Our project took about 4 months. We completed this work with great pleasure, both with our partners and other participants in this project. With close interaction and cooperation in the project, we achieved the academic and curricular gains we aimed for. Our active participants carried out the 7 activities we targeted in the project. I am very happy and excited to realize this project. I would like to thank all my colleagues who worked, worked and made an effort in this project.

DISCOVERY TRAVELER-EXPLORING THE WORLD

E-TWINNING PROJECT

Evaluation of Başakşehir Sezai Karakoç Science and Art Centre Teachers

1. Achievement of Goals and Objectives

  Our project aimed to promote cultural awareness and global perspectives through 7 main activities, which proved highly effective and comprehensive in reaching our objectives. 

2. Student Participation

  Students participating in the project showed high interest and motivation throughout. All 10 participating students completed the activities as planned. In addition to the planned activities, we developed different perspectives and achieved diverse outcomes. Most activities took place at school, and student participation reached 90%, with some students unable to attend due to illness or absenteeism.

3. Impact of Activities

  - Evaluation:

    - Introducing the country: Students conducted literature reviews before presenting our country, arriving prepared for classes. We collectively selected and voiced fundamental introduction sentences, expanding their knowledge beyond what we presented.

    - Traditional children's games: This activity was particularly enjoyable for the group of students in the project's target age group.

- Language learning: Students learned to count and introduce themselves in the language of the partner country. Expressing themselves in a different language was a special and unique experience.

- Historical and touristic features: Students prepared a presentation on our country's historical and touristic features. During the preparation phase, they enhanced their knowledge about our country and boosted their self-confidence by presenting to students from other classes.

    - Imaginary travel story: When writing the travel story, students first conducted a literature review on the places to visit in the partner country. They outlined the locations to create a story skeleton and then shared tasks to advance the story in different areas. Writing the story increased their productivity, encouraged imagination, and taught collaboration using web2 tools like StoryJumper.

- Country cuisine: Some students prepared presentations, while others brought cooked dishes to school to serve their friends. This activity helped develop their understanding of culinary cultures and tastes.

4. Use of Web2 Tools

  - Evaluation:

    - StoryJumper, Canva, and Padlet were prominently used among Web2 tools. These three tools were used effectively, alongside video creation tools like Movavi and CapCut, and PowerPoint for presentations.

    - Through the project, students learned to use almost all of these tools. We observed their keen interest and enjoyment in using Web2 tools in today's digital world, highlighting their necessity.

5. Communication and Collaboration

  - Observations:

    - Due to the young age of our students, we did not engage in online interactions. However, they passively engaged by watching activities of students from the partner country.

    - Activities conducted by students in our language particularly caught their interest and enjoyment.

 - Throughout the project, homework assignments focused especially on literature reviews. We maintained constant communication through a WhatsApp group established to include parents, achieving substantial parental support.

6. Feedback and Evaluation

  - Evaluation:

    - Students benefited greatly from the project in terms of academic knowledge and learning to use various tools.

    - Additionally, survey results clearly show high satisfaction rates among students regarding the project.

    - Parental evaluation surveys captured their opinions, documenting satisfaction with the project for both themselves and their children.

7. Dissemination Strategies

  - Target Audience:

    - Our primary target was other students in our school. Additionally, we aimed to reach out to parents and other schools in our district.

  - Methods and Tools:

    - Our students prepared boards containing our work and displayed them in areas visible to other students.

    - We published project-related news on our website to attract readers' attention.

    - We also posted project-related updates on our school's Instagram page.

  - Activities and Presentations:

    - Our students presented our country's introduction to students from other classes.

8. Sustainability

  - Continuity:

    - We believe our project is sustainable. By selecting a different country each year, we can introduce different cultural perspectives.

    - We asked students to prepare a dictionary related to the language of the partner country to sustain their cultural awareness.

9. Measurement and Evaluation

  - Surveys:

    - We prepared three different surveys at the end of the project: one for students, one for parents, and one for teachers to gather their opinions on the project. Survey results helped us identify areas where the project excelled and areas needing further development.

 - Student surveys showed a 100% "Yes" response to "Did you like our project?" Teacher surveys showed a 100% "Yes" response to "Did you enjoy participating in this project?" Parent surveys showed a 100% "Yes" response to "Was the project enjoyable for you and your child?" These numerical indicators clearly demonstrate the project's successful completion.

10. Innovation and Productivity

   - Innovative Approaches:

     - Creating digital stories and using augmented reality applications such as virtual tours were our most important innovative approaches.

     - We prepared a matching game by writing the numbers of the partner country on the cards and gamified the language learning process.

     - We prepared a theatrical presentation by differentiating a text prepared in the language of the partner country with dialogues.