , the aims of education ( Education Law . Law no. 1/2011 , art. 2 , para. 3 ) general and specific skills curriculum , the educational needs of students. We chose the theme , we have established targeted skills to be developed in students , we selected and organized content , we designed learning activities .
3. Achievement in eTwinning projects . At this stage of implementation of the curriculum we have done : inform students about eTwinning about objectives and competencies covered , organizing teams , tasks  communicating , organizing learning activities in collaboration with partners , making products by students , presentation of students solving tasks ; the teacher providing feedback to students on solving tasks , improving products made by students , posting on the platform of products made by students , to provide feedback on partners’ posts .
4. The eTwinning projects evaluation . Their own projects were self-assessed in two stages by students according to the evaluation criteria specified in the platform . For this self we detailed descriptors for each criterion based on which the evaluation was carried out . Project partners were assessed by teachers partner evaluation according on the criteria during their accomplishment  and in the end were voted . The projects were evaluated by assessors from eTwinning . We analyzed the approach of the project with the students.

Results and discussion

1)Analyzing eTwinning
               After accessing the site , we note that eTwinning is the Community schools in Europe  . It provides teachers from participating European countries a free and secure platform for communication, collaboration , project development and exchange of information, ie a space in which to feel they are part of an educational community in Europe. It promotes school collaboration in Europe through information and communication technologies (ICT ) , providing support , tools and service schools . ETwinning portal  is central to meeting and working. Portal offers teachers online tools by which they may seek partners can initiate projects can exchange ideas and best practices and can start work immediately on eTwinning platform because of the broad range of customizable tools. ETwinning Central Support Office is run by European Schoolnet , an international partnership consisting of 31 European ministries of education , which conceives learning tools for schools , teachers and students in Europe. He has the support of 35 national helpdesks . National level, in Romania , eTwinning programme National Support Office is run by the Institute of Education Sciences (ISE).
                Teachers who wish to participate in the program can analyze existing projects on the platform and check if their school is registered . If they want to start a project , they can see kits and modules section , where there are ideas and recommendations. They can find training opportunities , with eTwinning groups can collaborate and assistance can contact the National Office for more information .
If the teacher is part of the Platforms , he can access the collaboration tools in TwinSpace, as well as the  eTwinning Certificate that he can print and display in school. ETwinning platform provides teachers with a range of tools that can help him search partners can contact them on the control panel can collaborate and communicate within the virtual space of the project and many more. The platform is structured on three levels and each level has its own tools: Level 1 - public portal ( information tools , for inspiration , for enrollment , for assistance ) Level 2 - Control panel ( social tools , communication , search partners , project management , professional development , health ) level 3 - cyberspace project ( tools for project planning , collaboration , communication , support , dissemination ) . To keep updated with the development of the project activities, the teacher can publish articles in the project journal.  Evaluation of an eTwinning project is done according to the following criteria : pedagogical innovation and creativity, curriculum integration, creative use of ICT, collaboration between partners, durability and transfer, results and benefits. Based on these criteria , we developed the assessment projects tool in Table 1 .
               2) Analyzing the approach for designing eTwinning projects
               Inclusion teacher eTwinning platform . Teachers who wish to join the platform , create their own profile by completing a form eTwinning . Once enrolled , the teacher can access the control panel eTwinning with your username and password , can contact other eTwinning other community members to exchange ideas , to learn together and plan activities together . I’d ecke that I discovered eTwinning on April 1 of 2008 , I made an account on Platforms out of curiosity and I started looking for partners to exchange practices , experiences.
               Search and selection of partners ( or partner ) . If the teacher wants to start a project , looks for partners guided by the criteria : similar objectives ; interest in a topic ; Availability regular and open communication ; similar number of pupils aged and similar language skills and access to ICT equipment at school to facilitate collaboration . If the teacher is ready for an eTwinning project once is found a partner and set the theme of the project he can begin designing it .
                In the first project , Turda Romania Cultural Feast " in October 2010 to learn how to develop a project on TwinSpace platform , I joined some projects that had founding partners fromTurkey ( Leyla Tekin Olcasoz ) and Spain ( Maria Jose Barrios ) . After accumulating the necessary experience , we designed and realized projects with students and I chose partners of the teachers with whom I worked in laboratories eTwinning virtual learning . In this project , the founder of Turkey has invited the students from Andrei Saguna " school to participate in the project. Students have posted activities wiki workspace that the Turkish founder created . We conducted a Wikispaces wiki  site and invited partners to visit and comment on the work of the team .
               With the project , The Adventures of Littlelightbulb through the World of Energy " I collaborated  my friend and partner in Turkey , Belgin Saka Ustunel that I met in eTwinning project " A Letter for Natural Disaster in Japan " . The project " The Adventures of LittleLightBulb through the World of Energy "  was based on an older project , U4energy type that we created the previous year (2011 ) . The Turkish founder appreciated my and my children’s work and considered that the idea should be developed in an eTwinning project. She found that the weak point of the old project is collaboration. I have chosen as partners the colleagues I had in the list of partners , some of whom were eTwinning ambassadors and old collaborators (eg , Cristina Nicolaita School " GH. Magheru " Caracal . The projects I have coordinated , I invited newey registered teacher on the eTwinning platform (eTwinning Plus) . In " the Adventures of Littlelightbulb through the World of Energy" I invited a colleague from Moldova , Beregoi Elena , with whom I participated afterwards to a Romania -Moldova bilateral seminar in June 2013 in Botosani. The Turkish founder invited ten other project partners from Italy , Macedonia , Norway , Finland, Poland, the Netherlands .
                   The project has 14 partners from nine different countries: Camelia Stavre- Liceul de Artă "Dinu Lipatti" , Piteşti, Romania; Cristina Nicolaita- Scoala Gimnaziala „Gheorghe Magheru”, Caracal, Romania;  Danuta Bartkowiak-Siekańska- Szkoła Podstawowa nr 84 im. Tadeusza Kościuszki, Poznań, Poland; Drs. Adriaan C. Postma-RSG Tromp Meesters, Steenwijk, Netherlands; Dumitra Balan- Şcoala Gimnazială nr. 5 Giurgiu, Giurgiu, Romania; Elena Beregoi- Liceul Teoretic Mihail Kogalniceanu, Chisinau,  Moldova; Elizabeta Filipova-Primary school Tode Hadzi-Tefov, Kavadarci, Macedonia; Funda Gulenser- Büyükçiğli İlkokulu, Izmir, Turkey; Gabriela Ileana Crisan (founder)- Scoala Gimnaziala "Avram Iancu", Turda, Romania; Hilde Øen- Spetalen Skole, Saltnes, Norway;  K.Belgin Saka Üstünel (founder)-Yeni Turan İlkokulu, Ankara, Turkey; Massimo Presciutti- ICS "Centro Storico-Pestalozzi" di Firenze, Firenze, Italy; Rocco Spano- ICS "P. Borsellino" di Mazara del Vallo - Plesso Secondaria di I Grado, Mazara del Vallo, Italy and Tiina Sarisalmi- Oriveden Keskuskoulu, Orivesi, Finland.
In the design process, several phases were covered.
We focused on and analyzed the general education objectives specified in the Law of National Education (2011) , the general and specific skills in the primary education curriculum , and the educational needs of the students. According to these overall objectives we selected   the themes of the projects (Table 2). For each theme, we chose from the official documents the competencies we wanted to form and develop in our students.

For the first project, I selected the content:  the most important cultural sights in Turda,  my students` hometown . We  established several themes , each of them corresponding to  a project page : Turda - an ancient settlement   ,  The Salt Mine (dating back in the Roman times) the Roman  Fortress , Churches ,  The Princes` Hall , temporary residence of the princes of Transylvania ,and other touristic attractions . A page was dedicated to the presentation of the first class,  and one for the  school presentation .
            For the second project , as a founder , I  proposed  the  project plan and I selected the content :making the students aware of the vital importance of the environment protection   by  finding ways of saving different types of  energy . The founders developed the project plan and the partners completed and adapted it to the curriculum of the participating countries. Each partner made his own presentation. We performed together the project logo. We have chosen themes as  : The Story of LittleLightBulb ; The Importance of  Energy , History bulb , Saving energy , Did you know ?  Dialogue between generations, other ecology- related elements.
             For both projects, we designed learning activities in which students were involved. We designed front and group activitie . Those activities were to be organized in the classroom and outdoors, during visits and school trips   . Some activities were proposed to be held during school classes, while others, after the school program.
            
               3) Analyzing approach for achieving  eTwinning projects 
               Projects development. In the first project , each partner  created  its own presentation of the most important aspects of its  own town . Having learnt   about the objectives and competencies needed to be developed  during  the project ,  the students in  my school  shared  ideas and decided the way in which they were  going  to  perform their  tasks and duties . They formed groups according to interests and skills. Photographers  group ( those living in the proximity of  touristic  sights ) took  some photos (  most  being taken during a thematic trip around the town – on 1st  June ) of the sights . Researchers group collected and processed information about the town of Turda. Artists  group  made  town  advertising , interviews and  folk songs interpretation  Computer Scientists group uploaded all the  materials and   posted them on the platform. Each team presented their outcomes , received feedback from  peers and  teacher in the form of comments and suggestions.
                 In the second project , each of the four partners developed their products for each theme. Students in our school grouped in  four teams. Each team did some  research and wrote a text on the  received subject , inserted scientific   terms  into the text , did  suggestive drawings , created books with stories , concrete plans for energy saving ( with mathematical calculations denoting  anticipation and , design skills ) . Each team presented orally and in writing  what   they worked .The  other teams and teachers  gave him feedback as comments , suggestions and questions , which allowed them to improve their texts and presentations . Students then improved the products.
                Organizing learning activities in collaboration with partners. In the first project, the collaboration materialized  in inviting partners from Poland , Jadwiga Prawdzik, Italy, Andrea Menella and Greece, Iraclis Lampadariou, as members of the wiki, they can edit and comment on our posts. The project plan was drafted by the Polish  colleague, Jadwiga Prawdzik. This plan was the source of inspiration for us. I adapted  it to the Romanian curriculum by introducing some  themes: Advertising, interview and Folk song.
              In the second project, we worked with four partners As founder of the project I proposed the project plan ,and my partners contributed with their own suggestions , ideas. By consultation and negotiation with partners, we modified and  improved the plan, according to the curriculum of each level  and country.
In these projects, students developed the competence to work in teams  to be in charge of given tasks , to be responsable  of the team`s  collective duties and  tasks,  to properly use  given  feedback so as to improve their products. Participating students  collaborated  very well in the "Did You Know?" chapter of the project "The Adventures of Littlelightbulb through the World of Energy", performed by Lino tool,  similar to  wallwisher that children worked with  before, in eTwinning projects, and  in which, images, written text, video, or links  can be inserted .In 2013, together with the fellow teachers  from Gh Magheru School "Caracal, we realized and  presented a paper on the project at the International Symposium, Mathexperience".
              The work on the platform. In the first project , the students in my  school  created a wiki site . They use Web 2.0 tools suitable for young ages . They posted the website address of the wiki in the project workspace to make it known to all project partners . They posted  photos and video clips that were used in creating presentations and posters  in slide.com , photo peach , glogster and subtitled films in Universal subtitles . They visited project workspace guided by project coordinator and they shared  ideas and experiences with project partners by viewing and commenting on their posts . The students  came to know each other  in the presentations and  photos.
               In the second project , the story books of LittleLightbulb were  made by Calameo . Besides the language typical to a story ,  scientific terms  were  inserted .We presented the functioning of a wind turbine by Photobucket . Other presentations of project activities We  presented other project activities performed  by means of   Smilebox , Youtube, Speechable . All these Web 2.0 tools we used according to the particularities of students' age and copyrights. We performed the evaluation with Studystack tool through games and presentations for state projects , through materials posted on Youtube . The teachers  posted on TwinSpace (the project’s platform) photos and texts written by students , and students posted on their own wiki in Wikispaces ( a Web 2.0 tool like blog ) . The teachers always communicated  via / through chat, email, forum, blogs  and  sent feedback to posts. During project implementation, we analyzed the activities  of the project and discussed the issues that needed improvement. Some posts that did   not subject to  the rules of the project were  deleted  after warning /informing  the issuer . For example,  a new folder for activities that had already been  included on the platform ,was created.That would have meant posting them again, which was not necessary.
Provide feedback to partners posts. Platforms offered the facility to vote partners  postings in the Like system. By voting logo and our posts, we encouraged  and  motivated  each other  to continue.
               4 ) Analysis of the eTwinning developed projects
              Self  assessment of the  project by the students  according to evaluation criteria. We evaluated our projects with the students throughout the performance . We took into account the evaluation criteria. We analyzed  each team `s performance throughout the project  and talked about the work done and the results obtained.
              Peer projects evaluation by partners,   teachers and students  according to evaluation criteria . The projects were evaluated using the feedback posted by students . We chose the best materials made and we voted by the voting system existing on the  platform. Each team  had  the right to  vote once.
             Project   evaluation by eTwinning assessors.  In  Romania  ,the  e Twinning project evaluation takes  place  twice  a  year, in January- February and September-October . European quality labels are awarded once a year, in October , by the Central Bureau of Support (CSS ) . The first project was awarded a National  and a European  quality label. The second project was rewarded also a National  and European  quality label . ETwinning evaluators appreciated our work in these projects. The  Central Support Service feedback was as follows :

             "Congratulations! Your school has awarded the European Quality label for outstanding results achieved in the eTwinning project "The Adventures of Little Light Bulb through the World of Energy". Thus, your efforts, the students and the school were recognized at the highest European level.
              As a result, you will receive a certificate that you can display on your website and also prominently display in the school. In addition, your project will be exhibited in a special section of the European portal www.etwinning.net.
              Once again, congratulations on your success and we hope we can meet at one of this year's eTwinning events.
              Regards,
              eTwinning Team "

              The analysis of the project approach with the  students . Even if very young  , the students learned how  to plan activities,  meet deadlines , work in collaboration, organize data , track activities  based on some criteria throughout the project development , and self-assess  their own activities and results, as well as  those of the partners . The activities  in both  projects were pupil centered ,built on the idea of imagining  new  ,creative  means of  learning about the local environment  and  energy  in ways that students find both attractive and fun . Through these activities  we guided our  students to move to a  higher level of thinking  on  Solo  taxonomy .This allowed  them  to understand and improve  their  learning  journey, enhancing complex thinking processes as  reflection ,theorizing, creating ,abstract thinking, and  generalization  . The projects were  interesting and exciting for all those involved  ,the results  were useful   for the next generations  which can either improve, or turn them into Comenius  projects .                    The  undertaken  projects  were complex and demanding , involving much hard work , so our  partners` appraisal   contributed to carrying out the tasks of learning.
               The  students of our school participated  in  the International Applied Mathematics “Mathexperience” contest with this project, and posted a video in which they explained  how they developed  the project activities .

5 ) Analyzing how eTwinning projects can be integrated in the geography curriculum
              The project theme , Turda Romania Cultural Feast "implies a multidisciplinary approach , subjects completed the theme with specific information , but they remain independent of each other . In the  activities in  Language and Communication curriculum area  we talked about settlements , schools and countries of the partners involved . Students played the role of reporters and communicated in Romanian and in English. They wrote texts, they asked questions and gave answers. In the Musical Education  curriculum  area  the students learnt  and interpreted songs representative of our folk area . They filmed the activities  and  posted videos on the web  page of  the project. During the Geography and Environmental classes , students located  the  cities and states of the  partner son the map,  and discussed about them. They analyzed photos of partners `localities to identify differences related to urban space planning . In the  Technologies  curriculum area they used new technologies : the students entered the media  laboratory, uploaded and posted materials in the Twin Space and wiki . In extracurricular activities area the students visited the town , took photos and filmed the most popular sights in Turda. During   History lessons, we discussed about Dacian  civilization , about Roman civilization and  and the approximate  surface their settlements covered , as well as the spatial organization of the Roman  Castrum  , about the further  stages in the historical  evolution of Turda, in the centuries to come.
              The project on " The Adventures of Littlelightbulb through the World of Energy " topic implies an interdisciplinary and multidisciplinary approach . The scientific part of the project  was  perfected  during  Science classes. We approached interdisciplinary and multidisciplinary the content and methods of  several school subjects  : Language and Communication - interview, story text , oral presentation of the project, Mathematics - multiplying and organizing data in the tables; Technologies - processing of all pictures taken during other specific activities   , search for information in the " Did you Know? " Practical Skills - wind turbine ; Arts - drawings, posters , Geography -  thermoelectrics and hydropowers in Romania ; Environment – different  types of  resources  that produce electricity;nonconventional ways of  saving energy ..
               Based on the analysis of the projects posted on the platform , we found that , in terms of educational levels  of the  partners involved and their  approach of the curriculum there are several types of eTwinning projects curricular approach ( Fig. 1). In Table 4 we emphasized  the differences in curriculum approach.

Conclusions:
At the end of this paper we came to the following conclusions:

1. ETwinning is a way to stimulate the collaboration between european teachers and students, with the ICT help. This program is beneficial for teachers through professional training opportunities offered but also for students who feel they are part of an European educational community.

2. ETwinning project design approach follows some steps from creating an account on the platform. The teacher page includes specific tools for searching and choosing partners by certain criteria and depending on experience. Project activities are designed according to the educational aims, the general and specific skills, the needs of students, the curriculum of each country.

3. ETwinning projects is achieved separately in the sites, like blog or wiki and other partners provide feedback as members or in collaboration with partners in a common space. Projects are built after a plan proposed by the founders or by a partner, which, other partners adapt it according to their own curriculum. The project plan can be developed in cooperation by all partners. On the platform, students and teachers have posted, in the project space using Web 2.0 tools. Communication was achieved through specific instruments like chat, email, forum. Partners have always given feedback using the Like button on the platform and have commented on each other posts.

4. ETwinning projects were self-assessed, interevaluate by students and teachers on the evaluation criteria, and by eTwinning evaluators, they granting the National and European Quality Certificates. Besides the competence to learn, the eTwinning projects develope communication, teamwork, ICT and cultural competencies.

5. ETwinning projects can be easily integrated into Romanian geography curriculum as well as in other participating countries curriculum, considering the cycle of education, country, pupils age, specific skills, content, disciplines involved, theme, available time resources. Time should be optimally organized so that it delivers goals and objectives , to avoid boredom and to maintain motivation and interest of the student in learning . Some projects require less time , others a longer time , depending on the theme , goals, objectives , and the experience of partners . Teachers without experience in eTwinning projects may choose to begin with a theme to develop in a short time to be able to easily harmonize their countries' curriculum.  Knowing the type of curriculum of each partner country is important because of it derives curricular integration steps. Communication between partners makes it possible.

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*Articol publicat impreuna cu d-na conf. univ. dr. Maria Eliza Dulama, Universitatea Babes-Bolyai Cluj-Napoca

Articolul contine tabele si diagrame pe care nu le-am atasat, dar care sunt disponibile la cerere.