Children’s Hospital School Leicester Training Actions Booklet › jdownloads › Public › International... · The eTwinning portal provides online tools for teachers to find partners,

Nicola Anderson, Suzanne Lavelle

Children’s Hospital School Leicester

Training Actions Booklet

, Suzanne Lavelle LeHo Project



2015




e-Twinning

Context:

This Training Action was taken from the list of best practices and fulfils the

following Key Educational Factors: Inter

Although this is only one KEF

to fulfil all of the KEF’s, depending on the type of project undertaken and

how the students and staff engage with it.

In order to develop understanding of global issues and citizenship, schools

benefit from linking with a school from another country. By undertaking a joint

project students can share experiences

UK curriculum, students are expected to learn about themselves as British

citizens but also as global citizens.

The eTwinning portal provides online tools for teachers to find partners, set up

projects, share ideas and work to

Communication Technology (ICT).

The portal provides and meeting point and a workspace. The portal is

available in 26 languages.

Launched in 2005 as the main action

eLearning programme, eTwinning has been firmly integrated in

European programme for education, training, youth and s

Its Central Support Service is operated by

international partnership of 30 European Ministries of Education developing

Homepage:

http://www.etwinning.net/en/pub/index.htm



following Key Educational Factors: Inter-Institutional Communication.

this is only one KEF, there is a much greater potential for e

, depending on the type of project undertaken and

how the students and staff engage with it.



students can share experiences and learn about other cultures.


citizens but also as global citizens.


ideas and work together, through the use of Info

Communication Technology (ICT).

l provides and meeting point and a workspace. The portal is

available in 26 languages.

the main action of the European Commission’s

rogramme, eTwinning has been firmly integrated in

European programme for education, training, youth and sport, since 2014.

Its Central Support Service is operated by European Schoolnet


://www.etwinning.net/en/pub/index.htm

2015


Institutional Communication.

, there is a much greater potential for e-twinning

, depending on the type of project undertaken and



and learn about other cultures. In the



gether, through the use of Information and

l provides and meeting point and a workspace. The portal is

uropean Commission’s

rogramme, eTwinning has been firmly integrated in Erasmus+, the

port, since 2014.

European Schoolnet, an


://www.etwinning.net/en/pub/index.htm


learning for schools, teachers and pupils across Europe. eTwinning is further

supported at national level by 36

(Source: http://www.etwinning.net/en/pub/discover/what_is_etwinning.htm)



supported at national level by 36 National Support Services.


2015




What do partners need to implement the training

actions?

1. Access to the internet.

2. Register on the eTwinning website.

3. Identify a partner in another

4. Method of filming, perhaps an iPad with iMovie installed (as expected

for TA- Creating and Educational Film).

Training

Staff who will be involved in

the website.

The eTwinning website contains number of useful documents to support staff

in identifying an appropriate partner, and collaborative project.

There are also a number of useful videoclips relating to eTwinning on

youtube.com.

Some of these are:

Join eTwinning!

https://www.youtube.com/watch?v=cvnFQd7003E

eTwinning: Transforming Teaching and Learning

https://www.youtube.com/watch?v=m4lJiWnnp3E

How eTwinning impacts on learners

https://www.youtube.com/watch?v=aj5jlCdcnI8



Access to the internet.

Register on the eTwinning website.

Identify a partner in another school to set up an eTwinning project.

Method of filming, perhaps an iPad with iMovie installed (as expected

Creating and Educational Film).

Staff who will be involved in the eTwinning project will need to


identifying an appropriate partner, and collaborative project.


https://www.youtube.com/watch?v=cvnFQd7003E

eTwinning: Transforming Teaching and Learning

https://www.youtube.com/watch?v=m4lJiWnnp3E

How eTwinning impacts on learners

https://www.youtube.com/watch?v=aj5jlCdcnI8

2015


school to set up an eTwinning project.

Method of filming, perhaps an iPad with iMovie installed (as expected

be familiar with


identifying an appropriate partner, and collaborative project.



What do partners need to do?

By the end of the training actions and fieldwork

have:

1. Registered in the eTwinning website / portal.

2. Made contact with another European partner through the portal.

3. Involved students and staff in

4. Shared the outcomes of the project with an appropriate audience.

5. Partners may wish to create a

uploaded to the LeHo youtube channel.

An Example of this type of video is:

eTwinning Project 2014: Come on let’s play music together!

https://www.youtube.com/wa

6. Evaluated the process and provide feedback following the fieldwork

experiences.

7. Evaluated the impact for staff and pupils via questionnaires (to be

provided later).

8. Evaluated the effectiveness of using the eTwinning website via

feedback from sharing their experiences via questionnaires (to be

provided later).

Timescales

Register on the eTwinning website and identify teaching staff to lead the

project: 2 weeks

Identify a European partner

Share experiences with appropriate audience

Additional Notes

Partners may choose to share any films they make during their project on the

LeHo Youtube channel

(https://www.youtube.com/channel/UCMD5zSd3x4VqoBwDUVK7n4w



training actions and fieldwork experience all partners will

Registered in the eTwinning website / portal.

Made contact with another European partner through the portal.

Involved students and staff in an eTwinning project.

Shared the outcomes of the project with an appropriate audience.

Partners may wish to create a short film about their project to be

uploaded to the LeHo youtube channel.

An Example of this type of video is:


https://www.youtube.com/watch?v=LjiUGBqa0JY

Evaluated the process and provide feedback following the fieldwork

Evaluated the impact for staff and pupils via questionnaires (to be

Evaluated the effectiveness of using the eTwinning website via

rom sharing their experiences via questionnaires (to be


tify a European partner and a suitable joint project: 2 weeks

appropriate audiences: over 5 months


https://www.youtube.com/channel/UCMD5zSd3x4VqoBwDUVK7n4w

2015

ll partners will

Made contact with another European partner through the portal.

Shared the outcomes of the project with an appropriate audience.

short film about their project to be




Evaluated the effectiveness of using the eTwinning website via

rom sharing their experiences via questionnaires (to be


2 weeks

5 months


https://www.youtube.com/channel/UCMD5zSd3x4VqoBwDUVK7n4w).


Creating an Educationa

Context:


following Key Educational Factors: Relationships; Sense and Knowledge;

Assuming Roles; Metacognition; Individualities.

The focus of this training action and sub

film making. There are three possible types of film which can be created

each of which can be used in a variety of ways.

1. Films which are solely intended to deliver factual information.

• A pre-filmed lesson which students can watch in their own time.

• A film which tells viewers about the school or hospital.

2. Films which are created to engage the students in the process of film

making.

• This could be about a subject of the students’ choice, f

example, cyberbullying.

• The students could be asked to create a film about a topic

relating to the concepts being learned in the curriculum, for

example, a film about factors affecting photosynthesis.

3. Films which share information and are more sensitive

nature.

• A film created by students to share their feelings about their

illness, for example, mental health or cancer, etc. This could be

shared with classmates in their own school or health

professionals.

Children’s Hospital School,

type which can be found on the LeHo YouTube channel:

(https://www.youtube.com/channel/UCMD5zSd3x4VqoBwDUVK7n4w

1. http://youtu.be/7v0L8CMKKdY

2. http://youtu.be/NnVPVCL_U18


Creating an Educational Film



Assuming Roles; Metacognition; Individualities.

The focus of this training action and subsequent fieldwork is in

film making. There are three possible types of film which can be created

each of which can be used in a variety of ways.

Films which are solely intended to deliver factual information.

filmed lesson which students can watch in their own time.

A film which tells viewers about the school or hospital.

Films which are created to engage the students in the process of film

This could be about a subject of the students’ choice, f

example, cyberbullying.

The students could be asked to create a film about a topic



Films which share information and are more sensitive and personal in

A film created by students to share their feelings about their



professionals.

Children’s Hospital School, Leicester have provided exemplar films for each

type which can be found on the LeHo YouTube channel:

https://www.youtube.com/channel/UCMD5zSd3x4VqoBwDUVK7n4w

http://youtu.be/7v0L8CMKKdY

http://youtu.be/NnVPVCL_U18

2015



sequent fieldwork is in educational

film making. There are three possible types of film which can be created-

Films which are solely intended to deliver factual information.

filmed lesson which students can watch in their own time.

A film which tells viewers about the school or hospital.

Films which are created to engage the students in the process of film

This could be about a subject of the students’ choice, for

The students could be asked to create a film about a topic



and personal in

A film created by students to share their feelings about their



Leicester have provided exemplar films for each

https://www.youtube.com/channel/UCMD5zSd3x4VqoBwDUVK7n4w).



actions?

1. Any type of tablet computer (such as an iPad, Kindle Fire, Nexus, or

equivalent)

2. Some form of film editing software (such as iMovie or any suitable

equivalent)

3. We would suggest a Tripod or ‘Gorilla’ pod but these are not essential

4. LED Lights – if you have them, but these are not essential

Further details of some of the equipment

Training

Staff who will be involved in creating the educational films should be trained

in the use of iMovie. It is possible to access training clips on YouTube or

Dailymotion (www.dailymotion

Children’s Hospital School, Leicester have created an iMovie, “How to make

a film using Imovie”. Alternatively, there are other sites which can show you

how to make films using mobile phones and other devices. A couple of these

are also listed in the box below.

iMovie: http://en.wikipedia.org/wiki/IMovie

Gorillapod:



Any type of tablet computer (such as an iPad, Kindle Fire, Nexus, or

Some form of film editing software (such as iMovie or any suitable

We would suggest a Tripod or ‘Gorilla’ pod but these are not essential

if you have them, but these are not essential

Further details of some of the equipment are given below:



dailymotion.com/gb).

l School, Leicester have created an iMovie, “How to make



are also listed in the box below.

http://en.wikipedia.org/wiki/IMovie

2015


Any type of tablet computer (such as an iPad, Kindle Fire, Nexus, or

Some form of film editing software (such as iMovie or any suitable

We would suggest a Tripod or ‘Gorilla’ pod but these are not essential

if you have them, but these are not essential



l School, Leicester have created an iMovie, “How to make



http://en.wikipedia.org/wiki/IMovie



By the end of the field work experience all partners will have:

1. Involved students and staff in the creation of a film.

2. Learn how to film, edit and provide a soundtrack / voice over.

3. Created, at least, one educational film on a subject of their choice.

Maximum length of 5 minutes.

4. Uploaded the film to the LeHo YouTube educationa

sharing.

5. Shared the film with an audience appropriate to the film within their

own community.

6. Evaluate the process and provide feedback following the fieldwork

experience.

http://youtu.be/rW9ENNUtGvA

http://mashable.com/2011/03/28/films

shot-with-mobile

http://thenextweb.com/creativity/2014/07/2

7/shoot-edit-upload

smartphone/



By the end of the field work experience all partners will have:

students and staff in the creation of a film.

Learn how to film, edit and provide a soundtrack / voice over.

Created, at least, one educational film on a subject of their choice.

Maximum length of 5 minutes.

Uploaded the film to the LeHo YouTube educational channel for public

Shared the film with an audience appropriate to the film within their

Evaluate the process and provide feedback following the fieldwork

http://youtu.be/rW9ENNUtGvA

http://mashable.com/2011/03/28/films

mobile-phones/


upload-movie-android-

2015

Learn how to film, edit and provide a soundtrack / voice over.

Created, at least, one educational film on a subject of their choice.

l channel for public

Shared the film with an audience appropriate to the film within their

Evaluate the process and provide feedback following the fieldwork

http://mashable.com/2011/03/28/films-



Timescales

Decided on which tablet computers and software, (

without iMovie installed) or other film making equipment (such as mobile

phones) they are going to use

Staff to undertake training in the use of iMovie:

Schools to identify possible focus for the film(s): 2 weeks

Share experiences with appropriate audience

Upload films to LeHo YouTube channel: over 5 months

Additional Notes

These training actions are based on an assumption that staff involved may

have no prior knowledge of film

they may wish to adapt the method of film making, and explore more

sophisticated techniques. This will improve the technical quality of film

produced.


Decided on which tablet computers and software, (such as ipad(s) with or


phones) they are going to use: 2 weeks

Staff to undertake training in the use of iMovie: 2 weeks

Schools to identify possible focus for the film(s): 2 weeks


Upload films to LeHo YouTube channel: over 5 months


have no prior knowledge of film making. Where partners have some skills,



2015

such as ipad(s) with or


over 5 months


making. Where partners have some skills,




There’s a Panda in my Seat!

Context:


following Key Educational Factors: Relationships; Inter

Communication. This was the highest scoring best practice that was suitable

for use with younger children.

Monkey in my chair is a USA

specifically suffering from cancer to stay in touch with their classmates

(http://www.monkeyinmychair.org/

The model behind how this works is very simple. Basically the school/parents

contacts to organisation to say that that wish to take part and register. The

organisation then provides the toy “Monkey” who is taken into school and

acts as a representative f

can be used to hold notes from friends, or work from teachers, and it is taken

regularly to and from the ill child and the school by the parents. The kits also

include a book to help teachers explain to st

classmate is facing and how it affects them, teacher companion guide,

along with other items that can be utilized by the child and/or their

classmates.

In addition to each "Monkey Kit," each child is given online access to Monkey

Message. Monkey Message is an online component that allows the sharing of

pictures and documents to ensure the line of communication stays open

between the patient and the classroom. Included in the Monkey Message

portal are regular educational activities

that help to foster interaction of students while incorporating key educational

tools.

This works very well with younger children (aged 3

presence in the classroom via the representative of th


There’s a Panda in my Seat!

n was taken from the list of best practices and fulfils the

following Key Educational Factors: Relationships; Inter-Institutional


for use with younger children.

is a USA-based organisation set up to help children


http://www.monkeyinmychair.org/).




acts as a representative for the ill child. The Monkey has a backpack which



include a book to help teachers explain to students the situation their







portal are regular educational activities for the classroom and patients to do


This works very well with younger children (aged 3 – 11), who maintain their

presence in the classroom via the representative of the Monkey.

2015

n was taken from the list of best practices and fulfils the

Institutional


based organisation set up to help children





or the ill child. The Monkey has a backpack which



udents the situation their







for the classroom and patients to do


11), who maintain their

e Monkey.


As this is only for USA-based children who suffer with cancer, it is not possible

to use the program in this case for LeHo. However, the principal behind it

can be used as long as copyright is not breached. For this reason, this has

been called “Panda in my Seat” instead, and will be very similar to the

original USA project, but without the accompanying online messenger. This

has been omitted because in this case, it would be difficult to set up within

the time constraints of this project.

mindfulness and contact and sharing of information can still be achieved

through the use of recorded messages, photographs and hand

which can be placed in the panda’s backpack.

This works best if there is on

it may be confusing if there is more than 1. It also requires the willingness of

the school to be involved, and also the parents to act as couriers for the

panda.


based children who suffer with cancer, it is not possible



led “Panda in my Seat” instead, and will be very similar to the



the time constraints of this project. However, the important messages of


through the use of recorded messages, photographs and hand

which can be placed in the panda’s backpack.

This works best if there is only 1 panda in a classroom to represent an ill child



2015

based children who suffer with cancer, it is not possible



led “Panda in my Seat” instead, and will be very similar to the



However, the important messages of


through the use of recorded messages, photographs and hand-written notes

ly 1 panda in a classroom to represent an ill child –




What do partners need to implemen

actions?

1. Use a suitable soft toy panda (or any other soft toy will suffice as it is to

be used as a representation for the child who is not at school) and also

source an appropriate “backpack” that can hold notes, pictures and

memory sticks (for recorded messages). For an example see:

http://www.eachbuyer.com/cartoon

backpack-lovely-animal

p342237.html?currency=GBP&utm_source=google&utm_medium=CSE

&utm_campaign=[PLA]England%28EN%29&gclid=CN2ynMb5osQCFQTJ

tAoda1YAdQ)

2. It would be good to get a pack together for the child that contains

paper notepads, pencils, memory sticks (possibly, but not essential)

and other items to go in the backpack.

3. Recording facilities and some software to transfer recorded messages

(voice and video) onto devices so that the pupils can see them (this

can be done via mobile phones, tablet computers, school computers

or laptops and memory sticks).

Training

School teachers will need information and training on how to use the Pandas

(or other soft toys) appropriately.

Teachers may also need to have information about the nature of the illness of

the child to be able to explain why the panda is present and why the pupil is

on hospital.

Use of recording hardware and software.



Use a suitable soft toy panda (or any other soft toy will suffice as it is to



(for recorded messages). For an example see:

http://www.eachbuyer.com/cartoon-children-bookbag

animal-panda-plush-doll-



It would be good to get a pack together for the child that contains


and other items to go in the backpack.

Recording facilities and some software to transfer recorded messages

ce and video) onto devices so that the pupils can see them (this


or laptops and memory sticks).


soft toys) appropriately.



Use of recording hardware and software.

2015

t the training

Use a suitable soft toy panda (or any other soft toy will suffice as it is to



(for recorded messages). For an example see:

bookbag-school-bag-



It would be good to get a pack together for the child that contains


Recording facilities and some software to transfer recorded messages

ce and video) onto devices so that the pupils can see them (this







By the end of the training actions and field work experience all partners will

have:

1. Identified suitable children for whom this approach would work and

would be suitable (most likely younger children who spend quite a long

time in hospital, or

Ideally, at least 3 pandas

this work package

2. Liaise with schools, parents (and hospitals if appropriate) to make this

work

3. Shared their experiences with an appropriate audience within their

own community (possibly via a dedicated Facebook page, or a

YouTube video, for example:


experiences.

5. Evaluated the impact for staff and pupils via questionnaires (to be

provided later).

6. Evaluated the effectiveness of using the pandas via feedback from

sharing their experiences via questionnaires (to be provided later).

Timescales

Identify pupils and schools where pandas/toys could be used: 2 weeks

Place pandas/toys in schools, and staff and pupil training in how to use the

pandas: 3 weeks

Share experiences with appropriate audiences: over 5 months


need to do?


Identified suitable children for whom this approach would work and


who are regularly in hospital for chronic conditions).

at least 3 pandas/soft toys should be placed in schools during

Liaise with schools, parents (and hospitals if appropriate) to make this

Shared their experiences with an appropriate audience within their


YouTube video, for example: https://youtu.be/DcylgZRl6wA



Evaluated the effectiveness of using the pandas via feedback from


s and schools where pandas/toys could be used: 2 weeks



2015


Identified suitable children for whom this approach would work and


who are regularly in hospital for chronic conditions).

should be placed in schools during

Liaise with schools, parents (and hospitals if appropriate) to make this



https://youtu.be/DcylgZRl6wA).



Evaluated the effectiveness of using the pandas via feedback from


s and schools where pandas/toys could be used: 2 weeks


Share experiences with appropriate audiences: over 5 months.


Real-time Distance

Context:



Assuming Roles; Inter-Institutional Communication.

Distance education according to the

“Teaching and planned l

different place from learning, requiring communication through technologies

as well as special institutional organization.

education and instruction, often on an individual basis, to students who are

not physically present in a traditional setting such as a classro

learning provides access to learning when the source of information and the

learners are separated by time and distance, or both

The real-time element makes extensive use of Information and

Communications Technology (ICT) in the delivery of education and

instruction and the use of

communication in an interactive learning environment or virtual

communities.”

This type of education has been used for many years, and an example of the

most basic of forms were for students in the Australian outback in the 1960’s

who communicated directly with teachers many

a very basic 2-way radio system (

australia/australian-story/school

In the context of today’s advances in technology, there are many

ways/systems which schools can use to communicate directly with students

who are not able to be in their classrooms. These range from bespoke

software such as that developed by Bednet (


time Distance Education



Institutional Communication.

Distance education according to the definition in the LeHo glossary is;

Teaching and planned learning in which teaching normally occurs in a


as well as special institutional organization. It also includes, “delive


not physically present in a traditional setting such as a classroom. Distance

access to learning when the source of information and the

ed by time and distance, or both.

time element makes extensive use of Information and


instruction and the use of synchronous (i.e. in real-time) online

interactive learning environment or virtual



who communicated directly with teachers many hundreds of miles away via

way radio system (http://www.australia.gov.au/about

story/school-of-the-air).

y’s advances in technology, there are many



software such as that developed by Bednet (http://www.bednet.be/

2015



definition in the LeHo glossary is;

earning in which teaching normally occurs in a


delivering


om. Distance

access to learning when the source of information and the

time element makes extensive use of Information and


online

interactive learning environment or virtual



hundreds of miles away via

http://www.australia.gov.au/about-

y’s advances in technology, there are many



http://www.bednet.be/), to


much more basic solutions, such as Skype (

Blue Button, Google Hangouts(See Appendix A), Facebook, or the PSO Portal

(which is used in Italy to support

Real-time distance Education can take several forms:

1. The student is remotely connected on a 1 to 1 basis with a single

teacher via any type of ICT and the teacher gives a lesson to t

child.

2. Several students are remotely connected to a single teacher via any

type of ICT and the teacher runs a lesson for all the children to

participate at the same time (which is similar to the way in which the

Kahn Academy functions:

3. The student is connected via ICT to his/her classroom and is able to

participate in the lessons as if he/she were actually there (as in the

Bednet system).


much more basic solutions, such as Skype (http://www.skype.com/en/


(which is used in Italy to support HHE: http://pso.istruzione.it/).

time distance Education can take several forms:

The student is remotely connected on a 1 to 1 basis with a single

teacher via any type of ICT and the teacher gives a lesson to t

Several students are remotely connected to a single teacher via any



Kahn Academy functions: https://www.khanacademy.org/

The student is connected via ICT to his/her classroom and is able to


2015

http://www.skype.com/en/), Big


The student is remotely connected on a 1 to 1 basis with a single

teacher via any type of ICT and the teacher gives a lesson to that

Several students are remotely connected to a single teacher via any



https://www.khanacademy.org/).

The student is connected via ICT to his/her classroom and is able to



What do partners need to implement

actions?

1. Computers/laptops/tablet computers in the school and student homes

2. Installed communications software (see appendix A for a list of some

possibilities)

3. Good internet/WIFI connections

4. Lesson plans that can be adapted to work remotely

5. Willing teachers and students

6. Interactive whiteboards can also be used if the school already has

these

Training

There may be a need for the school IT manager to install and maintain

software.

Staff who will be involved in teaching students online must be f

their chosen software. It will be possible to access training clips on

youtube.com or dailymotion (an example is the clip available for using

CourseSites: https://youtu.be/HpYglLr

Pupils will need to be trained/shown how to use the software.



Computers/laptops/tablet computers in the school and student homes

Installed communications software (see appendix A for a list of some

Good internet/WIFI connections

Lesson plans that can be adapted to work remotely

Willing teachers and students

Interactive whiteboards can also be used if the school already has


Staff who will be involved in teaching students online must be f



https://youtu.be/HpYglLr-x-k).

ed to be trained/shown how to use the software.

2015

the training

Computers/laptops/tablet computers in the school and student homes

Installed communications software (see appendix A for a list of some

Interactive whiteboards can also be used if the school already has


Staff who will be involved in teaching students online must be familiar with






have:

1. Identified which software they are going to use for the remote

teaching and provided basic

2. Involved staff and some students in direct online teaching.

3. Taught at least 2 lessons to at least 2 pupils remotely.

4. Shared their experiences with an appropriate audience within their

own community.


experiences.

6. Evaluated the impact of their online teaching for staff and pupils via

questionnaires (to be provided later).

7. Evaluated the effectiveness of their teaching via feedback from


Timescales

Identification and evaluation of software to use: 2 weeks

Training of staff and pupils in software use:

Use software to conduct lessons: during 5 months


Additional Notes


have no prior knowledge of online teaching. Where partners already have

experience of online teaching, they may wish explore mor

methods and/or issues faced in teaching in real




Identified which software they are going to use for the remote

teaching and provided basic training on its use for teachers and pupils

Involved staff and some students in direct online teaching.

Taught at least 2 lessons to at least 2 pupils remotely.


e process and provide feedback following the fieldwork

Evaluated the impact of their online teaching for staff and pupils via

questionnaires (to be provided later).

Evaluated the effectiveness of their teaching via feedback from

experiences via questionnaires (to be provided later).

Identification and evaluation of software to use: 2 weeks

Training of staff and pupils in software use: 3 weeks

Use software to conduct lessons: during 5 months




experience of online teaching, they may wish explore more sophisticated

methods and/or issues faced in teaching in real-time online.

2015


Identified which software they are going to use for the remote

training on its use for teachers and pupils

Involved staff and some students in direct online teaching.


e process and provide feedback following the fieldwork

Evaluated the impact of their online teaching for staff and pupils via

Evaluated the effectiveness of their teaching via feedback from

experiences via questionnaires (to be provided later).




e sophisticated


Training Action Evaluation

Name:

Name & address of School/Institution:

Age range at current Institution: (Please tick all that

apply)

Type of institution: (Please tick all that

apply)

Your level of expertise with Information and Communication Technologies (ICT)

Please answer the following

1. What are the main ICT

2. Which ICT-related Training Action(s) from the list of best practices did your

institution trial? Please list the activity reference number (which can be found

in the 1st column:



Age range at current [ ] Preschool

[ ] Primary school

[ ] Middle school

[ ] Secondary school

[ ] Other – please specify below:

[ ] Hospital school

[ ] Special education

[ ] Mainstream school

[ ] Home tuition

[ ] Other – please specify below:

Your level of expertise with Information and

[ ] No knowledge of ICT use

[ ] Basic knowledge of ICT (eg. email, web browsing)

[ ] Average knowledge of ICT (eg. Use of interactive

whiteboard, computers and/or websites in lessons)

[ ] Advanced knowledge of ICT (eg. Make videos,

hypertexts and other didactic materials. Use of

web platforms and other distance learning tools)

Please answer the following questions:

What are the main ICT-related problems/issues at your institution?

related Training Action(s) from the list of best practices did your


2015


Basic knowledge of ICT (eg. email, web browsing)

Average knowledge of ICT (eg. Use of interactive

whiteboard, computers and/or websites in lessons)

Advanced knowledge of ICT (eg. Make videos,

hypertexts and other didactic materials. Use of

web platforms and other distance learning tools)

related problems/issues at your institution?

related Training Action(s) from the list of best practices did your



The following questions are on a scale of 1 to 5. Please circle your

responses below.

1. Would you take part in another similar project? If not, please feel free to

expand on your reasons in the Notes section at the end.

Not at all

1 2

2. Did you find this project useful? If not, please feel free to expand on your

reasons in the Notes section at the end.

Not at all

1 2

3. Would you recommend the LeHo training actions to colleagues?

please feel free to expand on your reasons in the Notes section at the end.

Not at all

1 2

4. Overall, were you happy with the outcomes you achieved?

free to expand on your reasons in the Notes

Not at all

1 2

5. Did you receive good quality documentation to run the Training Actions? If

not, please feel free to expand on your reasons in the Notes section at the

end.

Not at all

1 2



Would you take part in another similar project? If not, please feel free to

expand on your reasons in the Notes section at the end.

3 4

Did you find this project useful? If not, please feel free to expand on your

reasons in the Notes section at the end.

3 4

Would you recommend the LeHo training actions to colleagues?


3 4

Overall, were you happy with the outcomes you achieved?

free to expand on your reasons in the Notes section at the end.

3 4

Did you receive good quality documentation to run the Training Actions? If


3 4

2015


Would you take part in another similar project? If not, please feel free to

Definitely

5

Did you find this project useful? If not, please feel free to expand on your

Definitely

5

Would you recommend the LeHo training actions to colleagues? If not,


Definitely

5

Overall, were you happy with the outcomes you achieved? If not, please feel

section at the end.

Definitely

5

Did you receive good quality documentation to run the Training Actions? If


Definitely

5


Finally, just one last question.

How did you hear about the LeHo project?

Many thanks for your time

completed form as an attachment to:

[email protected]

NOTES (please use this space to expand on any of your answers above)


last question.

How did you hear about the LeHo project?

Many thanks for your time to complete this questionnaire. Please email this

completed form as an attachment to:

[email protected]

NOTES (please use this space to expand on any of your answers above)

2015

this questionnaire. Please email this

[email protected]


LeHo Project Training ActionsAnderson/Children’s Hospital School,


Training Actions (2015) by S. P. Lavelle and Nicola /Children’s Hospital School, shared under a CC-BY 4.0

2015

and Nicola BY 4.0 licence

Documents

Children’s Hospital School Leicester Training Actions Booklet › jdownloads › Public › International... · The eTwinning portal provides online tools for teachers to find partners,