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I can't recall any major failures, but I always hold a healthy respect when working with digital technologies. There’s always that slight anticipation—especially during live online lessons—wondering if everything will run smoothly, whether the audio will carry properly, or if screen and sound sharing will work as intended.

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During the COVID-19 pandemic, one of my greatest achievements was the seamless transition to online learning. I swiftly adapted to various digital tools to ensure that learning objectives were met and the curriculum content was fully covered. Additionally, I successfully integrated tablets directly into the classroom, enabling young learners to build early digital literacy by exploring and mastering a variety of educational tools. Building on this digital foundation, last year I worked with 8-to-9-year-old students to teach them robotics and basic programming using Ozobots and LEGO SPIKE.

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For me, the greatest achievement using digital technologies in the classroom has been seeing a sparkle in the eyes of even the most indifferent and unconcerned student. In this way, I can bring together students with diverse individualities by highlighting their strongest common ground, using digital technologies.

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This year, my students and I developed irrigation systems using Arduino Uno and mBlock. My students were very excited and enthusiastic about this project.

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As an early childhood educator, my biggest "failure" with Digital Technologies wasn't a technical glitch—it was a pedagogical miscalculation. Early in my journey with DT, I designed an ambitious lesson where preschoolers were supposed to use interactive tablets individually to create a digital collage about the seasons.

It backfired completely. Instead of collaboration and creativity, the classroom instantly turned into a silent zone of individual screen-fixation, followed by frustration when fine-motor skills on the touchscreens didn't match the children's rich ideas.

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As an early childhood educator, my biggest success with Digital Technologies (DT) in the classroom hasn't been just "using a tool"—it has been using technology as a bridge to active, hands-on learning. One of my most impactful experiences was introducing basic floor-robotics (Bee-Bot) combined with digital storytelling. Instead of abstract screen time, children worked in small collaborative groups to program the robot's journey through a physical mat they had designed themselves (linked to our project on local biodiversity)

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One of my biggest failures using digital technology in the classroom happened when I planned an activity that depended too much on the internet connection and on all students being able to access the same platform at the same time. Some students had login problems, others could not connect properly, and I spent more time solving technical issues than teaching.

The experience taught me to always have a backup plan, test the tool beforehand and keep the digital part of the lesson as simple as possible. I also learned that technology should support the learning objective, not become the centre of the lesson.

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I feel stressed when tablets or smart phones do not work properly (technical issues) and I don't know how to help my students

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The biggest success for me and my students was the long period of distant learning during Covid time. We already knew how to use DT in lessons efficiently so it was"t stressful at all to be in different locations but work really well.

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One of my biggest successes using digital technologies in the classroom has been making English lessons more interactive, collaborative and connected to real-life communication. I have used digital tools for presentations, collaborative tasks and creative projects, which has helped students become more active participants in their own learning. I especially value how technology can increase motivation, encourage teamwork and give students more opportunities to use English for a real purpose.

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My biggest success with digital technology in the classroom was using interactive games and online quizzes. My students were more engaged, participated actively, and enjoyed learning together. It also helped me assess their understanding in a fun and motivating way.

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My biggest success with digital technologies was in science class, specifically teaching electricity. The children, through physical programming (BBC microbit), built a piggy bank combining what we learned about electrical circuits. The students tested their ideas, explained what they observed, and collaborated. What made it successful wasn’t the technology itself. It was watching students who usually stay quiet become the ones explaining their reasoning to their group. The format of the teaching gave them a way to guess, make a mistake, and try again, which is exactly what I want from an inquiry-based lesson.

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One of my biggest failures while using Design Thinking (DT) in my classroom was expecting students to adapt quickly to an open-ended learning process. During the ideation stage, many students struggled to generate ideas because they were used to looking for one correct answer. Some became frustrated, and group collaboration was not as effective as I had hoped.

This experience taught me that successful DT implementation requires more than following the process. Students need guidance, practice, and a safe environment where they feel comfortable taking risks and making mistakes. Since then, I have introduced smaller DT activities and provided more support before asking students to solve complex challenges. This experience helped me grow as a teacher and improve my approach to Design Thinking.

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I work in a distance learning school, so digital technologies play an important role in my teaching practice. One of my successful experiences has been using Google Arts & Culture and Canva during Visual Arts lessons.

Google Arts & Culture allows students to explore museums, artworks, and artists from around the world. They can analyze paintings in detail, learn about different art movements, and better understand the historical context of artworks. This makes online art lessons more interactive and engaging.

I also use Canva for creating visual materials, presentations, and creative tasks. Students use it to design their own projects, posters, or presentations, developing both artistic skills and digital competences.

These tools help make distance learning more creative and give students more opportunities to explore, create, and express their ideas.

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The biggest failures that I have experimented when using DT were due to troubles with connection. It's important, as many colleagues suggested in their speeches, to have a plan B to propose to hither students.

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I have introduced Etwinning projects in my teaching activities since 2010 and every time I lead a project is always a great success as my students can experiment the use of differente tools That I choose according to their age. Any way, when they can use devices such as tablet to do researches, it's always for them a great moment, or even when they meet these partners online.

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My biggest failure was assuming that technology alone would automatically improve learning. Early on, I planned a lesson that relied heavily on digital tools without considering possible technical issues or providing alternative activities. Internet connectivity problems and students' different levels of digital skills made the lesson less effective than I had expected. This experience taught me the importance of always having a backup plan, preparing students gradually, and ensuring that technology serves clear learning objectives rather than becoming the focus of the lesson.

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One of my biggest successes using digital technologies in the classroom has been integrating interactive digital tools into project-based learning. As a primary school teacher, I regularly use platforms such as Canva, Kahoot!, Padlet, other European countries. They created digital artwork, participated in live online meetings, designed presentations in Canva, wrote collaborative digital stories, and completed quizzes using Kahoot!. These activities not only enhanced their digital skills but also strengthened their creativity, communication, teamwork, and confidence.

Seeing my students actively engaged, excited to learn, and able to use technology responsibly and creatively has been one of the most rewarding aspects of my teaching. It has reinforced my belief that digital technologies, when used purposefully, can transform the learning experience and prepare students with the skills they need for the future.

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Hello everyone!

My name is Klodiana Kujtila, and I am a teacher from Albania.

My greatest success in using digital technologies has been coordinating and participating in several international eTwinning projects. Through tools such as TwinSpace, Canva, Padlet, Google Forms and AI tools, my students have collaborated with peers from different countries, created digital products, and developed their digital, communication and teamwork skills.

I strongly believe that technology makes learning more engaging, inclusive and meaningful. I am excited to be part of this course, learn from all of you, and exchange ideas and good practices.

Best wishes to everyone!

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Hello!

I liked a lot my idea for a Christmas collaboration in my eTwinning project "Culture Shock", where students had to co-decorate a Christmas tree with video-baubles. You click on a bauble and watch a video of your partners, greeting you in their language and sharing warm wishes.

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I don't have "big" failures. But many times when it comes to the use of DT in the classroom I fail to program my time correctly and end up not completing the activity or loosing the attention of my students.

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Hello everyone. My biggest success with using DT in the classroom was my action research about the use of the flipped classroom model in primary school history teaching. Using this blended learning model long before Covid, I was able to better use my classroom time and promote critical and historical thinking skills.

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Empowering Young Learners Through Digital Collaboration

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Empowering Young Learners Through Digital Collaboration

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Hello everyone!

My biggest success using digital technologies in the classroom has been implementing international eTwinning projects with my primary school students. Through digital tools such as Canva, StoryJumper, Padlet, Kahoot, Google Workspace and collaborative online platforms, my students worked with children from different European countries, created digital products, exchanged ideas and developed their creativity, communication and digital skills.

One of the most rewarding moments was seeing my students become active creators rather than passive users of technology. Their enthusiasm, collaboration and confidence grew significantly, and technology became a meaningful tool for learning rather than just an addition to the lesson.

I am looking forward to learning from all of you and discovering new ideas to further enrich my teaching practice.

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One of the biggest challenges I face is the unreliable internet connection, which sometimes makes it difficult to use digital tools effectively during lessons. In addition, not all of my students have access to smartphones or other technological devices. These limitations can make it challenging to ensure equal participation in technology-based activities and projects.

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my biggest success is that my pupils enjoy using Canva for a variety of creative projects. Whenever they successfully complete a project, they feel a great sense of achievement, which motivates them to take on new challenges and become even more engaged in learning. We also make use of interactive educational platforms such as Quizizz and Kahoot, which my students find both enjoyable and highly motivating. In addition, I design educational games that make learning fun, encourage active participation, and help maintain their enthusiasm throughout the learning process.

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Biggest success with digital technologies

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Biggest success with digital technologies

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My biggest success with digital technologies has been increasing student engagement through collaborative learning. As an English teacher, I use interactive digital tools to help students work together on authentic tasks, such as researching current topics, creating presentations, and participating in online quizzes. I've found that technology encourages even quieter students to participate more actively and helps them develop both their language skills and digital competence. For me, the greatest success is that students become active learners rather than passive recipients of information.

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digital technologies copyright free pixabay

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I use the DT screen but my students are not using it for learning.

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My biggest success with using DT in the classroom

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My biggest success with using DT in the classroom

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I daily use the DT screen for teaching. This year I started with robotics with young students (7 y.o.)

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My biggest success with using DT in the classroom was when I used interactive digital tools to teach a difficult grammar topic . Students became more engaged and their tests results improved after the lesson.

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My biggest failure with using DT in the classroom was when I planned a lesson with an online activity , but the internet didn't work properly . The students got confused and we lost too much time , so the lesson didn't go as smoothly as I expected

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My greatest success with digital technology was transforming a traditional holiday essay project into a collaborative digital gallery using Padlet with my 6th-graders. Instead of writing in isolation, students posted their Easter holiday essays alongside relevant visuals, audio clips, and interactive elements. This streamlined peer feedback and increased student engagement.

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My most significant technical failure happened during an interactive lesson designed to showcase an AI orchestra website. The objective was to let students explore and navigate the platform's audio capabilities and work together to create a recording. However, for a few moments the classroom speakers were completely non-functional. From presenting a highly auditory, interactive digital tool in absolute silence forced me to rapidly change from an immersive digital experience to an analog explanation of the underlying concepts.

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What we have achieved in our classroom is to think digitally with the students! Some have become familiar with theWhat we have achieved in our classroom is to think digitally with the students! Some have become familiar with the canva , others refer to artificial intelligence as an assistant, others search for plants and insects with Google lens!

Vasileia Koutsopetrou

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One of my biggest challenges when using digital technologies in the classroom was planning an online collaborative activity that relied heavily on technology and internet access. Technical issues and differences in students' digital skills made it difficult for some children to participate effectively.

This experience taught me the importance of always having a backup plan, introducing digital tools gradually, and providing clear guidance and support. Since then, I have become more careful in selecting tools and preparing students before starting new digital activities.

Although the activity was not as successful as I had hoped, it helped me grow as a teacher and improve my approach to using digital resources in the classroom.

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My biggest success with digital technologies in the classroom has been integrating coding, robotics, and international collaboration into daily teaching. Through eTwinning projects, digital tools, Bee-Bot activities, and LEGO Spike robotics, my students have become more engaged, creative, and confident learners.

Digital technologies have also helped me collaborate with teachers from different countries, share innovative practices, and create meaningful learning experiences focused on citizenship, sustainability, and digital competence.

The most rewarding aspect has been seeing students actively participate, work together, and develop skills that will support them in their future learning and lives.

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One of my biggest challenges when using digital technologies in the classroom was introducing too many digital tools at the same time. While my intention was to enrich children's learning experiences, I realized that frequent changes between platforms sometimes caused confusion and reduced the time available for meaningful exploration. This experience taught me the importance of selecting a few purposeful, age-appropriate tools that align with learning objectives and allowing both children and teachers sufficient time to become familiar with them. As a result, I now focus on quality rather than quantity when integrating digital technologies into my teaching practice.

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My biggest success with using digital technologies in the classroom has been increasing children's engagement and participation through interactive activities. By integrating educational apps, digital storytelling, collaborative platforms, and creative tools, I observed that children became more curious, motivated, and confident in expressing their ideas. Digital technologies also strengthened communication with families and international partners through eTwinning projects, creating meaningful learning experiences and fostering 21st-century skills from an early age.

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My biggest challenge with using Digital Technologies was a lesson disrupted by technical problems. The experience showed me the importance of having backup plans, checking equipment in advance, and balancing technology use with traditional teaching methods.

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My biggest success with using Digital Technologies (DT) in the classroom has been increasing student engagement and participation. By integrating interactive presentations, online quizzes, educational platforms, and collaborative digital tools, students became more active in lessons and more motivated to learn. Digital tools also allowed me to provide immediate feedback, personalize learning activities, and monitor student progress more effectively. As a result, students showed improved understanding of concepts, greater collaboration, and stronger digital skills.

I involve students in different digital platforms for kids to make them more engaged in use internet friendly and safely..

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My biggest success using digital technology is engaging those students that might otherwise tune out. Apps like Quizlet, Quizzizz, Kahoot, Duolingo for Schools or Blooket give a break from the standard practice in a language classroom. They also allow for small personal successes in learning to be seen and celebrated and can be used as assessment for learning too

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When your activities or class get complicated because of DTs and what should take 1 class ends up taking 2 or 3!

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Helloooo from Portugal,

I'm seen as the teacher who uses technology in class and who manages to teach in a fun/different way, the students say!
For me, it's a way to adapt and reach students with more difficulties.

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seems to be the reason why educators use it but we have to think about the goals we want to achieve with technology

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One of the biggest challenges I faced using digital technologies in the classroom was during the implementation of a highly digitalised collaborative project with vocational education students.

I introduced several digital tools simultaneously, including collaborative platforms, interactive resources, shared online spaces and digital assessment tools, because I wanted to create a dynamic and innovative learning environment. However, I realised that for some students the technological ecosystem became too complex. Instead of focusing fully on the learning objectives, part of their attention shifted towards managing the tools themselves.

This experience helped me understand that educational innovation is not about using as many digital technologies as possible, but about selecting the right tools with a clear pedagogical purpose. Since then, I have paid much more attention to accessibility, digital wellbeing, simplicity and the real added value that technology brings to the learning process.

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Many digital applications are not designed for preschool-aged children and therefore need to be adapted to suit their developmental level.

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Many digital applications are not designed for preschool-aged children and therefore need to be adapted to suit their developmental level.

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I am proud that with my group, since they were 3 years old, I have been working on activities involving simple robots such as Bee-Bots and Botley. We also engage in coding on tablets and use age-appropriate applications and digital resources. All of this has resulted in an international eTwinning project called Code and Create.

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With my students, I use activities created in Canva or Genially, mainly to introduce them to the topic we are going to study (the Middle Ages, for example) or to create games that help them revise what they have learnt in class. But I can’t get the children to do any of these activities at home with their families’ help. So we only see their creations during school hours, because I can’t get my pupils’ families to get involved.

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Me and my students love using Canva for all kinds of projects. They are motivated as the design looks great and they can insert all kinds of images, audio, video etc.

I personally prefer genially for my lessons.

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The use of new technologies in the classroom is limited by the age of my pupils, as they are four years old. Furthermore, parents are not used to using these technologies for educational purposes with their children. Sometimes they simply hand over electronic devices to them as a form of distraction. So the first task involves holding a parents’ evening to explain to them the appropriate and inappropriate use of new technologies with their children.

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Unfortunately, Wayground now requires accounts, and many parents had difficulties logging in, which made access harder for students.

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Unfortunately, Wayground now requires accounts, and many parents had difficulties logging in, which made access harder for students.

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I also tried using Livresq, but the platform often froze, which disrupted the lesson and made it difficult to use effectively. I realized that reliable tools are essential for a smooth learning experience.

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I successfully used Wayground as homework for my students. It was engaging and easy for them to use, and it helped reinforce what we learned in class. Students were motivated to complete the tasks and it supported independent learning.

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I successfully used Wayground as homework for my students. It was engaging and easy for them to use, and it helped reinforce what we learned in class. Students were motivated to complete the tasks and it supported independent learning.

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I once used an online quiz (like Kahoot) for grammar practice, expecting great results. Students were excited, but it turned into a competition about speed, not learning.

Some students just guessed quickly, others felt stressed, and we also had some internet problems. I learned that technology is not always effective just because it’s fun — it needs to be used carefully with a clear goal.

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One of my best experiences with digital tools was using digital storytelling (Canva / PowerPoint / simple videos) in my English classes. Students created their own short stories with images, voice, and music instead of just writing essays. Even the quiet students became much more active and confident.

I saw more creativity, better participation, and stronger speaking skills. It also inspired me to share ideas with colleagues. For me, digital tools really helped students express themselves in new ways.

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When I first received the interactive whiteboard for my classroom, I have to admit I felt quite intimidated. I was afraid I might damage it, and even more, I didn’t know how to use it at all.

Instead of giving up, I decided to learn. I searched for tutorials online, explored different educational games and applications, and slowly started to understand how everything works. Step by step, I gained confidence.

Today, I am truly proud of this journey. Not only do I use the interactive whiteboard with ease, but I have also started creating my own digital educational resources (REDs) for it.

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Less is more when it comes to technology

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Less is more when it comes to technology

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My biggest mistake was trying to use too many digital tools in one lesson. It ended up being confusing for both me and the students.

I learned "less is more" when it comes to educational technology...

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Ics Copernico, Italy, Cinzia Artioli ECEC

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Ics Copernico, Italy, Cinzia Artioli ECEC

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Big failure: A.I. with a whole classroom and not only with a small group.

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My students are allowed to use their device at school, but wifi connection is not available for all the students. We could use the laboratory but there are too many students students and the ICT laboratory are not sufficient.

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Our school obligations are too many and we actually not have any time to do what we would like!

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We started do podcasts in our school on European School Radio platform and we are haveing a very good multiliteracy experience!

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I believe that the prizes awarded during the pandemic represent my greatest success. In just few years, my school and I received the European Language,the eTwinning European prize and the National Prize for three different project. One of them was also recognized the eTwinning prizes 2023: innovation and Education.

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Big successes: E-portfolios are cumulated into Padlet, Kahoot games for revision or Kahoot reader quiz, creating collaborative products such as e-books in etwinning projects

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I have been part of the eTwinning family for six years. It has revolutionised my teaching career. I have used countless digital tools and resources. Every activity the pupils have experienced has inspired them to create their own projects. I consider this to be my greatest achievement.

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Wifi connection problems Still ...

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My biggest success is the opportunity which my students has, especially those who have difficulties, to participate and feel comfortable in my class.

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My students rarely have the opportunity to use laptops in the lessons. They do it usually in groups (3-4 students and 1 laptop). They sometimes use their own mobile phones.

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My biggest success is motivating all the students in the class to participate actively in the lesson. Even the students who have difficulties in acquiring the English language are eager to learn something new when I use digital tools during my teaching. My students also learned how to use Canva, Padlet, Genially.

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Poor internet connection

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My biggest success with using digital technologies in the classroom was boosting students’ active participation through interactive learning material.

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I guess my biggest frustration with using DT in my classroom is when nothing works internet, platform meetings, web tools. Everyone is waiting for me to find a solution. So have an alternative plan is always important.

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In my recent eTwinning project I used dig tech in many aspects leading to NQL and EQL. And on my certificate I was very proud to read that I had demonstrated a high level of digital competence according to the European Framework for the Digital Competence of Educators and the SELFIEforTEACHERS toolkit. This was a part of my biggest success. The other part was my satisfaction in using dig tech to create games, digital presentations, using various web tools to enrich my teachings. Seeing my preschool students learning in a fun and creative way and taking their first steps using technology makes my biggest success whole.

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One of my biggest successes using digital technologies in the classroom was integrating digital storytelling and collaborative Web 2.0 tools into an international eTwinning project. My students worked in teams to create digital presentations, interactive quizzes, and collaborative boards using tools such as Genially, Canva, and Padlet. They not only developed their digital skills, but also improved their communication, creativity, and teamwork.

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My biggest failure in using digital technology in the classroom occurred when I relied too heavily on online platforms without considering technical limitations and student readiness. During a lesson using tools from Google and Microsoft for digital assignments and collaboration, poor internet connectivity and limited student familiarity with the software reduced participation and slowed learning. I learned that digital tools must be introduced gradually, with clear guidance and backup teaching strategies to ensure that technology supports learning rather than disrupts it.

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My biggest success in using digital technology in the classroom as a civil engineer has been integrating digital design and collaboration tools to help students understand real-world engineering applications. Using software from Autodesk for basic modeling and platforms from Microsoft and Google for sharing resources and feedback, students were able to visualize structures, work collaboratively, and apply theoretical concepts to practical projects. This approach significantly improved engagement, technical understanding, and problem-solving skills.

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Constantin Alina  -my biggest failure using digital technologies in the classroom.

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Constantin Alina  -my biggest failure using digital technologies in the classroom.

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My biggest failure was over-relying on a single online platform for a high-stakes lesson without a 'Plan B'.

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Constantin Alina - my biggest success using digital technologies in the classroom.

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Constantin Alina - my biggest success using digital technologies in the classroom.

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A standout achievement in my teaching practice is the implementation of real-time collaboration via shared Canva documents. This has become a core component of the eTwinning projects I coordinate annually.

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The most frustrating drawback of using technology in the classroom was the poor internet connection, as well as the fact that not all students own smartphones.

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Cel mai mare succes al meu în utilizarea tehnologiei digitale în sala de clasă a fost omologarea unor lecții digitale de către Ministerul Educației și Cercetării.

De asemenea, elevii au devenit mai activi, mai motivați, chiar și colaborativ în timpul lecțiilor.

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Overreliance on technology without clear learning goals, leading to distraction and reduced student understanding.

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Increased student engagement and differentiation through interactive digital tools and real-time feedback.

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My biggest failure was when I planned a entire lesson with DT without backup and then no electricity.

Now, I have always a backup. 😊

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My biggest success is every day I see my students use DT with confidence so they can learn easily.

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My biggest failure was when I planned a fully digital lesson without a backup plan.
The internet connection stopped working and the activity failed.
Students became distracted and I felt stressed.
I learned that technology is helpful, but we must always be prepared with an alternative activity.

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My biggest success was when I used an interactive quiz platform for revision.
All students were active and motivated. Even the shy students participated.
The classroom atmosphere was energetic and positive.
I realized that digital tools can increase engagement when used with a clear purpose.

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On the power point presentation, the computer displayed a different font.

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My greatest success is using digital technologies in eTwinning projects and receiving 14 quality labels.

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In my early attempts at a "paperless classroom," I introduced three different new platforms in a single week. Instead of focusing on the subject matter, students spent the entire time asking how to log in or where to click. It was a failure in classroom management.

I've learned to introduce only one digital tool at a time and ensure students master the "how-to" before using it for high-stakes learning.

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My biggest success was integrating Kahoot! and Quizizz for formative assessment. It transformed a quiet classroom into an energetic environment where students were eager to show what they learned. The real success was using the generated data reports to identify exactly which concepts needed re-teaching the next day, making my instruction much more targeted.

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Fallisco quando la tecnologia non è inclusiva o troppo complessa - I fail when technology is not inclusive or is too complex

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Fallisco quando la tecnologia non è inclusiva o troppo complessa - I fail when technology is not inclusive or is too complex

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A volte la tecnologia, invece di aiutare, complica le cose. Succede quando uno strumento non è inclusivo o non serve davvero alla lezione. Se la tecnologia crea barriere o isola uno studente, abbiamo mancato l'obiettivo.

Non conta quanto sia moderno un dispositivo: se non permette a tutti di partecipare, diventa inutile o addirittura d'ostacolo. Questi momenti servono a ricordarci che l’innovazione ha senso solo se è al servizio della didattica e di ogni singolo alunno. Ogni volta che cado in questo errore riconosco di aver fallito.

Sometimes technology complicates things instead of helping. This happens when a tool isn't inclusive or doesn't truly serve the lesson. If technology creates barriers or isolates a student, we have missed the mark.

It doesn't matter how modern a device is: if it doesn't allow everyone to participate, it becomes useless or even a hindrance. These moments remind us that innovation only makes sense when it serves teaching and every single student. Every time I make this mistake, I realize I’ve failed.

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La tecnologia che serve davvero: quella dei piccoli passi. - The technology we really need: a journey of small steps.

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La tecnologia che serve davvero: quella dei piccoli passi. - The technology we really need: a journey of small steps.

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Riflettendo sugli ultimi incontri di formazione, mi sono reso conto che il vero successo della tecnologia a scuola non sta nelle grandi novità o negli strumenti più complessi.

Il successo più concreto lo vedo nei piccoli traguardi di ogni giorno: quando uno strumento digitale entra nelle prassi quotidiane e rende la lezione più accessibile per tutti. Non è una questione di "effetti speciali", ma di riuscire a includere ogni studente, permettendogli di partecipare e di esprimersi secondo le proprie possibilità.

Adottare la tecnologia per l'inclusione non è un evento straordinario, è un impegno costante fatto di piccoli passi. E sono proprio questi risultati, quelli che spesso passano quasi inosservati tra i banchi, a dare davvero senso al nostro lavoro in classe.

Reflecting on the recent training sessions, I’ve realized that the real success of technology in school isn’t about big innovations or the most complex tools.

I see the most tangible success in small, everyday achievements: when a digital tool becomes part of our daily routine and makes a lesson more accessible for everyone. It’s not about "special effects"; it’s about managing to include every student, allowing them to participate and express themselves to the best of their abilities.

Adopting technology for inclusion isn’t an extraordinary event—it’s a constant commitment made of small steps. And it’s precisely these results, the ones that often go unnoticed in the classroom, that truly give meaning to our work.

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My biggest “failure” with digital tech in the classroom was assuming that engagement would automatically follow from novelty. I once introduced a sophisticated AI-supported activity without sufficiently scaffolding students’ critical use of the tool. The result: polished outputs, but shallow thinking and over-reliance on the algorithm.

It taught me that meaningful digital learning isn’t about the tool—it’s about pedagogy, metacognition, and agency. Now I always pair new tech with explicit reflection: What did the tool do? What did you decide? What did you learn?

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Using digital tools in the classroom helped us successfully complete the eTwinning project and earn the national and European quality labels.

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My biggest failure with digital technologies was when I presented online material and there was a network problem. I didn’t have a printed alternative, so we worked on something else to continue the lesson.

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Integrating digital literacy in an after-school programme.

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Integrating digital literacy in an after-school programme.

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One of my most meaningful and rewarding professional experiences was leading the integration of various digital tools within an after-school programme aimed at supporting vulnerable learners.

Through this initiative, I designed and implemented engaging, accessible learning opportunities that catered to diverse needs, helping students build confidence, improve their skills, and stay motivated beyond the traditional classroom setting. The use of digital resources enabled personalised learning, encouraged active participation, and fostered a more inclusive environment for all learners.

This project not only had a positive impact on the students’ academic and personal development, but it was also recognised for its innovation and effectiveness. It was awarded first place in the EMBED Research and Innovation in Education Category, highlighting the value of integrating technology to enhance educational outcomes for vulnerable groups.

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the success is that the use of dt in the e twinning project that got a european label and we where nomitated as a e twinning school.

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Cel mai mare eșec în utilizarea tehnologiei digitale la clasă se referă la

dependența excesivă de un singur instrument digital

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Cel mai mare succes în utilizarea tehnologiei digitale la clasă a fost creșterea implicării elevilor și îmbunătățirea colaborării și autonomiei în învățare

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My biggest success in using digital technologies (DT) in the classroom has been increasing student engagement and participation. By integrating interactive tools and AI-supported activities, students became more active, collaborative, and motivated in the learning process. It also helped me provide differentiated instruction according to students’ individual needs.

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My biggest failure in using digital technology in the classroom was planning a lesson that relied entirely on an online tool without considering possible technical issues. Due to an unstable internet connection, the activity did not work as planned, which taught me the importance of having a backup plan and being flexible in teaching.

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My biggest success in using digital technology in the classroom was integrating interactive resources that significantly increased student engagement. By using educational applications and multimedia materials, students became more active, motivated, and collaborated more effectively during lessons.

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The biggest success is the use of DT in eTwinning projects, for which I received the national quality label 🙂 I want to learn more 🙂