We have been recently been in Malta to train the students and teachers, aiming to develop a new pedagogical approach. The eight Net Generation norms of Tapscott are very important in the framework of the new training. Last year, the blended pilot training took place with more than 20 trainers and teachers from Gorg Preca Middle School (Malta) and Akdeniz Ortaokulu secondary school (Turkey).

Tapscott – Growing up Digital

1. They want freedom in everything they do, from freedom of choice to freedom of expression

We all love freedom, but not like this generation. Choice is like oxygen to them. While older generations feel overwhelmed by the proliferation of sales channels, product types, and brands, the Net Gen takes it for granted. Net Geners leverage technology to cut through the clutter and find the marketing message that fits their needs. They also expect to choose where and when they work. They use technology to escape traditional office constraints and integrate their work lives with their home and social lives. Net Geners seek the freedom to change jobs, freedom to take their own path, and to express themselves.

2. They love to customize, personalize

When I was a kid, I never got to customize The Mickey Mouse Club. Today’s youth can change the media world around them – their desktop, Web site, ring tone, handle, screen saver, news sources, and entertainment. They have grown up getting what media they want, when they want it, and being able to change it. Millions around the world don’t just access the Web, they are creating it by creating online content. Now the need to customize is extending beyond the digital world to just about everything they touch. Forget standard job descriptions and only one variety of product. As for government portals, they want “my government” customized online.

3. They are the new scrutinizers

When I was young, a picture was a picture. No more. Transparency, namely stakeholder access to pertinent information about companies and their offerings, just seems natural to the Net Gen. While older generations marvel at the consumer research available on the Internet, the Net Gen expects it. As they grow older, their online engagement increases. Businesses targeting the Net Gen should expect and welcome intense scrutiny of its products, promotional efforts, and corporate practices. The Net Gen knows that their market power allows them to demand more of companies, which goes for employers as well.

4. They look for corporate integrity and openness when deciding what to buy and where to work

The Internet, and other information and communication technologies, strip away the barriers between companies and their various constituencies, including consumers, activists, and shareholders. Whether consumers are exposing a flawed viral marketing campaign or researching a future employer, Net Geners make sure company values align with their own.

5. The Net Gen wants entertainment and play in their work, education, and social life

This generation brings a playful mentality to work. From their experience in the latest video game, they know that there’s always more than one way to achieve a goal. This outside-the-box thinking results from 82 percent of American children aged 2 to 17 having regular access to video games. It’s a fast-growing industry: in the United States, video game sales were $8.4 billion in 2005, with worldwide sales expected to hit $46.5 billion by 2010. This is a generation that has been bred on interactive experiences. Brand recognition alone is no longer enough, something leading companies recognize.

6. They are the collaboration and relationship generation

Today, youth collaborate on Facebook, play multiuser video games; text each other incessantly; and share files for school, work, or just for fun. As evidenced by sites such as Yub.com, they also engage in relationship-oriented purchasing. Nine out of ten young people we interviewed said that if a best friend recommends a product, they are likely to buy it. They influence each other through what we call N-fluence Networks – online networks of Net Geners who, among other things, discuss brands, companies, products, and services.

7. The Net Gen has a need for speed – and not just in video games

In a world where speed characterizes the flow of information among vast networks of people, communication with friends, colleagues, and superiors takes place faster than ever.

8. They are the innovators

When I was young, the pace of innovation was glacial. Today it’s on hyperdrive. A twentysomething in the workforce wants the new BlackBerry, Palm, or iPhone not because the old one is no longer cool, but because the new one does so much more…

The ReConnect data analysis has the aim to develop a new pedagogical approach. The presentation by Pieter van Schie went through the ReConnect data, which has been collected through two methods of inquiry; focus groups and questionnaires. The quantitative data analysis steps we have done are data validation, data editing and data coding. Watch the Data Analysis MP4 video, on which we have based our new developed training programme for better digital teaching and learning.

In the week of October 30th – November 5th we have arranged a Reconnect Training learning mobility for Turkish and Maltese students. The blended pilot training took place with more than 40 students from Gorg Preca Middle School in Malta and Akdeniz Ortaokulu secondary school in Turkey. The Project Reconnect is about reconnecting young people and educators in the ever developing digital world through education. ReConnect is a project coordinated by Prisms NGO from Malta and the Dutch Foundation. One of the topics we discussed last week was about cyber bullying. This week we will implement the Reconnect training for teachers and trainers in the safest country of the European Union as regards to Covid: Malta.

Stop Cyber Bullying – Are you being bullied?

If you are worried about your safety or something that has happened to you online, urgently speak to an adult you trust. Or visit Child Helpline International to find help in your country: Click here.

The ReConnect data analysis has the aim to develop a new pedagogical approach. The ReConnect data has been collected through two methods of inquiry; focus groups and questionnaires. The quantitative data analysis steps we have done are data validation, data editing and data coding. Our conclusion is that the questions in the questionnaires and focus groups are valid. On the basis of the Data Analysis outcomes our recommendation would be to firstly develop a blended pilot training with emphasis on digital teaching and learning for the students and than make the train the trainer training.

Author: Pieter van Schie – Dutch Foundation of Innovation Welfare 2 Work

ReConnect – A new Pedagogical Approach

The ReConnect data analysis has the aim to develop a new pedagogical approach:
1. To make better use of digital technology for teaching and learning;
2. To develop relevant digital competencies and skills for the digital transformation; and
3. To increase students’ media literacy

The ReConnect data has been collected through two methods of inquiry; focus groups and questionnaires. The quantitative data analysis steps we have done are data validation, data editing and data coding. Our conclusion is that the questions in the questionnaires and focus groups are valid. In general, the questions and follow up questions were done consistently. All respondents were chosen according the criteria and the procedures were fully followed and we are confident that the patterns and conclusions of our data analysis are valid. We did not find any errors in data editing. After identifying the patterns and connections we have identified the themes, looking for the most common responses to the questions, and identified the patterns which answers the ReConnect project questions.

Learning Styles

The classroom environment is initially a good place to start up the pilot ReConnect training/workshop. This should be a blended approach which will cover the 3 learning styles;

1. Visual (visual, image, reading, writing)
2. Auditory (hearing)
3. Kinesthetic (feeling, doing)

It is clear that both teacher and student find that using more internet and digital tools in classroom environment is a good development and is also enjoyable. Teachers are prepared to use online tools and actually already use them as support teaching tools.

The term reality is a bit diffused as regards to the meaning as we know the learning style from each student differs. Thus, it is important that we keep in mind the different learning styles. Furthermore, for many students, most of the time, reality is the smartphone. Thus, one of our remarks here would also be that this area needs to be explored further when we go into this direction: The social media usage, the use of smartphone of the target groups (teachers and students) must be upgraded for both categories to a more professional level and is maybe very interesting and appropriate when we are going to teach through smartphones.

Following up the data analysis, our recommendation would be to firstly develop a blended pilot training with emphasis on digital teaching and learning for the students and then make the Train-the-Trainer Course. The pilot training should have more emphasis on the internet and digital tools and we should take into consideration that we could make more use of the smart phone of the student. The current class room situation is a good point to start digital teaching. The morning suits best as the most appropriate time to learn for most students (although it would be very handy that the pilot would be accessible during each moment of the day (rewind).

The pilot should have elements of ‘working alone’, but also in ‘groups’. Elements of practice by doing needs to be included (leaving the actual class room) as well. Fact-checking is an important component when we
use the internet and this should be included as part of the pilot approach as well. The visual and auditory
nature of videos appeal to a wide audience and allows each student to process information in a way that’s
natural: videos are good teachers, but a teacher cannot be replaced in our opinion. The teacher is very
important to moderate and to be a bridge with the use of the online tools.

The pilot must be attractive and engaging. Science and social studies were mentioned as most liked lessons. This is a good to know fact and can be a starting point when adding ‘more fun’(with a more funny presentation, adding cartoons, jokes and/or using storytelling, or some kind of technology – e.g. virtual glasses, an app) and/ or practice by doing, experiments, excursions and team work in place. Playing (educational) games or online tests was also mentioned as a good support tool. It is important to ensure that with the created content, the teacher has enough time to give attention to his/her students and to prepare a ‘good lesson’. The teachers are prepared to improve themselves and upgrade their digital skills. This is needed as well to make ‘technology’ and ‘online teaching’ work and support their students appropriately. Finally, it is important to note that it does not matter which approach / learning style it is implemented as long as it is ensured that the teachers have enough time (for preparation and implementation) and that the class size is doable as well. Also, it is important that students and teachers are facilitated (the use of smart
phone can solve this). It would be very handy that the pilot would be accessible during each moment of the day (rewind / replay), when not consumed live. A Train the Trainer Course must be the follow up for the teachers to help them be more digital savvy and equip them to make the digital teaching / ‘online teaching’ work. Last but not least it is very important that making (digital) mistakes is normalized:

Recommendation: Blended Learning
Our recommendation would be to firstly develop a blended pilot training with emphasis on digital teaching and learning for the students and than make the train the trainer training.

The project Reconnect has done the final edit and design of the Data Analysis Report. Before we publish the full report we will write about the conclusions of the Teacher focus Groups in part 4 of our ReConnect blog series ‘Better Digital Teaching and Learning’. Previously we already published articles, explaining the results of the student questionnaires and Focus Groups (Click here for Part 1 and here for Part 2). Click here for Part 3, explaining the results of the Teacher Questionaires. Below part 4, which explains the Teacher Focus Group results.

Conclusions Teacher Focus Groups

Four Teacher Focus groups from Malta and Turkey, consisting 18 teachers in total were involved in the focus groups. The definition of Success is usually connected to good grades… But teachers conclude that success is connected when you get your students motivated, grab their attention, keep it interesting for your students. The use of Smart Board and NetSport are mentioned as tools which actually help with getting more effective results with teaching and ask more easily questions (NetSport). Overall teachers say that making lessons more fun (4) (e.g. jokes), through games(3), visualize the lessons through video’s(4) (e.g. documentaries) story telling(3) and practice by doing (3) (e.g.  experiments) will get more engagement and success.      

The competition element was also mentioned as a important tool to engage students.

Carla de Vreij

Teacher Challenges

Challenges teachers faced were:

• Lack of technological materials (number of good computers, no smart board, sound system difficulties were mentioned)
• To get a good relationship with the student: e.g. prejudice about the lesson, or personal issues, lack of trust, unwillingness of the student/ no motivation (attention seeking students)
• Too crowded / too big classes: ”It’s hard to experiment in a crowded place”; ”No time for personal development’‘
• Lack of time: ”I cannot use technology due to lack of time”
• The Syllabus is to vast: ”There is not much room for personal development of the student”; ”It’s hard to make the lesson more interesting if we need to stick to the syllabus all the time”; ”What is taught needs to be meaningful, related to the world of the student”
• Lack of technological knowledge teachers: Not all teachers are convinced that technology is an advantage: ‘’Technology also does harm (and creates laziness)’’

Teachers say that to engage and connect the lessons to real life, their student life , their interests and passions, make them feel seen, get to know them, make them feel loved, to get them motivated… Tools and instruments that you can use are more computers, using applications (like Magic by Code, Screech), more visual content (e.g. video, animation like English cartoons and images), audio tools and practice by doing (dance games, motivation by example, e.g. conversation lessons, group sessions, activities like games.

About the tools they would use some teacher stress that not having enough time, and the class size remains an issue, even when you can train yourself.  Teachers want to invest and improve themselves for themselves and for their student: They want to do a training in: ‘’Digital education, thus there are a lot of points I want to learn. But we can do it only up to a point; everything remains in theory. You have to transform it to practice. The atmosphere of class, number of them, the physical conditions of the class…’’

A lot of teachers want to invest in their own human capital: Course mentioned are: digital (approaches on) education/online teaching and doing a technology (e.g. web tools, programming, coding and building using apps) course. Training course in Teaching methods and techniques , communication , mental health, balance work and life and psychology are mentioned as well. Their aim is be more easily of service for their students. There is a big demand, they need a course on technology/ online teaching.

A side note is of course that students also have to be facilitated with tablets and/or computers to be able to work properly, otherwise you cannot practice what you have been trained in. Also that missed classes should be able to be (digitally) revisited when missed. Further they would love to be taught more on tips and tricks to get more equipped to facilitate and support their students.A Maltese teacher says: ‘’I would like to know how to tackle every situation or at least give them ways to reach out, it would be easier’’

The use of video’s is mentioned a lot by teachers as an online tool which they currently use during teaching:  By using videos students are more engaged and understand better. Using songs, interviews, quizzes and other visuals (e.g. use of the interactive white smart board and presentations (e.g. web-2 tool like e.g. powerpoint). Kahoot, Microsoft cartoon maker, hoplit, padlit and interactive games, such as Kodla Büyü’(an app  in which students can see both theirs and their friend’s level. The lesson is fun because they learn by playing games. That’s why I find it very useful). EBA (2), Morpa Campus (2) were also mentioned as  very useful.

Most teachers think the lessons are still engaging and fun without online tools and/or games. But it’s clear that a teacher has to present  well anyways to engage with his/her students, even when you use OnLine tools.  When teachers don’t use OnLine tools they would go out of the classroom (outdoor education):’’The perfect lesson would be where the students practice everyday life skills.’’, do Group work, more games. Access to different tools applications make learning permanent for the students because they have a lot of visuals, and you are able to reach out to more students, virtual tours, interactive sites, laptops, sound systems, videos (YouTube).

A lot of teachers still don’t use online tools (due to e.g. lack of information): ‘’I observe that they listen to the lesson well. Students are mostly interested in virtual tours: ’’If I think about taking them on a trip, before going, for example, I bring the students who will join this trip together and watch them these places by virtual tour. This is very attractive for the students and very effective’’. Sometimes it seems it would be a good idea that the students study apart at home with a smartphone app including grammar, vocabulary, online studies; of course I can only recommend them.

The teachers would use the following tool s if they could:

• More project-based training
• Practice by doing (in e.g. a well-equipped lab) (3), or by using e,g,  ‘DAYNED’ app or though virtual reality glasses or virtual tours
• Use more online technology: Very important , because the technology will make my lesson more effective and efficient.
• Do more Group Work:’’ I would make group work in necessity. These are areas which they can learn by themselves: The teacher should be a guide, not the one who gives the information.’’
• Use of games:’’ There are very good games. Playing math games with students is very important, but we have this exam oriented mind’’
• Elimination memorization event(s)
• Make sure there was more time
• Make sure there were Less students in class
• More extracurricular activities (Syllabus should be in a thematic approach)
• More critical thinking(students need to learn how they think and be critical)
• More self-assessment and teaching how to give feedback on each other’s work.
• More  Interactive lessons:  These are always good lessons but they do not need to include online tools.
• Students should not just be taught through online tools, but they need to learn about them: ‘’The majority of students spend a lot of time online but still do not know how to send an email or an attachment. They have the tools but they are not trained to use them’’.

The project Reconnect had a catch up on Zoom on the 3rd of June 2021. The Zoom celebrated the finalisation of the Data Analysis Report. Previously we already published articles, explaining the results of the student questionnaires (Click here for Part 1 and here for Part 2) of the ReConnect Blog series ‘Better Digital Teaching and Learning’. Today we publish part 3, with the results of the Teacher Questionaires.

Analyzing the Teacher Questionnaires

The Teacher Questionnaire were taken by 109 teachers from secondary schools from Malta and Turkey. The objective of the 15 questions of this questionnaire is to understand better the perception of students and teachers with regards to their education process and methodologies used. 66.3% of the teachers who have filled the questionnaire come from Malta. The other 33.7% were Turkish teachers. We did not see a significant change of opinion between teachers of Malta and Turkey.

All teachers think it is very important to take into account the knowledge of the student when lessons are given.
Only 1 teacher does not really use online tools. 14.7% of teachers always use online tools. On average we can state that teachers still can make some technical development and should consider using more online tools during their lessons. When we relate this question to the focus groups, we know that a lot of teachers want to educate themselves on ‘technology’ and ‘online teaching’.

Conclusions Teacher Questionnaires

Below we have put the ReConnect conclusions of the ‘Teacher Questionaires’ in two infograpics:

The project Reconnect had their second transnational project meeting, devided over two days (April 13th-14th 2021). The digital meeting covered among others the data analysis report of the student focus groups. Previously we already published an article with the results of the student questionnaires (Click here). Part 2 of the ReConnect Blog series ‘Better Digital Teaching and Learning’ has a very interesting outcome: Students really like science and social studies. The students don’t really come up with amazing answers when it comes to why these lessons are the most engaging and well liked: ‘Because it’s very interesting and like it very much’ are the most obvious answers. But don’t worry, it get’s better.

More Attractive Digital Learning

Students from Turkey and Malta said they liked the science lessons best. So in total Science topped the charts (fifteen hits) in both countires. Social studies/ History and mathematics ranked high as well. Social studies includes primarily history, geography, civics, economics, and sociology. So it’s not very specific answer. Students mention as the most boring lessons: Arts (and music) and Social studies (5 times). English and Maltese are mentioned as well (both twice).

Overall students would like the lessons to be more attractive and more engaging. This could be done by adding ‘more fun’ in the lessons. The teacher could present more funny, by making jokes or using storytelling, or some kind of technology (e.g. virtual glasses) and / or by doing more activities, practice by doing, experiments, excursions and team work. Playing (educational) games or online tests was also mentioned as a good support tool. Engagement can be pushed by giving awards as well. Showing students what to do by using more video’s (e.g. You Tube, movies or documentaries ), using power points slides and models and images. 

How to Learn and gain Knowlwedge?

Students say that when they want to learn something or have to look for information needed, they would mostly do research on the internet (e.g. google, websites)  and read books (e.g. encyclopedias, go to the library) and or ask someone (e.g. teacher, parents, family, close friends). Watching videos  was also mentioned separately (but is of course connected to internet).

’YouTube is good – my friends and I watch a lot of videos on YouTube because they are more engaging than when reading or when we listen to someone speaking’’

Student Quote from the ‘Better Digital Teaching and Learning’ Data Analysis ReConnect Report

Interesting was the trend that a lot of students said that they would check what they found on the internet by also researching in libraries and books: ‘’That the information found is not false’’.

Most students enjoy learning . Only one student did not (when the topic is not of interest). Having a ‘good mood’ is mentioned that it makes a big difference to consume the learning as enjoyable. It helps of course when the lesson is interesting, the teacher takes (enough) time to give attention to his/her students and prepares a ‘good lesson’.

When students enjoy learning this mostly depends on a lot of factors. Very frequently the moment of the day (morning, afternoon, and before going to bed) are mentioned as ‘best learning moment’. It’s clear it depends a lot per individual. The morning is mentioned as the most appropriate moment, which also implies that this is during school time. Studying before going to bed comes next. The afternoon is not mentioned a lot as the best moment / time to learn… As regards to the best learning environment at home, school, and a quiet environment are mentioned a few times.

When you have the power to Change the Lessons, what would you do?

When students had the power to change whatever, they would change lessons more towards ‘learning/practice by doing’. Excursions through trips, being active, ‘more fun applications’, ‘more realistic’. In general it’s said that the teaching is too ‘dry’ theory (through, writing / reading). This way of learning does not appeal e.g. to the auditory and kinesthetic learners (hands on). Suggestions to have less homework is also mentioned multiple times.

More or less students are equally afraid of (not) making mistakes. 33% of the students say they are not afraid, because they learn from mistakes and it does not matter if you mkae a mistake when you do the you can. 33% say they really don’t want to make mistakes. 33% says ‘sometimes’: It depends on the consequence: When the consequence is a lower grade, they feel judged or are more scared for the reply of the teacher.

Digital Transnational Project Meeting

On April 13th-14th 2021 the project ReConnect held their digital Transnational project meeting. Soon more news about what we have discussed during this event in a couple of days. For now, this was the second blog in the ReConnect series ‘Better Digital Teaching and Learning’. Do you want to read the first blog, click here. The project ReConnect is co-funded by the Earasmus Plus Programme of the European Union.

Social Media and young people are intrinsically linked to each other. As innovators, young people are the ones who get absorbed into new technological trends which makes them also heavyweight users of social media. Young people from an early age are being exposed to social media and online tools for leisure, socialization and education. This makes the young generation, also referred to as Millennials, very savvy and skillful when it comes to using online tools and social media. On the other hand, this generation is criticized for the lack of social skills when it comes to face-to-face communication. This generation is perceived as disconnected from the ‘offline’ aspect of life, due to their immersion into the online aspect. There is this generational gap, struggle and tension between generations. The primary challenge for educators and students is to find common ground which will benefit both generations. Below the Student Questionnaire Conclusions:

Outline Project ReConnect

The Project Reconnect is a project coordinated by San Gorg Preca Middle School in Malta, ULUÇINAR ORTAOKULU secondary school in Turkey, Prisms from Malta and the Dutch Foundation of Innovation Welfare 2 Work from The Netherlands. ?The project is co-funed by the Erasmus Plus programme of the European Union.

The primary challenge for educators and students is to find common ground which will benefit both generations. The educators need to learn how to use the characteristics of the Internet and use them to be relevant to the young generations. The students need to learn more about how to socialize offline and be equipped with the skills to navigate safely and efficiently in the online world. This project is linked to EU’s Digital Education Action Plan which speaks about three main  objectives:

1. Making better use of digital technology for teaching and learning

2. Developing relevant digital competencies and skills for the digital transformation

3. Increase students’ media literacy

‘More then 85,8% of students rate their lessons ‘moderately satisfied (13,3%) or higher (72,5%)’.

Stat Data Analysis Report: Digital Teaching and Learning (to be published soon)

Data Validation

The data collected have been done trough two methods of inquiry; focus groups and questionnaires. The focus groups have assisted us on important elements which to design the a second round of questionnaires. The  Quantitative data Analysis steps we have done are:

• data validation;
• data editing; and
• data coding

Our conclusion is that the questions in the questionnaires and focus groups are valid. In general the questions and follow up questions were done consistently.

Conclusions Student Questionnaires

From the total of 113 students filling in the Student Questionnaires more or less an equal amount of students responded from Malta and Turkey. 60 Turkish students (53.1%) against 53 Maltese students(46.9%). It’s good to note here that in general we have not identified a significant difference in replying among the student populations from Tukey and Malta in the questions of the questionnaires.

The vast majority of the students (96,5%) are not negative on what is taught during the school lessons. Over 50% of students score 7 out of 7. So you can conclude from this questionnaire that students are satisfied with what is taught in school. More then 85,8% of students rate ‘moderately satisfied (13,3%) or higher (72,5%)’.

Students like to work alone (33,6%), but also in groups (34,5%). Practice by doing is also appreciated (22,1%). What really stands out and is a bit puzzling  is the very low percentage of students say they learn best with interactive applications and /or video’s. Certainly when you keep in mind that average smart phone use per day is 3 hours and 35 minutes in our target groups in 2020 (Source: eMarketer 2020). Other research found that students currently do use applications and video’s, but see this use more as ‘fun’ then as a ‘tool to learn’. So regarding this particular question (I learn best when..?) it would be good to double check, so we are not being sent in the wrong direction: You could easily argue that you can work alone, reading a book and/ or work alone and use a interactive application at the same time.

The statistics show that students find that in general most of the teachers use online tools during their lessons. Only a small percentage (15.1%) of students think otherwise. These stats can be explained as very positive and more or less emphasizes that teachers are prepared to use online tools and actually use them as support teaching tools. More then half of the student really enjoy using online tools during the lessons.

As regards to the question ‘I Learn more about a topic by watching a video than listening to the teacher’: When the question is stated like this it seems it’s like the students have to choose for the video as a replacement for their teacher. When you put it this way it’s clear that students don’t want to replace their teacher for a video. Only 13,3% think that a video is always better than a teacher. 55,5% prefer a teacher over a video. On the other hand, the influence of digital videos on our day to day life and culture is undeniable. Online video sharing sites such as YouTube, Vimeo boast monthly audience numbers in the millions. With digital videos continuing to gain popularity, it seems only natural that this familiar and widespread platform should extend into the education system. In a nutshell, videos are good teachers, but a teacher is needed as well.

Almost half the students usually google when they want to find answers about certain subjects. One third just ask someone. As only 1 answer could be ticked, it’s clear that students will also ask someone after they could not google it (or the other way round). Students like to be active, practice by doing. On average a lot of students are afraid of making mistakes at school…

Are very good feedback for the teachers: The explanation in school about the learning is well received by the students. 89,1% feel that they get enough explanations from the teachers.

Students are in general also very satisfied with their reflection time. 73.4% of the students say they are given enough time to reflect on what they have learnt during the lessons. Only 16% in total are a bit to very dissatisfied.

Research shows that more than 80% of young people in Europe use the internetfor social activities. Whilst mobile access to the internet significantly increasedover the last years, the use of technology for educational purposes lags behind. Through this project, the educators will learn new skills on how to harness the soft-skills as well as robust digital skills needed by the learners and educators tothrive in their future employment and life. This project will also be instigating educators to adjust and take advantage of new digital technologies.

ReConnect Main Results

The main results expected out of the ReConnect project is to develop a new pedagogical approach for educators and to increase media literacy of the learners within aschool environment.

Furthermore, the project harnesses the interplay of social media and youngpeople. Young people from an early age are being exposed to social media andonline tools for leisure, socialization and education. This makes the younggeneration, also referred to as Millennials, very savvy and skilful when it comesto using online tools and social media. However, this generation is criticized forthe lack of social skills when it comes to face-to-face communication. Thisgeneration is perceived as disconnected from the ‘offline’ aspect of life, due totheir immersion into the online aspect.
For the above reasons, this project is linked to the EU’s Digital Education ActionPlan which speaks about three main objectives:

1. Making better use of digital technology for teaching and learning
2. Developing relevant digital competencies and skills for the digitaltransformation
3. Increase students’ media literacy

Data Analysis

The project partners are San Gorg Preca College, Blata l-Bajda Middle School (Malta), PRISMS (Malta), Stichting Dutch Foundation of Innovation Welfare 2 Work (Netherlands) and Arsuz District National Education Directorate (Turkey). Currently the project is in the data analysis phase.

After the data analysis we will:

• Change the perception of educators towards the internet as a tool for learning
• Assist educators to understand the sociological and psychologicaleffects of Internet
• Explain the new pedagogical approach
• Think of ways how to implement the new approach into theclassroom environment in practical terms
• Create a number of case studies which educators will use inclassrooms after the training
• Eequip educators with skills to be able to integrateonline and offline strategies when working with young people.

Project Reconnect is about reconnecting young people and educators in the ever developing digital world through education. ReConnect is a project coordinated by San Gorg Preca Middle School in Malta together with ULUÇINAR ORTAOKULU secondary school in Turkey, Prisms NGO from Malta and the Dutch Foundation.

Social Media and young people are intrinsically linked to each other. As innovators, young people are the ones who get absorbed into new technological trends which makes them also heavyweight users of social media. Young people from an early age are being exposed to social media and online tools for leisure, socialization and education. This makes the young generation, also referred to as Millennials, very savvy and skillful when it comes to using online tools and social media. On the other hand, this generation is criticized for the lack of social skills when it comes to face-to-face communication. This generation is perceived as disconnected from the ‘offline’ aspect of life, due to their immersion into the online aspect. There is this generational gap, struggle and tension between generations.

The primary challenge for educators and students is to find common ground which will benefit both generations. The educators need to learn how to use the characteristics of the Internet and use them to be relevant to the young generations. The students need to learn more about how to socialise offline and be equipped with the skills to navigate safely and efficiently in the online world.
This project is linked to EU’s Digital Education Action Plan which speaks about three main objectives:

1. Making better use of digital technology for teaching and learning
2. Developing relevant digital competencies and skills for the digital transformation
3. Increase students’ media literacy