At the beginning of the project, the INITIAL QUESTIONNARIE was conducted, which includied student achievements in schools and student attitudes towards lessons, and this survey will be repeated at the end of the project. The difference between the results of the two surveys will be used as a measure to evaluate the success of the project.
PARTICIPANTS & METHODOLOGY
A Final Questionnaire has been issued in order to observe results when compared to the Initial Questionnaire at the beginning.
The initial and final questionnaires has been passed to teachers and students from each of the participating countries. Spain, North Macedonia, Greece, Turkey and Lithuania.
Every partner country prepared a set of about 5 possible questions to be included. After being looked into by the coordinating country, the Spanish team got set to work!
A summary about the differences between the results of the INITIAL and FINAL QUESTIONNARIE of the Erasmus Plus Ka226 program “We are Ready for Digital World”
Results of participants
The majority group that answers the initial questionnaire is from 18 to 29 years old, representing 60.4%, followed by those from 60 to 65 years old, which represents 22.9% of the total. On the other hand, in the final questionnaire participation doubles for ages between 50 and 59 years. This can be interpreted as a greater concern and improvement on the part of the older sectors after participation and training within the Erasmus Plus Ka226 project.
Results about the LMS platforms currently using in classroom:
Virtual meetings tools to regular communication
The initial questionnaire shows us that Google Meets and WhatsApp are significantly the usual communication tools for holding conferences or virtual meetings, while at the end it shows the upward trend of other applications such as Discord. Regarding the platforms used in the classroom, although Moodle and Google Classroom continue to maintain a significant difference, other actors are gaining ground such as Canvas Studio and various other platforms are beginning to be used, albeit timidly.
Web 2.0 Tools for student cooperation in a lesson
The same is true of Web 2.0 tools. Kahoot, Google Suite, Youtube and Instagram continue to hold their leading positions, but the small percentages of others less known and even unknown prior to the KA226 project double their participation. We are talking about Zoom, Educaplay, Amautas, Pezy and others.
VR (Virtual Reality) or AR (Augmented Reality) tools in classroom
The use of virtual or augmented reality tools somehow follows the tone of what was previously expressed. It goes from a preponderance of 35.9% of Layar to making use of Merge Cube, VR Math and VR Learn English, giving rise to greater use and, above all, more variability in the tools.
Regarding the evaluation of the use of the benefits of Web 2.0 tools in the classroom, the initial questionnaire showed the preponderance of an evaluation of 8 points with 23.5%, while the final result moves the hegemony from 8 to 10 points until placing it at 28.5%.
When asked if teachers find it easy to use web tools to assign homework, 9.3% did not find it easy, while to date it is only 5%. This leads to an increase in the skills involved on the part of the teaching staff.
There is a slight increase, although on this occasion not significant enough, in agreeing that the efficient use of the technologies provided by the Internet helps us to create a better environment in the teaching and learning process. On the other hand, the number of students who create digital elements making use of expression tools in a broad sense that the Web offers has increased.
Finally, questions have been asked for the respondents to show their considerations about the sufficiency, or not, of skills to teach their students to use digital technology as a tool for the search for information, for creativity and learning, if they understand how the use of a digital tool can affect their pedagogical designs, if teachers are actively looking for digital tools that they can use for classroom organization or if there is a sense of security to use digital technologies in their classes. In the response from all of them, it is stated that there has been an increase in skills, both in the environment of teachers and students, in the period between the beginning and the end of project KA226 “We are Ready for Digital World” in which we trust that this Erasmus Plus has contributed significantly.
INITIAL AND FINAL RESULTS QUESTIONNAIRES ARE ATTACHED
The ka226 Storefront with VET students to showcase the Ka226 project, We are Ready for Digital World is based on previous research work on the results of the questionnaires