The primary goal of the project was to actively apply and experiment with various learning tools and applications.
The target groups included English teachers, as well as other language teachers and their students. However, the primary focus was on iPad-based classes.
In the summer of 2019, before the pandemic, innovative teaching and learning methods were emerging through the internet, featuring various apps and digital learning tools. These methods departed from the traditional use of iPads, which had primarily been for educational entertainment or digitizing old numerical methods. The transformative approach was cantered on discovering new methods to effectively enhance existing teaching materials, prioritizing the use of digital means as a means to an end – boosting learning and motivation.
In our journey towards fully digitizing our school, this project stands out as one of the pioneering steps. It was designed to encompass teachers from non-technical subjects, including those who initially had reservations about embracing digital classroom tools. During the implementation on a whole-school basis, creating an innovative environment became a key focal point.
The role of teachers in the language classroom evolved from being traditional knowledge transmitters to becoming multifaceted facilitators, encompassing roles as explorers, motivators, guides, and enablers. Students took centre stage, with a focus on their needs over course content. As teachers developed their digital skills, they also grew in self-confidence, fostering innovation and bolstering students' self-assurance, thereby nurturing creative potential and promoting teacher collaboration and peer learning.
Impact and output
The initial impact on the target groups was significant. Participating teachers were eager to apply their newly acquired knowledge and share it with their colleagues. However, the COVID-19 pandemic abruptly accelerated this process. Some teachers were better prepared due to the project, but the rapid pace of digitalization, starting from March 2020, made our project seem outdated and less relevant. Many apps have been updated, and AI-related concerns have become more prominent in our digital approaches.
- Project locations
- Project category
- Secondary education
- Project year
Lycée Technique d'Ettelbruck