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My students were not used to have an active role in the classroom. When they are ask to find mathematical rules by themselves they were a bit shoked. Find out how they could use a specific math softwere was a little bit ease, after some directions from the teacher. In the end they were quit surprised how ease was to find new math rules and explain them to the class. However they still need to improve a lot skills like communication, collaborative work and summarize content.

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My question was: “Can the use of digital storytelling, which integrates different skills, promote the integration of new technologies in open, authentic and collaborative learning contexts?”

The area of my practice that I wanted to improve was the use of images, colours, sounds as means of communication.
I wanted they could use their inner emotions disappeared during pandemic.

I have been really surprised by my students who have showed a high involvement and enthousiasm during the implementation phase. I've shared with them every doubt and I've explained every planned activity. They have worked with pleasure and they have been amazed about the results of what they were doing. I'm very satisfied with the activities that I've  planned but I'm very regretted of the lack of time. Too little time to implement the research

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My question was :
if a more emotional approach to learning, a more relaxed atmosphere and a well being setting would have been able to have a more effective spread of a positive attitude towards learning, a higher involvement in the learning process and to improve school results and school attendance.
since some more European activities involved the class (i.e. a short term mobility and a strategic partnership welcome week), what I think it is opportune is to change a bit the action research activities of filmmaking as a post covid healing process.
I involved all my 14 students of a class into the action research.
I mean to collect and analyze objective data regarding my students' marks and attendance levels and qualitative data regarding comments, casual conversations, transcripts, reflections, personal responses to their experiences, memories of some events, communications with parents.

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Considering that in preschool, students can't read or write, the data I have collected consists mainly of observation, conversations, free responses, drawings and describing, free playing. I have photos and recordings.

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My research was based on the question: "Will the eTwinning project’s implementation increase my students’ engagement in learning their parent(s) native language?" To carry out the AR project, I implemented 2 eTwinning projects in different levels starting from A2 and B1-B2 in primary education, till high school. Pupils observations during the projects' implementation, interviews, photos and personal notes will help me analyzing the results. The report will be based on the findings which are very positive regarding pupils in primary school and the implementation of the one eTwinning project. The youngers are keep on doing the scheduled tasks with enthousiasm while the olders did some of the activities at the beginning but lately are not coming often at school and the eTwinning partrners are not very keen on continuing it.

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Anonymous tests/quizzes/feedback from pupils before and after the research not only with regards to the topic (mathematics, stereometry in particular) but also related to the method of learning.

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My research question was: If I involved my students in using Virtual and Augmented Reality to construct immersive lessons, how will this affect the quality of content knowledge/acquisition in the classroom?

I was interested in what students learned, how they learned, and the changes in their attitudes and engagement in learning if I moved the learning scenario to a VR setting (Mozilla Hubs).

Therefore, I organized the survey questions under these topics.
Then I computed responses to focused questions and think about other data sources besides the survey, e.g. what tests or quizzes did students take that would help me answer about students' knowledge/acquisition level? How might field notes clarify what students were learning? What learning outcomes were created that could be analyzed? Were there more or fewer problems than students needed help with?

Then I organized the analysis into three different parts:

Changes in Student Knowledge
- analysis of survey questions
- classroom quizzes,
- end term assessment,
- performances

Changes in the way Students worked collaboratively in Virtual settings:
- analysis of four survey questions
- field notes on how efficiently the teams worked
- what problems they had,
- teacher assessment of how prepared they were for the classroom discussions,
- speed at which they accomplished their tasks and accuracy in task completion.

Student Reactions to the VR settings
- analysis of two survey questions
- students blogs
- observations about the comfort of students making presentations in Mozilla Hubs environment

This organization helped me to find a storyline that I will tell about the data.

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Mainly I used teacher observations, but also my colleagues conversations and opinions. I have also collected children's pictures and their work.

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I plan to make a descriptive analysis for what I recorded during the course. I got photos, some voice recordings and some exit ticket responses.

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I used teacher observations, student conversation transcripts, audio recordings of pupils before and after research ( my students can't read or write yet)

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I must say that I was really surprised by the high involvement my students showed during the implementation plan. They were really excited to download the Google extension "Language Reactor" and they confirmed their positive use for L2 learning. In order to analyse the results I will look at the notes I took from each student presentation and I will compute them regarding their use of the nouns, verbs and adjectives. I will present different figures in the report showing the outcomes.

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Classical pre & post tests and one implication plan.

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With my action plan, I wanted to find out if students usually did critical thinking (CT) or civic participation (CP) activities in class and, if so, where they could find them, in coursebooks or teacher-made materials. I also wanted to know which option permitted a better development of these activities. So, I conducted a first survey, anonymous, so I wouldn’t need permissions, as otherwise I wouldn’t have time to implement the action plan, and my initial thoughts were confirmed: students use mostly the coursebook, rather than teacher-made materials, although 95.5% prefer the teacher to create their own materials; 63.6% say they do CT and CP activities in classes, but 87.5% say they would like to do these activities. After the lesson plans I implemented, I conducted another survey and students had to compare my materials with the same units in the coursebook: the great majority (20-21 in 22 students) agreed that my materials worked better in helping them understand the topics, promoting their CT skills, preparing them to be active citizens in the future and developing their English fluency.

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I tried to involve my students in 2 debate activities with 2 different classroom arrangements( small groups of experts and hemicycle) . Before the class activities, I applied a set of questionnaires to students regarding their level of confidence when it comes to oral communication in debate classes, no matter the subject. I concluded they felt more confident during the hemicycle classroom arrangement). I will need to have some face to face interviews or online personal recordings of the students, post-activities, in order to get a more detailed analysis, apart from my personal obervations.