Main findings reveal that the schoolteachers are storing and actively using student data as well as Big Data which involve the support of the teaching-learning process. The data were analysed using mixed methods.
Thirty teachers who live in Greece participated in survey about their usage of (a) Big Data analytics and (b) online learning environments which capture student data. To compensate for this gap, this paper focuses on the actual uses of Big Data Analytics by active schoolteachers. Several recent articles in the field of technology enhanced learning concern this potential, yet little is known about how teachers actually make use of Big Data Analytics in their school to support themselves and their students. For any other information please let us know.Big Data Analytics can help teachers to make better and informed decisions. We thank you in advance for your kind attention and will be looking forward to receiving your answer.
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This is our first Erasmus + project and our focus on our current project is inclusive and intercultural education and how to deal with diversity in the classroom. I am writing because we are interested in visiting your school and learning from you through job-shadowing. We don΄t have any experience with EU projects for students with migrant background. In 21st Primary Public School of Evosmos there is an urgent need to promote the European idea through European projects and there is also a need to promote intercultural skills among teachers and students. Almost 20% of our school population has migration background and 5% are refugee children. We work with 142 students 6 to 12 years old, from 5 different nations. The previous years some migrants added to the permanent population of our municipality (Evosmos) and as a result it has been created an intercultural mixture. Our School is located in the west side of Thessaloniki city, an area where many people with low annual income and from different cultural origins inhabit. I am writing on behalf of my school, 21st Primary School of Evosmos, Thessaloniki, GREECE. My email: ( Sadece kayıtlı kullanıcılar)ĭear colleagues, my name is Haido Drakou. We have several funded KA2 projects, already in progress, extensively documented also on the Etwinning platform. The WORKING GROUP INCLUSION for the school year 20/21 proposed inclusion projects aimed at pursuing the improvement of the training offer and the quality of the educational and didactic action with targeted interventions and with particular attention to the different cognitive styles and all different skills of pupils with disabilities (law 104/92) present in the Institute. Ours is an inclusive school, which welcomes, which does not separate but which values diversity. Taking into account the particular historical moment characterized by uncertainties and fears for the Covid emergency, we have therefore proposed a path that, in collaboration with families, promotes behaviors marked by a conscious citizenship, not only of the rights, duties and rules of coexistence, but also of the challenges of the present and the immediate future and which focuses its educational effort on actions aimed at making our students grow aware of the meaning to join the class group but also to the various social groups to which they belong for a positive, proactive and constructive interaction. The classroom context, therefore, is a privileged place within which to make significant experiences for the creation of a network. for example the need for friendship, to gain autonomy of thought or to express emotionality, for this reason, the classroom space is experienced by students as a place of belonging and experimentation of the self in the relationship with peers and adults. The pupil lives and learns in a class group that represents the basic structure through which the school organization pursues the institutional objectives of the systematic and programmed acquisition of knowledge, but it is also the context within which needs of an individual nature are manifested. The theme chosen was that of POSITIVE RELATIONS, understood as the acquisition of self-awareness and the importance of living with others. “TOGETHER IS MORE BEAUTIFUL” is the title of the Institute's design. I teach technology and our students are between 11 and 14 years old.
My name is Letizia, I coordinate the ERASMUS commission of a lower secondary school in the province of Caserta.
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