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hrough my professional experience, I have had the opportunity to develop different forms of professional collaboration. I would particularly highlight my participation in eTwinning projects, where I collaborated with other teachers, exchanged ideas and good practices, and jointly planned activities. I also participated in lesson planning and curriculum development, which allowed me to contribute to creating more modern and effective educational content through teamwork. In these forms of collaboration, digital tools such as eTwinning, Google Drive, Google Docs, and Microsoft Teams are very useful for communication, joint planning, and sharing teaching materials.

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My Experience with Professional Learning Approaches

Professional Learning In my teaching journey, I continuously seek ways to grow, integrating digital technology to young learners. Through eTwinning, I participate in international webinars and online groups to learn innovative STEAM methodologies and bring fresh, global perspectives into my primary classroom.

Common Planning I regularly collaborate with colleagues to align our lesson plans, curriculum goals, and digital activities. In our eTwinning projects, my European project partners and I use common planning to co-design shared project timelines, match our national curriculum goals, and structure synchronized STEAM challenges for our students.

Instructional Coaching I have experienced instructional coaching both as a learner—when first adapting to new digital tools—and as a peer support. When implementing new technologies like tablets or robotics, I work alongside colleagues to model lessons, offer non-judgmental feedback, and help them feel confident with tech in the classroom. In eTwinning, experienced ambassadors often coach us through new platform tools and interactive methods.

Collaborative Action Research I believe in testing new methods and evaluating their real impact on my students. Through collaborative action research in eTwinning, my partner teachers and I jointly investigate how hands-on tech affects young learners. For example, we observe and measure how robotics improves spatial awareness and problem-solving skills across different European classrooms.

Mentoring Having built confidence in digital teaching and early childhood tech integration, I often support newer colleagues with practical classroom strategies. Within the eTwinning network, mentoring helps first-time project founders navigate project setup, eSafety rules, and effective partner communication.

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My name is Orhan Yalçın, and I am an English language teacher working at Ahmed İslamoğlu Anatolian Imam Hatip High School in Kayseri, Türkiye. I graduated from Erciyes University, Faculty of Education, Department of English Language Teaching, and I have been teaching English for nine years. Besides my teaching role, I am also an eTwinning mentor, supporting teachers in my district and contributing to collaborative educational projects. Throughout my teaching career, I have been particularly interested in student-centred learning, digital education, international collaboration, and professional development.

In my 5th-grade English classes, I have used a Classroom-Based Action Plan to better respond to students’ different learning needs. By observing my students, identifying their strengths and challenges, and adapting activities accordingly, I have tried to provide different ways for students to participate in and engage with the learning process. This experience also influenced my work as an eTwinning mentor. During our subject-group meetings with English teachers in my district, I have used an Instructional Coaching approach that focuses on teacher collaboration and sharing rather than simply giving advice. We discuss classroom experiences, challenges, successful practices, and possible solutions together. These two experiences have shown me that professional development is most meaningful when teachers reflect on their own practice, share their experiences, and learn from one another. For me, effective teaching and professional growth both begin with reflection and become stronger through collaboration.

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1) Participation in eTwinning projects really broadnes my professional and personal mind;

2) Observing lessons of teachers from different schools, discussions with them give lots of practical use

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In my teaching experience, professional collaboration has mainly taken place through department meetings, shared planning and the exchange of teaching materials and ideas with colleagues. I find this particularly useful when we need to coordinate assessment criteria, organise common activities or discuss strategies to support students with different needs.

Technology can make this collaboration much easier. For example, shared Google Drive documents can be used for collaborative lesson planning and sharing resources, while platforms such as Microsoft Teams can support communication, discussion and the organisation of common materials. I am also interested in developing international collaboration through eTwinning, as it offers opportunities to exchange ideas and work with teachers from other European countries.

I believe that combining face-to-face collaboration with digital tools can make professional cooperation more continuous, practical and enriching.

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Hello! I am Klodiana Kujtila, a dedicated and passionate teacher in education, as well as an active member of the European eTwinning community. Through other projects, I aim to bring to the classroom teaching methodology, built on the latest technology, and in an inclusive artificial way.

During my history as an eTwinner, I have led and designed various projects with a focus on environmental protection, cultural literacy, the development of digital competences and the promotion of languages ​​of cultures. My work is based on intercultural cooperation, the inclusion of all students and the promotion of critical thinking of the new generation of creators.

Përshëndetje! Jam Klodiana Kujtila mesuese e përkushtuar dhe e passionuar pas inovacionit në arsim, si dhe pjesëmarrëse aktive në komunitetin evropian eTwinning. Përmes projekteve ndërkombëtare, synoj të sjell në klasë metodologjitë më të fundit të mësimdhënies, duke integruar teknologjinë, dhe inteligjencën artificiale në mënyrë gjithëpërfshirëse.

Gjatë përvojës sime si eTwinner-e, kam udhëhequr dhe bashkëpunuar në projekte të ndryshme me fokus te mbrojtja e mjedisit, trashëgimia kulturore, zhvillimi i kompetencave dixhitale dhe promovimi i gjuhëve e kulturave. Puna ime mbështetet në bashkëpunimin ndërkulturor, përfshirjen e të gjithë nxënësve dhe nxitjen e mendimit kritik e krijues te brezi i ri.

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In my teaching practice, I have used different approaches to promote professional collaboration and active learning. I regularly encourage students to work together in groups, share ideas, and solve problems collaboratively. I also use digital technologies such as Google Classroom, Google Docs, Microsoft Teams, Zoom, Canva, and Padlet to support communication, collaboration, and content creation. These tools enable students to work together on shared documents, exchange feedback, create presentations, and participate in interactive learning activities. Using these technologies has improved student engagement, teamwork, and digital competence.

My Experience with Professional Collaboration & Digital Tools

In my daily teaching practice, I regularly engage in different forms of professional collaboration to enhance teaching and learning.

1. Professional Learning Communities (PLCs) and Subject-Group Meetings
I actively collaborate with colleagues in my subject department to plan curriculum units, align learning objectives, and share innovative teaching strategies.

Relevant technologies: Google Workspace or Microsoft 365 for collaborative lesson planning, and Microsoft Teams or Zoom for online meetings and coordination.

2. Collaborative Projects (eTwinning / European School Education Platform)
I participate in collaborative projects that involve designing learning activities and sharing digital resources with teachers and students from different countries.

Relevant technologies: eTwinning TwinSpace, Canva for creating educational materials, and Padlet for collaborative discussions and sharing ideas.

3. Peer Observation and Feedback
Observing colleagues' lessons and exchanging constructive feedback helps me improve my teaching practice and adopt new digital methodologies.

Relevant technologies: Google Forms for collecting structured feedback, and interactive whiteboards or digital flipbooks for sharing teaching resources and best practices.

Reflection
These collaborative approaches have strengthened my professional development, improved communication with colleagues, and enhanced my ability to integrate digital technologies effectively into teaching and learning.

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In my school, I have experience with collaborative lesson planning and sharing teaching materials with colleagues. We also discuss students' progress and exchange ideas to improve our lessons. Digital tools such as Google Drive, Microsoft Teams, and Padlet make collaboration easier because they allow us to share resources, communicate, and work together even when we are not in the same place. I would also like to use online learning communities and MOOCs to learn from teachers in other schools and countries.

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1. Common planning time:
I plan regularly with the other classroom teachers and other colleagues. A child who seems disengaged at a desk is often the one organising everyone else in the gym that change how I plan.

2. Instructional coaching
My experience is informal. Peer observation followed by conversation. It works when I raise the problem myself, and when a colleague models a technique rather than describing it.

3. Classroom-based action research
This is where most of my work sits, since I combine teaching with research. I combine my status as a postdoctoral researcher with teaching practice.

4. Mentoring
I've been on both sides. Explaining to a newer colleague why I do something forces me to check whether the reason still holds.

Relevant technology across approaches:

E-twinning and TwinSpace - international collaboration and sharing ideas

Miro - shared planning boards for co-planning; mapping observations and patterns across an action research cycle

Canva - co-creating materials colleagues can adapt rather than rebuild

Mentimeter - surfacing prior ideas with pupils, and honest input from colleagues at the start of a planning meeting

Padlet

Google sites

Technology doesn't create the collaboration, it makes it visible and persistent between the moments we're actually in the same room.

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I enjoy collaborating in etwinniung project and sharing ideas

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Here's a shorter version that still answers both parts of the question:

Professional Collaboration Approaches

1. Professional Learning Communities (e.g., eTwinning)
I have experience participating in eTwinning, where I collaborated with teachers from different countries, shared resources, and worked on joint projects. Technologies such as eTwinning and Microsoft Teams support communication and collaboration.

2. Common Planning
I have worked with colleagues to plan lessons and prepare assessments together. Google Docs and Microsoft Teams are useful for sharing lesson plans and planning collaboratively.

3. Instructional Coaching
I have received feedback from experienced colleagues to improve my teaching. Microsoft Teams and NotebookLM can support coaching by facilitating meetings and organising teaching resources.

4. Mentoring
I have been supported by a mentor who guided me in lesson planning and classroom management. Google Meet and Padlet can be used for communication and sharing resources.

5. Collaborative Action Research
I have worked with colleagues to reflect on teaching strategies and improve student learning, although not through a formal research project. Google Forms and NotebookLM can help collect, organise, and analyse information.

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Participating in eTwinning projects offers me continuous learning opportunities. Collaborating with international educators allows us to exchange valuable insights and experiences. This synergy has introduced creative digital solutions and interactive tasks into my classroom. Ultimately, witnessing my students' enthusiasm, active involvement, and pride in their achievements is the most rewarding outcome of global educational partnership."

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Every eTwinning project teaches me something new. I enjoy sharing ideas with teachers from different countries and learning from their experiences. This cooperation has enriched my lessons with innovative digital tools and collaborative activities. Seeing my students engaged, curious, and proud of their work is the greatest benefit of international collaboration.

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When I started teaching, I had an excelent mentor, an older, more experienced teacher. She helped me organise my school time, my material, I observed her and how she worked, she was very excited when I proposed an idea and most importantly she supported me when I had difficulties, she was the one I could talk to. Back then, we didn't use DT for collaboration. Now, the last 6-7 years, I am the one who mentors, I try to use the dialogical approach, we use many tools from Microsoft 365, planner, to do, microsoft teams.

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One of the approaches I use most often is collaborative learning. I organise students into small groups where they work together to solve problems, discuss ideas, or create a final product in English. I have found that students become more engaged, participate more actively, and develop both their language and teamwork skills. Even less confident learners tend to contribute more when working with their peers.

Relevant technology:

Google Docs for collaborative writing

Padlet for sharing ideas and brainstorming

Canva for creating group presentations or posters

Mentimeter or Kahoot! for interactive quizzes and feedback

I also enjoy using project-based learning, where students investigate a real-world topic and produce a meaningful outcome, such as a presentation, campaign, or digital product. This approach helps them develop critical thinking, creativity, communication, and digital literacy alongside their English skills.

Relevant technology:

Canva for presentations and infographics

Google Slides for presenting projects

Padlet for collecting resources and sharing progress

Reflection

Both approaches shift the focus from teacher-centred instruction to active student participation. Digital technologies enhance these methods by making collaboration easier, providing access to authentic resources, and enabling students to create and share high-quality work. In my experience, technology is most effective when it supports meaningful learning rather than being used simply for its own sake.

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Throughout my teaching career, I have experienced several forms of professional collaboration.

Sharing practices is something I do regularly with colleagues in my school and through eTwinning projects, exchanging lesson plans, teaching materials, and ideas for classroom activities.

Co-planning and co-creation have been important aspects of the international projects I have participated in. Teachers from different countries worked together to design activities, create shared resources, and organize collaborative events for students.

I have also been involved in professional learning communities, where educators discuss challenges, reflect on teaching practices, and learn from one another. Participating in courses, webinars, and international seminars has helped me expand my professional network and develop new skills.

Digital technologies play a key role in supporting these collaborative approaches. Tools such as Microsoft Teams, Google Workspace, Padlet, TwinSpace, Canva, Genially, Book Creator, LearningApps, Zoom, Adobe Express, ChatterKid, and Clipfy facilitate communication, resource sharing, collaborative planning, content creation, video production, interactive learning activities, and professional learning across schools and countries.

By combining these technologies with collaborative practices, teachers can build strong professional relationships, continuously improve their teaching, and create richer learning opportunities for students.

For example, in my eTwinning projects, students have created collaborative ebooks with Book Creator, interactive games with LearningApps, and short videos using ChatterKid and Adobe Express to share their ideas with peers from different countries.

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Relevant technologies that support multiple approaches:

TwinSpace – collaboration, project-based learning, international communication.

Canva – collaborative creation, digital storytelling, presentations.

Padlet – brainstorming, reflection, sharing ideas and resources.

Book Creator – inquiry documentation, digital portfolios, storytelling.

Wakelet – resource curation, reflection, collaborative collections.

Google Slides/PowerPoint – collaborative presentations and showcasing learning outcomes.

Reflecting on these experiences has reinforced my belief that thoughtful integration of digital technologies can enrich early childhood education by promoting creativity, curiosity, collaboration, and active engagement in learning.

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Throughout my teaching practice, I have explored different pedagogical approaches supported by digital technologies to create meaningful and engaging learning experiences for young children. I found that these approaches are most effective when combined rather than used in isolation.

Project-Based Learning and Collaborative Learning have been particularly valuable in my eTwinning projects. Children worked together to investigate themes, solve simple problems, create shared products, and communicate with peers from other countries. Digital tools such as TwinSpace, Canva, and Padlet supported collaboration, documentation, and the sharing of ideas and outcomes.

I have also integrated Inquiry-Based Learning with STEAM activities, encouraging children to ask questions, make predictions, experiment, observe, and reflect on their discoveries. Technologies such as Book Creator for digital portfolios, Wakelet for collecting resources, and simple multimedia tools for recording observations helped make children's thinking visible and supported reflection.

Another meaningful experience involved combining creative expression with digital storytelling. Children used drawing applications, voice recordings, and presentation tools to express their ideas, emotions, and learning in multiple ways. This approach promoted communication skills, creativity, and confidence.

These experiences have shown me that technology is most powerful when it serves clear educational goals. Rather than focusing on the tools themselves, I aim to select technologies that enhance participation, foster collaboration, support inquiry, and encourage children to become active creators of knowledge.

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My experience

My experience with the use of Digital Technologies (DT) in my school has been mostly positive. Teachers use computers, projectors, interactive presentations, and online learning platforms to make lessons more engaging and interactive. DT has helped students access information quickly, collaborate on projects, and develop important digital skills. It has also made communication between teachers, students, and parents easier.

However, there have been some challenges, such as occasional internet problems, limited access to devices, and the need for additional training for both teachers and students. Despite these difficulties, Digital Technologies have improved the teaching and learning process in my school and have created more opportunities for active and personalized learning.

We most use canva collaborative presentations and lot of other platformsto interact in classroom.

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In my school, we regularly have meetings with the other teachers of our subject. We discuss levels of achievement, interventions needed, assessment schedules etc

We use Microsoft Teams with students and colleagues to share resources quickly and to work on assignments or projects

In starting work as a teacher in Ireland you must complete and induction programme where mentorship is a factor. I have experience as mentor and mentee over the last decade. I regularly host and visit colleagues classrooms to observe lessons-this year the focus was formative feedback.

How to give it to students, various formats, Teams included and then how to ensure they engage with the feedback

We are also an Erasmus+ accredited school so we work collaboaratively with partner schools in Twinspace

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In my experience as a VET teacher and international projects coordinator, professional collaboration has taken different forms over the years.

One of the most meaningful approaches for me has been collaborative project work through Erasmus+ and eTwinning initiatives. Working with teachers from different countries helped me co-design activities, coordinate international teams and exchange teaching practices connected to innovation and digital education. In these experiences, tools such as Microsoft Teams, Google Drive, TwinSpace and Canva were essential to communicate, organise tasks and collaboratively create educational resources.

I have also participated in reflective collaboration through training courses, workshops and peer exchanges, where teachers shared classroom experiences and discussed teaching methodologies. Digital platforms like Padlet, Zoom and Google Meet made these interactions more dynamic and accessible, especially in international environments.

Another important approach has been resource sharing and co-creation with colleagues from my own institution. Using technologies such as Genially, shared cloud platforms and collaborative documents allowed us to develop materials together and improve coordination between teachers.

These experiences showed me that technology is not only useful for communication, but also for building professional learning communities based on trust, creativity and continuous improvement.

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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 give them electronic devices to keep them occupied. Therefore, the first task is to organise a meeting with the parents to explain the appropriate and inappropriate use of new technologies with their children. Following this initial training, further sessions are usually held to introduce them to the platforms we use. One of these relates to the eTwinning project we are currently running at the school. Families often need help, as do teachers who have not previously participated in an eTwinning project, particularly with regard to posting on TwinSpace. To share educational moments with pupils and their families, we use a shared folder on Google Drive. We teachers receive training based on the needs identified at the start of the school year, which vary each academic year. Meetings with the teaching team take place weekly, to plan or review scheduled activities, both extracurricular and complementary. All other activities carried out by teachers at the school are collated in a Drive folder, which is updated by the ICT coordinator. In addition, we use the school email system to communicate with the various members of the educational community.

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In my school, we have monthly meetings with primary teachers, which support collaboration and exchange of ideas. As I am responsible for the training and mentoring committee, I try to support my colleagues by sharing teaching ideas and approaches, but also by actively listening to their needs and experiences.

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In my school, we have monthly meetings with primary teachers, which support collaboration and exchange of ideas. As I am responsible for the training and mentoring committee, I try to support my colleagues by sharing teaching ideas and approaches, but also by actively listening to their needs and experiences.

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This reflects a mentoring and collaborative approach, where teachers learn from each other and develop professionally together.

In my practice, I have used digital tools such as Google Docs and WhatsApp to communicate, share resources, and plan activities. These tools help us stay connected and collaborate more efficiently, even outside formal meetings.

I believe that combining mentoring with collaboration and digital tools can make professional development more effective and supportive.

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Engaging in eTwinning projects can be demanding. Limited time, heavy workloads, and language challenges often create obstacles to active participation. Nevertheless, through commitment and a willingness to cooperate, educators find ways to share ideas, adapt activities to their students’ needs, and progress at their own pace toward shared objectives.

The diversity that emerges from this collaboration becomes a valuable asset. It brings together different perspectives, enriches project outcomes, and fosters deeper student involvement. At the same time, the use of digital tools and collaborative platforms supports these efforts by enabling educators to exchange good practices and co-create learning materials in a practical and engaging way.

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1. Professional Learning Communities (PLC) - I have some experience with collaboration through projects and informal teacher exchanges, but not a fully structured PLC. Activities similar to eTwinning are very motivating because they connect teachers across countries and bring new ideas into the classroom. I would like to develop this more using eTwinning, Microsoft Teams, and shared platforms like Google Drive for continuous collaboration and reflection.

2. Common Planning Time - In my school, we sometimes have informal planning discussions with colleagues teaching the same subject, especially before exams or when preparing materials. However, this is not always regular or structured. Tools like Google Docs, shared calendars, and Teams could make planning more organized and allow us to collaborate even outside school hours.

3. Instructional Coaching - I have experienced elements of coaching through collegial advice and sharing teaching strategies, but not formal coaching with observation and feedback. I think this approach could be very valuable for professional growth. Digital tools like Zoom (for recorded lessons), Teams, or even simple video recordings could support reflection and feedback discussions.

4. Collaborative Action Research - I often reflect on my lessons and adjust my teaching based on student performance, but I have not used a structured action research model. Still, the idea of planning–observing–reflecting fits well with my experience. Tools like Google Forms (for student feedback), Excel/Sheets (for tracking results), and Padlet (for reflection) could support this process.

5. Mentoring - With my 23 years of experience, I have informally supported younger colleagues, sharing materials and advice. I see mentoring as very important for both sides. Communication tools like Viber/WhatsApp, Teams, or email, as well as shared folders, can make mentoring more continuous and accessible.

Overall, I see that digital tools can help make collaboration more structured, continuous, and meaningful, especially when combining several of these approaches.

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My experience of professional collaboration in eTwinning

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My experience of professional collaboration in eTwinning

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In my teaching practice, I actively combine different approaches to professional collaboration, especially within eTwinning projects.

1. Collaborative project-based approach
I work together with international partners to design and implement projects. For example, in “My Country 3D” and “Bridge of Kindness 3D”, we co-create activities, share responsibilities, and build common products.
Tools: TwinSpace, Padlet, Canva, StoryJumper

2. Peer learning and exchange of experience
Collaboration with colleagues (both in my school and internationally) helps me grow professionally. We share ideas, discuss challenges, and inspire each other.
🔧 Tools: Zoom, WhatsApp groups, Google Docs

3. Mentoring approach (patronage model)
I implement an innovative model “mentor class – mentee class”, where older students support younger ones. This creates a safe and friendly learning environment.
Tools: Padlet (for shared results), Canva (for visual products), Zoom (joint meetings)

4. Reflective collaboration
After each activity, we reflect with partners and students: what worked well, what can be improved. This helps improve future collaboration.
Tools: Google Forms, Mentimeter Conclusion:
Combining different approaches makes collaboration more meaningful and effective. Digital tools help us connect, create, and reflect together, even from different countries.

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When I first stepped my students into the world of MOOCs in Jordan, I wasn't sure what to expect. These weren't courses I stumbled upon randomly — they were carefully selected, chosen with intention, matching where I was in my journey and where I wanted to go. That deliberate choice alone made the experience feel different. More personal. More purposeful.

What surprised me most wasn't the content — it was the people. Behind every screen was a learner just like me, curious and searching. The moment we began to meet — through forums, through shared responses, through collaborative tasks — something shifted. Strangers became colleagues. Colleagues became a community.

And then came the interaction — the part no textbook could replicate. Exchanging ideas with someone from a different country, a different classroom, a different reality, yet arriving at the same questions, the same struggles, the same breakthroughs. It reminded me that learning has never truly been a solo journey.

Looking back, the MOOCs didn't just build my knowledge — they expanded my world. They proved that professional growth doesn't always happen in a workshop or a conference hall. Sometimes it happens quietly, at your own pace, on your own screen — yet somehow, together.

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Reflecting on the role of professional learning communities, I strongly believe that schools would benefit from more structured opportunities for collaboration between educators. Creating spaces where educators come together during professional development sessions can encourage the sharing of knowledge, experiences, and effective strategies aimed at whole-school improvement. When educators collaborate meaningfully, professional learning becomes richer and more impactful for both teachers and students.

On a personal level, I already experience this type of collaboration through eTwinning, which I often use as a form of professional learning community. Through class-based projects with both local and international teachers, we work together, exchange ideas, and support one another’s practices. The TwinSpace platform serves as our shared working environment where planning, communication, and collaborative activities take place.

However, if we truly want to see sustainable whole-school improvement, such collaborative practices need to extend beyond individual initiatives. Ideally, they should be implemented across the entire school community, involving subject teachers, peripatetic teachers, and other educational professionals. Most importantly, families should also be included as partners in this process-an essential perspective that is very often overlooked. Strengthening these partnerships can enrich the learning environment and support a more holistic approach to school development.

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In my school, there are school subjects departments, but it is not very common to collaborate and discuss together about the strategies or methods to adopt in class. We rarely meet and we don't share experiences or try to solve problems in class. A more appropriate collaboration is evident in class, when we have to plan activities involving several subjects and transversal skills. In this case we usually use shared Google document to jot down ideas or to fill in template.

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we as English teachers come together regularly and discuss on the progress of the students, take precautions or celebrate achievements. We create, teach and learn collaboratively.

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In my experience, working with colleagues can be really helpful because we share ideas, but it’s not always easy to find time or stay organized. When we plan lessons together, I’ve often picked up useful ideas that I later used in my own teaching. Also, when there is a more stable group (like a small community), I feel more supported.

To make collaboration easier, I usually use simple tools like Google Docs to work on files together, Microsoft Teams for communication, and Zoom for meetings when we can’t meet in person.

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I collaborate with my colleagues on daily basis. We are eTwinning school and we regularly exchange ideas how to improve our participation in differnet projects and develop our own ones. Through various meetings in and outside the workplace I share my ways of teaching and using different tools to motivate my students when learning something new. I like learning new things, implementing it in my lessons and then analysing it with my students and colleagues. I also share knowledge of using different digital tools with my students.

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Exchanging teaching experiences, observing other teachers working in their classroom, sharing and discussing with other fellow teachers are key points in a teacher's growth and devolepment. In my country we have this opportunity for physical obeservation and mentoring, organised by our Ministry of Education. And with eTwinning projects as teachers we have the opportunity to learn, collaborate, exchange materials and methodologies, improve our teachings in a safe virtual enviroment. We can use various digital tools to facilitate this.

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Participating in eTwinning projects is an opportunity for teachers to advance their professional skills, particularly in collaborative teaching methodologies.

Online seminars also allow participants to share good practices.

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I have collaborated with colleagues within my school to design interdisciplinary activities and improve lesson planning. In our eTwinning and STEAM projects, we regularly shared resources, reflected on student outcomes, and adjusted strategies together.
Relevant technology: Google Drive (shared documents), Microsoft Teams, Zoom for online meetings, and shared planning boards in Trello or Padlet.

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The resources from europa.eu regarding MOOC-based learning communities have confirmed a long-standing intuition of mine: learning alone in front of a screen has its limits. The true value emerges only when I bring those ideas into the teachers' lounge or onto TwinSpace, transforming them into collective action.

My goal for the future is to stop viewing online courses as mere individual tasks to be checked off, but rather as seeds for School-Based Learning Communities. I want to leverage digital platforms to create that 'synergy' I often mention—where my experience meets my colleagues' enthusiasm, resulting in a school that is more deeply connected to the European educational landscape.

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Collaboration in eTwinning projects transforms education through European partnerships. Students and teachers use the platform to exchange ideas, create shared resources, and complete interactive tasks. This cultural interaction develops digital and linguistic skills, promoting teamwork in a safe virtual environment where creativity knows no geographical boundaries.

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In my experience, professional collaboration has occurred through PLC meetings, co-teaching, and peer feedback, where teachers shared lesson ideas and discussed student progress. Using digital tools has made this process more efficient—for example, shared planning documents through Google, communication and file collaboration via Microsoft platforms, and virtual meetings using Zoom Video Communications. These technologies support ongoing communication, resource sharing, and reflective practice across multiple collaboration approaches.

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Lavoro spesso con i miei studenti utilizzando le tecnologie e il riscontro è sempre positivo. Non bisogna, però, mai eccedere perchè la tecnologia rimane sempre un mezzo, uno strumento.

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We utilized Padlet to brainstorm project ideas across different countries and Zoom for live student-to-student interactions. These tools helped bridge the distance and allowed us to pursue common pedagogical goals in real-time.

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I have noticed that professional collaboration is often limited to sharing resources, while we rarely get to see how our colleagues actually teach in real-time due to time constraints. In my experience, receiving constructive feedback after a peer observation session is the most effective way to achieve professional growth. Instead of physical presence (which can sometimes feel intrusive), teachers can record short 10-15 minute segments of their lessons. This method effectively combines "Sharing Best Practices" (by observing the actual lesson) with "Reflective Feedback" (through a post-observation discussion based on concrete video evidence).

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I worked with my students on eTwining projects and used different difital tools for learning.

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One of the key components of effective professional collaboration is the use of an appropriate approach, which involves choosing strategies and methods appropriate to the context, encourages clear and open communication between colleagues, promotes mutual respect and trust, and facilitates decision-making based on evidence and good practices, thus contributing to the continuous improvement of the educational process.

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The experience of working on e-twinning projects has offered me valuable insight, tools and ideas to implement in my classes. Collaborating with so many partners around Europe strenghtens our arsenal towards creating meaningful material for our pupils. I have always had the pleasure of sharing all this experience with my colleagues at school which often persuade them taking part in other collaborative projects. The exchange our ideas as well as material significantly enriches the teaching process and shapes a strong community of like-minded collaborators.

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In my teaching practice, I have worked with several pedagogical approaches, especially collaborative learning and student-centred learning, supported by digital technology.

Through collaborative learning, I encouraged students to work in pairs or small groups using shared digital tools such as Google Docs and Padlet. These tools allowed students to co-create content, share ideas, and provide peer feedback in real time, which improved communication and teamwork skills.

I have also applied a student-centred approach by using interactive platforms like Kahoot, Quizizz, and Mentimeter. These technologies helped adapt lessons to students’ needs, increased engagement, and allowed immediate feedback, making learning more dynamic and motivating.

By combining collaborative and student-centred approaches with digital resources, I observed higher student participation, better interaction, and a more inclusive learning environment. Digital technology played a key role in supporting active learning and enhancing the overall teaching process.

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Necmiye Aslı Şahin secondary school TURKEY

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Necmiye Aslı Şahin secondary school TURKEY

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Professional Development & Digital Competence Journey

​"Professional collaboration and lifelong learning are the cornerstones of modern education. By engaging in digital competence-focused projects and eTwinning initiatives, we as educators do more than just learn new tools; we share best practices and move toward common pedagogical goals.

​The journey of completing specialized MOOCs and implementing them through peer learning allows us to personalize our teaching strategies. It empowers us to design student-centered, technology-enhanced experiences that truly resonate in the classroom. Each milestone—from self-reflection to international recognition—not only strengthens our individual career paths but also enriches the entire school community's educational mission.

​I am proud to be part of this European recognition scheme, turning digital theory into practical classroom success!"

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I think that collaborating and sharing are very important to improve teaching and learning. Cooperating between different colleagues we can,  at the same time, open our minds and learn new ways to teach and to plan our work. That is what I do on the eTwinning platform and at my school with some colleagues!

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Professional collaboration strengthens teaching and learning by fostering continuous improvement. Through PLCs, educators share best practices, analyze data, and pursue common goals. Common planning time aligns instruction and ensures consistency across classrooms. Instructional coaching offers personalized support and reinforces the school’s educational mission. Classroom-based action research encourages reflection and responsive teaching. Together, these structures promote professional growth and student success.

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The eTwinning platform enables teachers to continuously develop their skills. Through collaboration, communication, and sharing in the projects we participate in, we learn about new technologies and find opportunities to integrate them into education.

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Profesyonel iş birliği, öğretim ve öğrenmenin gelişmesi için büyük önem taşır. Öğretmenler, Profesyonel Öğrenme Toplulukları (PLC) sayesinde en iyi uygulamaları paylaşır, öğrenci verilerini birlikte inceler ve ortak hedefler belirleyerek sürekli gelişim kültürü oluşturur. Ortak planlama zamanları, öğretmenlerin derslerini uyumlu hâle getirip etkili etkinlikler hazırlamalarını ve sınıflar arasında tutarlılık sağlamalarını sağlar. Öğretim koçları ise öğretmenlere bireysel destek vererek stratejilerini geliştirmelerine ve kanıta dayalı yöntemleri uygulamalarına yardımcı olur. Sınıf içinde yapılan eylem araştırmaları da öğretmenlerin yöntemlerini anında test edip geliştirmesine, böylece öğrenci ihtiyaçlarına daha iyi yanıt vermesine katkı sağlar. Bu işbirliği yapıları bir araya geldiğinde, hem öğretmenlerin profesyonel gelişimi hem de öğrencilerin başarısı güçlenir.

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Evrim Maço Erdurucan / Türkiye/Diyarbakır

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Evrim Maço Erdurucan / Türkiye/Diyarbakır

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Through the projects we've undertaken via eTwinning, we're developing professionally, learning about new things with my students, and making education more enjoyable.

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Your Human Library project is an innovative platform where people act as "books" that readers can "borrow" for a conversation.

Its core goal is to create a safe space for dialogue where the sharing of personal stories directly helps to:

Break down stereotypes.

Challenge prejudices.

Build empathy within the community.

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With each project we design and implement, we gain new insights and apply them in practice. Every experience builds on the last, expanding our knowledge. eTwinning supports the comprehensive development of both educators and students.

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In my work with professional learning communities, I regularly collaborate with colleagues to review children’s developmental data and share strategies, often using Google Workspace to stay organized. During common planning time, I work with my team to align lessons and materials across classrooms, relying on shared digital templates made with Canva. Through mentoring, I support or receive guidance from another educator by observing and giving feedback. When engaging in collaborative action research, I work with coworkers to investigate a classroom challenge, implement new strategies, and analyze our results together with the help of tools like Google Forms for data collection.

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Professional Learning Communities (PLCs): Sharing best practices and setting goals together → Teams, Google Workspace.

Collaborative planning: Aligning lessons and designing activities → Google Calendar, Canva.

Instructional coaching: Personalized support and strategy refinement → Zoom, video lessons.

Action research: Testing and adapting approaches in the classroom → Google Forms, Kahoot.

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Professional collaboration is essential for improving both teaching and learning. Through Professional Learning Communities (PLCs), educators share best practices, analyze student data, and set collective goals, fostering a culture of continuous improvement and targeting common goals. Common planning time allows teachers to align instruction, design meaningful activities, and ensure consistency across classrooms, also by setting an institutional standard. Instructional coaching provides personalized support, helping teachers refine strategies and integrate evidence-based practices. It also allows teachers to keep the same mindset according to the school educational misson. Finally, classroom-based action research empowers educators to test and adapt approaches in real time, promoting reflective practice and deeper engagement with student needs. Together, these collaborative structures create a dynamic environment where professional growth and student success go hand in hand.

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I am aware of the importance of collaboration in projects.

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In every project we undertake and plan, we learn something new and put it to the test. Each time, we add new knowledge to what we have learned. eTwinning contributes to the holistic development of both us and our students.

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Frequent internet connection interruptions and slow internet speeds in my classroom cause me to experience difficulties. However, when I implement this, my students' digital literacy increases. Learning reinforcement yields positive results. I frequently use it in eTwinning projects.

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The Role of Learning Communities in School-Based MOOC Integration

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The Role of Learning Communities in School-Based MOOC Integration

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After watching the video on how to build school-based learning communities for MOOC use, I realized how essential collaboration and shared responsibility are in digital learning environments. The idea of teachers supporting each other, creating a common learning culture, and integrating MOOCs into real classroom practices stood out to me. This approach not only increases participation but also helps establish a sustainable digital learning ecosystem within the school. I believe that forming small teacher groups, sharing experiences regularly, and setting common learning goals can significantly improve the impact of MOOCs in our school.

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eTwinning is a platform that directly impacts teachers' professional development (PD) and professional engagement. Collaborative Learning: Teachers came together with colleagues from different European countries to learn and experience new pedagogical approaches, classroom management techniques, and assessment methods. Enhancing Digital Competencies: The projects challenge teachers to use new digital tools (Web 2.0 tools, cloud-based platforms, etc.). This increased teachers' digital literacy and their ability to integrate technology into education.

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Collaboration and the exchange of fresh, inspiring ideas are the key elements that make a significant difference in education and eTwinning Programs. Over the past two years, I have taken on a more supportive role, coaching and coordinating fellow teachers to help them embrace the innovative spirit of eTwinning. Professional Learning Communities provide a fantastic opportunity for educators to work together, even when they are miles apart.

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Cooperation in eTwinning means for me working collaboratively with partner teachers to plan, carry out, and evaluate shared learning activities, ensuring meaningful interaction, equal contribution, and high-quality outcomes for students.

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Özlem Özüdoğru Lalahan Çok Programlı Anadolu Lisesi, Ankara Türkiye 

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Özlem Özüdoğru Lalahan Çok Programlı Anadolu Lisesi, Ankara Türkiye 

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By participating in eTwinning projects, I found many opportunities to develop skills, especially the opportunity to meet teachers from the same field outside my school and country. We identified topics and made project plans with these teachers, developing our ideas. We researched and discovered digital tools that we could use to implement our plans. We learned to use different digital tools. We created joint products. We gained experience in sticking to the plan and showing flexibility. We formed different teams within the project. I had the opportunity to work with innovative teachers who were open to development.

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Meryem Şirinsoy Kalaycı/ Sahil Anaokulu/ Bitlis-Türkiye

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Meryem Şirinsoy Kalaycı/ Sahil Anaokulu/ Bitlis-Türkiye

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We utilize various educational technologies and WEB2.0 tools in our school's educational activities. We also utilize digital tools in our e-Twinning Projects. We use these tools to design, develop, and share our teaching materials. We also implement collaborative projects and teaching activities with teachers who are my colleagues at my school but are at different stages of their professional lives.

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I use digital technologies extensively. Padlet is indispensable. I share all my events with my partners here. We also design collaborative products on Canva.

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Sınıfımda dijital teknolojileri kullanırken yaşadığım en büyük başarısızlık, öğrencilerimin ilgisini artıracağını düşündüğüm bir çevrim içi aracı teknik sorunlar nedeniyle kullanamamak oldu; bu durum hem zaman kaybına hem de ders akışının bozulmasına yol açtı. Ancak en büyük başarım, aynı teknolojileri doğru planlama ve basit araçlarla harmanladığımda tüm öğrencilerin aktif katılım sağladığı, kendi ürünlerini oluşturduğu ve gerçek bir öğrenme topluluğuna dönüştüğümüz dersler oldu. Bu süreç bana, dijital teknolojilerin amacın kendisi değil, öğrenmeyi güçlendiren bir araç olduğunu ve en önemli unsurun öğrenciyi merkeze alan esnek bir öğretim yaklaşımı olduğunu gösterdi.

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I realised that I use or have used all of the approaches. Prosessional learning communities since I am very active as an etwinner, collaborative action research , etc.

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I have worked in small teacher teams where we regularly shared ideas, discussed challenges, and supported each other in planning activities for eTwinning. This kind of collaboration helped me learn from colleagues and improve my teaching. I have also used tools like Microsoft Teams or Zoom for meetings, Padlet for sharing reflections, and other useful technologies to support these collaborative approaches.

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I have experience using project-based and inquiry-based learning supported by digital tools. Digital technologies helped students explore real-world problems, collaborate, and turn abstract concepts into practical solutions. Tools such as Padlet, web-based applications, simulations, and simple coding environments increased engagement and supported teamwork.

I also used digital resources to promote inclusive learning, adapting content to different learner needs through visual and interactive materials. I found that the best results occur when multiple approaches are combined, and technology is used with clear learning objectives rather than as the main focus.

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Collaboration is important to me because it allows us to share ideas, learn from each other, and create richer learning experiences for our students. When teachers work together, we combine our strengths, support one another, and develop more creative and effective activities. Collaboration also helps us build a strong international community where students can benefit from diverse perspectives and cultures.

In my eTwinning project, I collaborate with other teachers by planning activities together, communicating regularly through TwinSpace, WhatsApp, and online meetings, and sharing materials, ideas, and responsibilities. We coordinate deadlines, discuss students’ progress, and jointly create digital products. This teamwork ensures that the project runs smoothly and that all students actively participate and learn from each other.

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I am aware of the importance of continuous collaboration with my colleagues so that project activities are carried out smoothly.

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I often collaborate with teachers at my school, both within my subject and through various school activities. I find this interesting because I learn different teaching methods from them, for example in subjects like History and Art. Through eTwinning projects, I also collaborate at an international level, which allows me to gain insights into the curriculum of my subject in other European Union countries.

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My collaboration with teachers through digital tools such as the eTwinning platform, Zoom, Padlet, and various online applications has greatly enriched my professional practice. Using eTinning, I have had the opportunity to connect with colleagues from different countries, share teaching ideas, and participate in international projects that promote creativity, cultural exchange, and innovative teaching methods. This platform has allowed me to collaborate in a structured, purposeful way while also developing new digital skills.

In addition to these tools, we have also used various online applications for communication, assessment, and creative expression. Platforms for shared documents, digital quizzes, and collaborative presentations have supported smooth and effective teamwork, allowing each participant to contribute in their own way.

Overall, collaborating with teachers through digital tools has broadened my professional network, improved my digital competences, and inspired me to introduce more innovative and engaging activities in my classroom. This type of cooperation continues to motivate me to learn, share, and grow as an educator.

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As an active etwinner for almost 12 years now, I collaborate with my colleagues through different ways, using Facebook, messenger, Whatsapp, google docs...

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Collaboration with my colleagues is very important to me. We exchange ideas about strategies, methods and the content of our teaching. Sometimes the collaboration takes place on an online platform like webex. Most of the time we talk during the children's break, when all the kindergarten teachers go out into the yard.

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Actually I use PLCs a lot in my professional life and normal life. I can exchange my experience with other colleagues.

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Cooperation and interdisciplinary activities helped me to involve students. Also peer tutoring and of course eTwinning projects.

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Etwinning helped me with teaching and engaging students.

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I was collaborated in an e - twinning project with colleagues from Turkey and i have learnt a lot from them. Then i shared my experience with my colleagues and other partners in my school and outside it

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My collaboration with newly appointed teachers over the last two years centered on Structured Mentoring and Peer Observation. This approach involved structured debriefing sessions following lessons, providing targeted guidance on critical issues such as classroom management, and jointly analyzing specific teaching scenarios.

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Through my years of experience I have collaborated with teachers in differents projects and even if sometimes it has been challenging it has always been very empowering and I have learned a lot.

Some younger teachers have taught me a lot aboiut new technologies and from more experienced teachers I have learnt a lot about cllassroom management.

We all learn from each other.

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I collaborated both in school as a primary school teacher and educational advisor with all my colleagues in school and extracurricular activities but also as an eTwinning ambassador, through projects, with eTwinners from Europe connecting to meetings via Zoom, Microsoft Team, WhatsApp group and planning projects, sharing our experience in the department, collaborating to create very useful and interesting digital materials.

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Throughout my teaching journey, I’ve had many valuable experiences collaborating with colleagues — both within my school and through international projects such as eTwinning.
We worked together to design digital lessons, exchange classroom practices, and integrate innovative tools to improve student engagement.

For example, during a joint project on digital storytelling, my team used Book Creator and Canva to co-design interactive storybooks. This allowed each teacher to contribute ideas, visuals, and feedback in real time. In another collaboration, we used Google Workspace (Docs, Slides, and Drive) to co-plan lessons and share teaching materials efficiently.

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As a primary school teacher, PLC approach is the approach I use mostly to collaborate with my colleagues.I use ESEP eTwinning, Global Action Days,Codeweek,Education for Climate platforms.In eTwinning projects I collborate ,a wide range from preschool to high school teachers. We discuss and run great projects by meeting online, sharing ideas For common planing approach I collaborate with the teachers who teaches the same class level, we have whatsapp group,exchange ideas.Also we have school teams for the local or national projects,we share ideas face to face meetings and use school whatsapp groups. For instructional coaching, I can say I use eTwinning groups for specific topics.Also I'm an eTwinning town director ,I have whatsapp group tor eTwimner teachers in my town and a group which is run by city director, an instagram account for our city research and development unit. For active research I used Selfie individualy,eSafety label website(when it was open)for my school. I use EBA (ministry's student platform) for my students'development.

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I had such a collaboration with a ICT teacher. We set common goals that were achieved through activities in both the ICT and music lessons. We observed that the children found it very interesting and that, in the end, the goals we had set were achieved.

Daily Common Planning: My participation as a music teacher together with the classroom teacher was very important.

Instructional Coaching: I have collaborated knowing what I wanted to do, having set a goal, and the coach empowered me to find new ways to achieve that goal.

Collaborative Action Research: I always try to collect evidence showing how effective my planning was, to get feedback, and to redesign if necessary.

Mentoring: It's simply wonderful to combine the experience of a more senior teacher with the fresh ideas of a new one.

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At my workplace, I'm the youngest, and that mean my elder colleges think I can't teach them something new, they "know everything". I took a part of some eTweens projects and that was amazing experience I found a new friend, learn a lot, collaborated with different teachers. I have no colleges like etweeners at my workplace

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"I can relate to the experience of professional collaboration, especially within the context of Professional Learning Communities (PLCs) focused on integrating technology. As a math teacher, I often participate in projects where we jointly design interactive digital lessons to improve conceptual understanding. We use platforms like GeoGebra, Desmos, and shared Google Drive folders for common planning and resource sharing. I often take the role of mentoring colleagues on using these tools to visualize algebraic or geometric concepts. These experiences have significantly enhanced my ability to create dynamic learning environments, making the collaboration highly valuable and innovative for improving student outcomes in mathematics." 📈🤝

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During my teaching experience, I have engaged in several forms of professional collaboration. Peer observation has been very useful — I’ve observed colleagues’ lessons and received feedback on my own, which helped me refine my teaching methods. Team teaching has also been a rewarding experience, as it allowed me to combine different teaching styles and support students more effectively.

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In Albanian schools there are subject equipments for teachers also the main teacher councile and we do meerings every month with these communities. But mostly we do talking teacher daily in breaks or in class off hours. These short meetings are very efective and collaborative because we share momental ideas and work.

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The main factor in the success of education, from my point of view, is collaboration. The main factor in the success of education, from my point of view, is collaboration. By collaborating, teachers exchange ideas, look for solutions to a certain educational problem.

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Approaches and Experiences in eTwinning Projects

Throughout my eTwinning experience, I have implemented several teaching and learning approaches, including collaborative learning, project-based learning, interdisciplinary teaching, and experiential learning.

Collaborative Learning:
In our eTwinning projects, students worked in international teams to explore topics such as sustainability and cultural diversity. Through TwinSpace, Padlet, and Google Docs, they exchanged ideas, shared resources, and co-created digital products. This fostered communication skills, empathy, and intercultural understanding.

Project-Based Learning (PBL):
Each project was designed around real-world themes and guided inquiry. For example, in a project about “Healthy Lifestyles,” students created digital posters, infographics, and short videos using Canva and Genially to raise awareness. The combination of creativity and research strengthened their problem-solving and critical thinking skills.

Interdisciplinary Approach:
I connected citizenship education, science, and ICT by designing cross-curricular lessons. Using Thinglink and BookCreator, students combined textual, visual, and interactive elements to showcase their understanding of complex topics in a creative way.

Experiential Learning:
Students engaged in local environmental actions and then documented their experiences through digital storytelling tools like Adobe Express or StoryboardThat, linking hands-on experiences with digital reflection.

Relevant Technology Integration

To implement these approaches effectively, I frequently use tools such as TwinSpace, Google Workspace, Padlet, Canva, Genially, and Jamboard. These platforms promote collaboration, communication, creativity, and critical thinking, supporting two or more pedagogical approaches simultaneously—for instance, using Padlet both for collaborative brainstorming and for documenting progress in project-based learning.

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Collaboration is a vital part of my professional practice. I work closely with colleagues whom I deeply appreciate and respect, forming a supportive learning community. Together, we regularly exchange ideas, share resources, and reflect on our teaching practices. This ongoing dialogue not only enhances my own professional growth but also strengthens our collective capacity to create meaningful learning experiences. Through collaboration, I am continually inspired, challenged, and reminded of the value of learning from one another.

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I work closely with my fellow math teachers to plan, share ideas, and improve our teaching practice. We regularly discuss how to make lessons more engaging, how to integrate digital tools effectively, and how to design common assessments that truly reflect students’ understanding. Together, we reflect on student progress, exchange teaching strategies, and create materials adapted to different learning needs.

This collaboration helps me grow both professionally and personally. It allows me to see mathematics from different perspectives, to receive constructive feedback, and to continuously refine my teaching methods. Working as a team also gives me the confidence and motivation to try new approaches in my classroom.

For communication and collaboration, we use several digital platforms such as Google Workspace, Microsoft Teams, eTwinning, and Padlet to share resources and stay connected. Tools like GeoGebra and Livresq also support our creative work in designing interactive lessons.

Collaborating with my colleagues has taught me that professional growth is a collective process — when teachers learn together, students benefit the most.

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I can relate to Mais’s experience with different forms of professional collaboration. As an ICT teacher, I also participate in various eTwinning projects that involve Professional Learning Communities, common planning, and mentoring. I often take the role of supporting other teachers in integrating digital tools into their lessons effectively. We use platforms such as Google Docs, Canva, TwinSpace, and Padlet for lesson design, collaboration, and sharing resources. These experiences have helped me strengthen my leadership and communication skills, making collaboration more innovative and inspiring for both me and my colleagues.

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The main approaches I use for professional collaboration are Professional Learning Communities (PLCs) and Common Planning Time. A lot of this experience comes from participating in eTwinning projects.

Digital tools help this collaboration a lot:

I use tools like Google Docs/Slides for common planning and preparing lesson materials.

Padlet and Canva are very useful for sharing ideas, brainstorming, and displaying student work visually.

Microsoft Teams or Zoom/Meet are essential for virtual meetings and sharing resources with colleagues in different places.

Using these tools helps me not only share my experiences but also continually improve my own teaching.

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throughout my experience, I have developed few twinning project, but I had the opportunity to challenge my digital skills an didactical experience especially for having the opportunity to share experience with other teachers

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In every eTwinning project i have been participated, the first thing that plays role is collaboration and sharing new and interesting ideas. The last two years i am in a position of coaching and organizing other teachers and try to make them feel the innovation of eTwinning. Professiona Learning communities are a great opportunity to make the first step whne your colleagues are miles away.

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I've participated in several eTwinning projects, and thanks to them, I've developed various digital skills, learned more precise lesson sharing, and improved my leadership. We've used Google Docs, Canva, Padlet, Memtimeter, and many others.

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Through my eTwinning projects, I have experienced different forms of professional collaboration, such as co-designing lessons, team teaching, and sharing best practices with colleagues. These projects also helped me develop my leadership skills, as I often coach other teachers in using digital tools effectively. We used TwinSpace, Google Docs, and Canva for joint planning and creation, and Padlet for idea sharing. This collaboration made our work more creative, supportive, and inspiring.