DIGITAL CLASSROOMS FOR INCLUSIVE TEACHING - Q1895389 (Q1895389): Difference between revisions
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| Property / budget | |||||||
21,962.0 Euro
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| Property / budget: 21,962.0 Euro / rank | |||||||
Normal rank | |||||||
| Property / EU contribution | |||||||
10,981.0 Euro
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| Property / EU contribution: 10,981.0 Euro / rank | |||||||
Normal rank | |||||||
| Property / co-financing rate | |||||||
50.0 percent
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| Property / co-financing rate: 50.0 percent / rank | |||||||
Normal rank | |||||||
Revision as of 20:11, 11 February 2022
Project Q1895389 in Italy
| Language | Label | Description | Also known as |
|---|---|---|---|
| English | DIGITAL CLASSROOMS FOR INCLUSIVE TEACHING - Q1895389 |
Project Q1895389 in Italy |
Statements
10,981.0 Euro
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21,962.0 Euro
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50.0 percent
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15 November 2017
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18 July 2018
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18 July 2018
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ADRIA UNO
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45°3'12.28"N, 12°3'40.43"E
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LISTITUTO COMPRENSIVO IC ADRIA1 COMPRENDE DIVERSI PLESSI DI SCUOLA DELLINFANZIA PRIMARIA E SECONDARIA DI PRIMO GRADO. INCLUDE I COMUNI DI ADRIA E PAPOZZE MA LUTENZA PROVIENE ANCHE DA ALTRI COMUNI TALE VARIEGATA PROVENIENZA ACCOMUNA ALUNNI CRESCIUTI IN REALT MOLTO DIVERSE ANCHE IN TERMINI DI RAPPORTO CON LA TECNOLOGIA E DI APPLICAZIONE ALLA PRATICA DIDATTICA QUOTIDIANA. GLI ALUNNI CHE TRANSITANO DA UN ORDINE DI SCUOLA ALLALTRO NON SEMPRE TROVANO LO STESSO IMPIANTO DIDATTICOMETODOLOGICO REALIZZATO CON LAUSILIO DELLE NUOVE TECNOLOGIE CHE LI HA ACCOMPAGNATI NEL PERCORSO SCOLASTICO GI VISSUTO E CHE RISCHIA DI VANIFICARE QUANTO COSTRUITO E APPRESO FINO A QUEL MOMENTO.GLI ALUNNI PROVENGONO DA SITUAZIONI FAMILIARI E CULTURALI MOLTO VARIE E LA MAGGIOR PARTE DI LORO FA UN USO DELLE ICT QUASI ESCLUSIVAMENTE LUDICO ANCHE PER MOLTE ORE AL GIORNO. I LIVELLI DI APPRENDIMENTO DEGLI ALUNNI PUR STIMOLATI DAI DIVERSI STILI SPERIMENTATI A SCUOLA RISULTANO FORTEMENTE CONDIZIONATI DA UN CONTESTO TER (Italian)
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THE ESTABLISHMENT COMPRISING JU ADRA1 INCLUDES SEVERAL SCHOOLS OF PRIMARY AND LOWER SECONDARY SCHOOLS OF THE PRIMARY AND LOWER SECONDARY SCHOOLS. IT INCLUDES THE MUNICIPALITIES OF ADRIA AND PAPOZZE, BUT THE MUNICIPALITIES COME FROM OTHER MUNICIPALITIES, THIS DIVERSE NATURE ALSO BRINGS TOGETHER PUPILS, WHO HAVE GROWN CONSIDERABLY DIFFERENTLY, ALSO IN TERMS OF THEIR RELATIONSHIP WITH TECHNOLOGY AND THEIR APPLICATION TO EVERYDAY TEACHING PRACTICE. PUPILS TRANSITING THROUGH A SCHOOL ORDER ARE NOT ALWAYS AT THE SAME LEVEL AS THE DDATORCOMEOLOGICAL CONSTRUCTION CARRIED OUT USING LIULIO OF THE NEW TECHNOLOGIES THAT ACCOMPANIED THEM IN THE OVERALL SCHOOL TRIP, AND THAT THERE IS A RISK THAT PUPILS WILL BE ABLE TO WIPE OUT WHAT HAS BEEN BUILT AND LEARNED UP TO THAT MONOTO.GLI PUPILS ARE FROM VERY DIVERSE FAMILY AND CULTURAL SITUATIONS AND MOST OF THEM MAKE USE OF THE ICT ALMOST EXCLUSIVELY PLAY FOR MANY HOURS A DAY. PUPILS’ LEVELS OF LEARNING AS STIMULATED BY THE DIFFERENT STYLES TESTED AT SCHOOL ARE HIGHLY INFLUENCED BY THE CONTEXT OF THE CONTEXT OF THE STUDY. (English)
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THE ESTABLISHMENT COMPRISING JU ADRA1 INCLUDES SEVERAL SCHOOLS OF PRIMARY AND LOWER SECONDARY SCHOOLS OF THE PRIMARY AND LOWER SECONDARY SCHOOLS. IT INCLUDES THE MUNICIPALITIES OF ADRIA AND PAPOZZE, BUT THE MUNICIPALITIES COME FROM OTHER MUNICIPALITIES, THIS DIVERSE NATURE ALSO BRINGS TOGETHER PUPILS, WHO HAVE GROWN CONSIDERABLY DIFFERENTLY, ALSO IN TERMS OF THEIR RELATIONSHIP WITH TECHNOLOGY AND THEIR APPLICATION TO EVERYDAY TEACHING PRACTICE. PUPILS TRANSITING THROUGH A SCHOOL ORDER ARE NOT ALWAYS AT THE SAME LEVEL AS THE DDATORCOMEOLOGICAL CONSTRUCTION CARRIED OUT USING LIULIO OF THE NEW TECHNOLOGIES THAT ACCOMPANIED THEM IN THE OVERALL SCHOOL TRIP, AND THAT THERE IS A RISK THAT PUPILS WILL BE ABLE TO WIPE OUT WHAT HAS BEEN BUILT AND LEARNED UP TO THAT MONOTO.GLI PUPILS ARE FROM VERY DIVERSE FAMILY AND CULTURAL SITUATIONS AND MOST OF THEM MAKE USE OF THE ICT ALMOST EXCLUSIVELY PLAY FOR MANY HOURS A DAY. PUPILS’ LEVELS OF LEARNING AS STIMULATED BY THE DIFFERENT STYLES TESTED AT SCHOOL ARE HIGHLY INFLUENCED BY THE CONTEXT OF THE CONTEXT OF THE STUDY. (English)
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L’INSTITUT IC ADRIA1 COMPREND PLUSIEURS PLEX DE L’ÉCOLE PRIMAIRE ET SECONDAIRE DU PREMIER DEGRÉ. IL COMPREND LES COMMUNES D’ADRIA ET PAPOZZE MAIS LUTENZA PROVIENT ÉGALEMENT D’AUTRES COMMUNES D’ORIGINE SI VARIÉE ÉLÈVES QUI ONT GRANDI DANS DES DOMAINES TRÈS DIFFÉRENTS AUSSI EN TERMES DE RELATION AVEC LA TECHNOLOGIE ET D’APPLICATION À LA PRATIQUE DE L’ENSEIGNEMENT QUOTIDIEN. LES ÉLÈVES QUI PASSENT D’UN ORDRE SCOLAIRE À L’AUTRE NE TROUVENT PAS TOUJOURS LE MÊME SYSTÈME DIDATTICOMETODOLOGICAL RÉALISÉ AVEC L’AIDE DES NOUVELLES TECHNOLOGIES QUI LES ONT ACCOMPAGNÉS DANS LE COURS SCOLAIRE DÉJÀ VÉCU ET QUI RISQUE DE FRUSTRER CE QUI A ÉTÉ CONSTRUIT ET APPRIS JUSQU’À CE MOMENT.LES ÉLÈVES VIENNENT DE SITUATIONS FAMILIALES ET CULTURELLES TRÈS DIFFÉRENTES ET LA PLUPART D’ENTRE EUX UTILISENT LES TIC PRESQUE EXCLUSIVEMENT LUDIQUE, MÊME PENDANT DE NOMBREUSES HEURES PAR JOUR. LES NIVEAUX D’APPRENTISSAGE DES ÉLÈVES, BIEN QUE STIMULÉS PAR LES DIFFÉRENTS STYLES VÉCUS À L’ÉCOLE, SONT FORTEMENT INFLUENCÉS PAR UN CONTEXTE (French)
10 December 2021
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HET MET INBEGRIP VAN INSTITUUT IC ADRIA1 OMVAT VERSCHEIDENE PLEXES VAN LAGERE EN MIDDELBARE SCHOOL VAN DE EERSTE GRAAD. HET OMVAT DE GEMEENTEN ADRIA EN PAPOZZE, MAAR LUTENZA KOMT OOK UIT ANDERE GEMEENTEN ZO’N GEVARIEERDE OORSPRONG COMMONS LEERLINGEN DIE IN WERKELIJKHEID ZEER VERSCHILLEND OPGROEIDEN, OOK WAT BETREFT DE RELATIE MET TECHNOLOGIE EN TOEPASSING OP DE DAGELIJKSE ONDERWIJSPRAKTIJK. LEERLINGEN DIE VAN DE ENE SCHOOL NAAR DE ANDERE OVERGAAN, VINDEN NIET ALTIJD HETZELFDE DIDATTICOMETODOLOGICAL SYSTEEM GEREALISEERD MET BEHULP VAN DE NIEUWE TECHNOLOGIEËN DIE HEN IN DE SCHOOLCURSUS BEGELEIDDEN EN DIE HET RISICO LOPEN TE FRUSTREREN WAT TOT DAT MOMENT IS OPGEBOUWD EN GELEERD.DAT LEERLINGEN KOMEN UIT ZEER VERSCHILLENDE GEZINS- EN CULTURELE SITUATIES EN DE MEESTEN VAN HEN MAKEN GEBRUIK VAN ICT BIJNA UITSLUITEND SPEELS, ZELFS VOOR VELE UREN PER DAG. DE LEERNIVEAUS VAN LEERLINGEN, HOEWEL GESTIMULEERD DOOR DE VERSCHILLENDE STIJLEN DIE OP SCHOOL WORDEN ERVAREN, WORDEN STERK BEÏNVLOED DOOR EEN CONTEXT (Dutch)
22 December 2021
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DAS INKLUSIVE INSTITUT IC ADRIA1 UMFASST MEHRERE PLEXES DER GRUND- UND SEKUNDARSCHULE DES ERSTEN GRADES. ES UMFASST DIE GEMEINDEN ADRIA UND PAPOZZE, ABER LUTENZA KOMMT AUCH AUS ANDEREN GEMEINDEN, SO UNTERSCHIEDLICH HERKUNFT COMMONS SCHÜLER, DIE IN WIRKLICHKEIT SEHR UNTERSCHIEDLICH AUFGEWACHSEN AUCH IN BEZUG AUF TECHNOLOGIE UND ANWENDUNG IN DER TÄGLICHEN UNTERRICHTSPRAXIS. SCHÜLER, DIE VON EINEM SCHULAUFTRAG AUF EINEN ANDEREN ÜBERGEHEN, FINDEN NICHT IMMER DAS GLEICHE DIDATTICOMETODOLOGICAL-SYSTEM, DAS MIT HILFE DER NEUEN TECHNOLOGIEN REALISIERT WURDE, DIE SIE IM SCHULKURS BEGLEITETEN, UND DAS RISKIERT, WAS GEBAUT UND GELERNT WURDE, BIS ZU DIESEM MOMENT.THE SCHÜLER KOMMEN AUS GANZ UNTERSCHIEDLICHEN FAMILIÄREN UND KULTURELLEN SITUATIONEN UND DIE MEISTEN VON IHNEN NUTZEN DIE IKT FAST AUSSCHLIESSLICH SPIELERISCH AUCH FÜR VIELE STUNDEN AM TAG. DIE LERNNIVEAUS DER SCHÜLER, AUCH WENN SIE DURCH DIE UNTERSCHIEDLICHEN SCHULSTILE ANGEREGT WERDEN, SIND STARK VON EINEM KONTEXT BEEINFLUSST. (German)
23 December 2021
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EL INSTITUTO IC ADRIA1 INCLUYE VARIOS PLEXOS DE LA ESCUELA PRIMARIA Y SECUNDARIA DE PRIMER GRADO. INCLUYE A LOS MUNICIPIOS DE ADRIA Y PAPOZZE, PERO LUTENZA TAMBIÉN PROVIENE DE OTROS MUNICIPIOS CON UN ORIGEN TAN VARIADO DE ALUMNOS DE COMMONS QUE CRECIERON EN REALIDAD MUY DIFERENTES TAMBIÉN EN TÉRMINOS DE RELACIÓN CON LA TECNOLOGÍA Y APLICACIÓN A LA PRÁCTICA DOCENTE DIARIA. LOS ALUMNOS QUE PASAN DE UNA ORDEN ESCOLAR A OTRA NO SIEMPRE ENCUENTRAN EL MISMO SISTEMA DIDATTICOMETODOLOGICAL REALIZADO CON LA AYUDA DE LAS NUEVAS TECNOLOGÍAS QUE LOS ACOMPAÑARON EN EL CURSO ESCOLAR YA VIVIDO Y QUE CORRE EL RIESGO DE FRUSTRAR LO QUE SE CONSTRUYÓ Y APRENDIÓ HASTA ESE MOMENTO. LOS ALUMNOS PROVIENEN DE SITUACIONES FAMILIARES Y CULTURALES MUY DIFERENTES Y LA MAYORÍA DE ELLOS HACEN USO DE LAS TIC CASI EXCLUSIVAMENTE LÚDICAS INCLUSO DURANTE MUCHAS HORAS AL DÍA. LOS NIVELES DE APRENDIZAJE DE LOS ALUMNOS, AUNQUE ESTIMULADOS POR LOS DIFERENTES ESTILOS EXPERIMENTADOS EN LA ESCUELA, ESTÁN FUERTEMENTE INFLUENCIADOS POR UN CONTEXTO (Spanish)
24 January 2022
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ADRIA
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Identifiers
G94D17000020007
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