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While shared educational resources are a fantastic time-saver, my biggest challenge is adapting them to fit my exact curriculum standards and classroom dynamics. You can rarely just "plug and play" materials created by someone else.

This is especially true when sourcing English language materials. A common obstacle I face is discovering that a visually engaging resource was originally designed for native English speakers rather than ESL (English as a Second Language) learners. Native materials often rely on idioms, cultural assumptions, or complex vocabulary that derail a lesson for language learners. As a result, I have to thoroughly vet and modify every shared resource—adjusting language difficulty, scaffolding tasks, and tailoring the content to my students' specific learning needs and background knowledge before it is ready for the classroom.

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Anila Hoxhaj    Adaptability & Linguistic-Cultural Alignment in Digital Resources

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Anila Hoxhaj    Adaptability & Linguistic-Cultural Alignment in Digital Resources

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One of the primary challenges I frequently encounter when utilizing shared international resources (such as eTwinning or open STEAM repositories) is adaptability and cultural-linguistic alignment.

While many global educational materials offer great core concepts, they often require significant modification to align with our local national curriculum standards and language nuances. Additionally, technical issues such as rigid PDF formats or non-editable media files often make it time-consuming to translate, adapt, or compress files for students with varying levels of digital access at home.

To address this, I focus on creating modular, easily editable content (such as Google Docs or open templates) and using Creative Commons licensing to ensure that adapted materials can be seamlessly reused by colleagues.

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For me, the biggest challenge when using shared educational resources is adapting them into the Albanian language while maintaining the proper literary, cultural, and linguistic nuances for my lower secondary students. Many online materials require significant translation, localization, and restructuring to fit our specific curriculum standards and student proficiency levels

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Hi everyone,

My most concrete challenge came from an Erasmus+ project, which is ironic, because sharing resources is precisely what those projects are for.

A partner school sent us an excellent set of laboratory safety materials. Clear, well designed, exactly what my students needed. The problem appeared when I tried to translate them into Spanish: what we received was a flattened PDF, the original editable file no longer existed, and the colleague who had made it had already left the school. To adapt it I would have had to rebuild it from zero, which meant that in practice I could not use it at all.

The second layer of the problem was worse. The PDF contained several images with no record of where they came from.

Nobody had done anything wrong deliberately, they simply had not written it down at the time. But that missing line meant I could not republish the material, could not adapt it, and could not even be sure it was safe to hand out. A resource whose licence nobody recorded is a resource that cannot be shared, however generous the intention behind it.

There was also a smaller, very practical issue: much of what circulates between partner schools lives inside closed platforms. When the project ends, or when a person leaves, access goes with them.

What I have changed as a result. I now share the editable source and not only the exported file, I write the licence and the source of every element inside the resource itself at the moment I create it, and I try to keep the finished versions somewhere that does not depend on one project or one person still being active. It costs half a minute at the time and it is the difference between a resource that can travel and one that cannot.

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I have realized that finding, using, and sharing digital resources is a complex process. Many high-quality, visually engaging STEM resources are primarily in English and tailored to the UK/US curricula. Finding resources that are scientifically accurate, age-appropriate, and readily available in Greek is difficult. I often have to spend hours translating and aligning with the Greek Environmental Studies curriculum. I couldn't easily add audio narration for my struggling readers or translate the text without recreating the material from scratch. Furthermore, regarding relevance, I realized that popular shared tools like timed Kahoot quizzes often induce anxiety in young learners. I had to adapt the resource by shifting to a student-paced, accessible tool like Quizizz with a "Read Aloud" feature to make it truly relevant to my inclusive classroom environment. Also, when I plan a lesson where 20 students simultaneously access a multimedia Padlet board or stream a PhET simulation, the school's Wi-Fi bandwidth often bottlenecks, disrupting the lesson flow. Additionally, privacy and GDPR concerns make sharing student work difficult. I cannot simply upload photos of my students, which limits how I can share my classroom's success with the broader educational community.However, most of these are copyrighted, and using them in a shared digital portfolio or a public school blog is a legal risk.

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One specific challenge I have faced when using shared educational resources is finding materials that truly match the level and needs of my students. While there are many resources available online, they are often either too easy, too difficult, or not fully aligned with my learning objectives. This means I often need to spend additional time adapting them.

Another difficulty is related to relevance and context. Some materials are created for different educational systems or cultural contexts, which makes them less suitable for my classroom. As a result, I cannot always use them directly and need to modify content or examples.

I have also encountered concerns regarding quality and accuracy. Not all shared resources are reliable, so I have to carefully review them before using them in class. In addition, copyright is something I need to consider, as it is not always clear whether a resource can be reused or modified.

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One specific challenge I have faced when using digital tools in the classroom is managing different levels of digital literacy among students. While some students quickly adapt to new platforms, others need much more guidance and support, which can slow collaborative work.

Another challenge is ensuring accessibility when using external tools, as not all platforms offer multilingual support or features adapted to all learners.

To address these issues, I try to provide step-by-step instructions, use tutorials, and choose tools that allow flexibility and collaboration. However, balancing innovation with inclusion remains a continuous challenge.

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One of the challenges I face when using shared resources is to solve technical problems: sometimes students can't get them to work correctly, even though I can test them without problems on my computer. Furthermore, adapting them is time-consuming.

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A difficulty I often encounter with shared educational resources is that they don’t always fit the needs of my class. Even if they are interesting, they often require adjustments and checking to make sure they are accurate and suitable for the students.

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Sharing and using educational resources can present several challenges. It is often difficult to locate materials that align with curriculum objectives and meet the needs of mixed-ability students in grades 4–9. Resources may need to be adapted, face technical compatibility problems, or load slowly. Additionally, copyright and licensing requirements must be observed, and the accuracy and quality of materials must be carefully assessed, which can be time-consuming.

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I’m an art teacher in an Italian school and the principal difficulty I face in finding resources is that the materials online don't fit with my curriculum goals and the skills of my students. Often the materials are in a different language and the themes are treated with different aims. This is why I prefer to create my digital resources using  some templates and adding free materials on line.

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One of the challenges I faced was adapting to the new digital learning platform during the COVID-19 pandemic, when we were forced to implement distance learning. At first, it was difficult to understand all the functions and tools, but through practice and collaboration with other participants, I managed to get acquainted with it and fully utilize its capabilities.

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One challenge I have faced is finding educational resources that fully align with curriculum standards and the specific needs of my students. Many shared resources are not easily adaptable, either because they are locked in fixed formats or designed for a different age group or context. Compatibility issues also arise when materials require specific software or platforms that are not available to all users. Technical problems such as limited internet access or difficulties with file sharing can further reduce their effectiveness in the classroom. I am often cautious about copyright, as not all shared materials clearly state their licensing conditions. Additionally, the quality and accuracy of some resources vary, requiring careful review before use.

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One specific challenge I’ve faced is adapting shared resources to fit my curriculum and students. I often find great-looking materials, but they’re either locked in non-editable formats or tied to tools I don’t have access to. Even when the content is strong, I usually need to revise examples, adjust the difficulty level, or align it with our curriculum standards. This extra layer of adaptation can be time-consuming and sometimes limits how effectively I can use the resource.

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Sharing and using educational resources can be challenging. It can be hard to find materials that match curriculum goals and are suitable for mixed-ability students in grades 4–9. Resources may require adaptation, have technical compatibility issues, or be slow to load. Copyright and licensing must be respected, and the quality and accuracy of materials need careful evaluation, which takes extra time.

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One challenge I often face when sharing or using materials with others is making sure they actually work well in my teaching context. Sometimes the content or format doesn’t fit my students’ needs and I have to spend time adjusting it. There have also been moments when files wouldn’t open properly or links stopped working, which caused delays during lessons. Another issue is making sure that what I share or use respects copyright and privacy rules. These experiences have made me more careful about checking materials in advance and choosing reliable, clearly licensed sources.

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One difficulty I often face when sharing or using educational resources is that many materials I find online don’t match the play-based approach I use in kindergarten. They often include too much text or are not visually appealing for young children, so I spend extra time adapting them in Canva or creating my own visuals. Sometimes, shared resources from other teachers can’t be opened properly because of different file formats or access permissions. I also worry about using pictures or songs that might not be free to share. Because of this, I prefer to create and share my own resources on Padlet or Digipad, where I can control privacy, format, and content quality.

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From my experience as a math teacher, sharing and using educational resources is both helpful and demanding. While I often discover creative ideas and new teaching strategies from others, many materials need adjustment to fit my students’ abilities and classroom context. I also aim to integrate mathematics with everyday situations or interdisciplinary themes, which means I often have to adapt or expand existing resources to make learning more meaningful.

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I've definitely faced some challenges when using shared digital resources.

The main problem is finding materials that fully match my curriculum and my students' learning levels. Many resources are either too general or need a lot of work to fit my classroom needs.

The other big issues are:

Compatibility: Sometimes resources like non-editable PDFs or files just don't work with the platforms or devices we use at school.

Copyright and Quality: I always worry about the accuracy of the content and making sure I can legally use the materials. It takes extra time to check the source and licensing.

Technical Barriers: Slow internet and limited access to devices are often problems, too.

This shows that making my own resources is often the easiest and most reliable option.

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One challenge I faced was adapting to a new digital learning platform. At first, it was difficult to understand all the features and tools, but through practice and collaboration with other participants, I managed to become familiar with it and make full use of its possibilities.

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Yes, on several occasions I have had difficulty finding educational resources that align with my students’ learning needs and my teaching standards. Many resources were either too general or too specific. A common problem was that the material was not easily editable or compatible with the platforms we use at school (e.g., non-editable PDF documents, videos without subtitles or customization). Also, some materials could not be adapted to the needs of mixed-ability classes, resulting in additional editing time. Limited access, login requirements. It is often unclear whether I can legally use the material.

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One challenge I have faced is finding high-quality digital resources that are fully aligned with my students’ learning needs. Many resources are either too advanced, too simplified, or not compatible with the tools I use in class.

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Sometimes the resources I find do not fully match the curriculum. The vocabulary and structures can be different from what my students are expected to learn. I have also faced compatibility issues, such as files that would not open or resources that lost their format. Technical problems also occur, especially when internet access is limited, which makes it impossible to reach online materials. In addition, some resources do not provide clear information about copyright or the original source of images and materials, which makes me unsure about whether I can use them safely.

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Ηλίας Τουτσογλίδης Greece

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Ηλίας Τουτσογλίδης Greece

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Yes, I have had difficulty finding educational resources that fully align with curriculum needs or standards. The main challenges included incompatibility with student level, lack of adaptability to classroom needs, and reduced relevance to local or cultural context.

Technical or logistical issues included difficulties accessing platforms, limited offline availability of materials, and lack of appropriate equipment.

Concerns were raised about copyright (unclear licensing), quality (unedited content), and accuracy (outdated or incorrect information).

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In my experience, sharing educational resources or using those shared by others presents both opportunities and challenges. At times, I have faced difficulties in finding resources that fully meet my educational needs, especially when I am looking for materials that align not only with linguistic objectives but also with civic education or intercultural awareness. Often, shared resources need significant adaptation to fit my students’ age, language level, and curriculum requirements.

Another challenge concerns compatibility and adaptability. Some resources may be designed with different technological environments in mind, making them difficult to integrate into the digital tools available at school. Similarly, while a resource might be engaging and relevant in one national or cultural context, it may not always translate effectively to another.

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Sharing and using educational resources comes with several challenges. Finding resources that fully align with my curriculum and learning objectives can be difficult, especially when looking for content appropriate for mixed-ability students in grades 4–9. Shared resources often vary in compatibility with the tools I use, and some require adaptation to suit my students’ needs or the lesson context. Technical issues, such as file formats that aren’t supported on certain devices or slow-loading online tools, can also hinder effective use. Additionally, I am always mindful of copyright and licensing restrictions, ensuring that any materials I use or share respect intellectual property rights. Finally, the quality and accuracy of shared resources must be carefully evaluated, as not all materials are reliable or up-to-date, which requires extra time for review and verification.

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One challenge I often face is finding resources that are suitable for my young learners’ developmental level while also meeting educational standards. Many shared materials are either too advanced or not adaptable for preschool children. Sometimes, resources don’t work well with the software or devices we use, causing compatibility issues. Additionally, I worry about copyright restrictions and the accuracy of content, as some materials lack clear licensing or reliable sources. These issues make it harder to confidently use shared resources in my teaching.

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Reflecting on my journey as an educator, I've encountered a significant challenge in effectively integrating technology into my classroom while meeting the diverse needs of all students, including those from abroad with difficulties in the Italian language. Recently, when introducing an interactive online learning platform, I faced varying levels of comfort and proficiency with technology among my students, compounded by language barriers for some. While some embraced the new tools eagerly, others struggled to navigate them, particularly those with limited Italian language skills.

To address this multifaceted challenge, I provided extra support and guidance for students struggling with both technology and language. Additionally, I diversified my teaching methods, incorporating both digital and traditional activities to accommodate different learning preferences and language abilities. Through patience, flexibility, and ongoing communication, I worked to create a more inclusive learning environment where all students, regardless of language background, could engage effectively. This experience underscored the importance of adapting teaching strategies to meet the diverse needs of students, particularly in an increasingly digital and multicultural classroom settin

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 integrating technology into my classroom while meeting the diverse needs of all students

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One specific challenge that I have faced is finding resources that meet both my educational needs and standards. Several times I spend a significant amount of time searching for resources that are not only relevant but also engaging and effective in meeting the diverse needs of their students.
In addition to this, compatibility and adaptability of shared resources can pose another challenge: I sometimes find difficulties in integrating digital resources intomy existing lesson plans or learning management systems.
Technical or logistical issues can also hinder the effective sharing and use of resources: Slow internet connection or limited access to devices.
Other concerns I face are regarding copyright, quality, and accuracy of shared materials are paramount. As we teachers must ensure that the resources we use are legally obtained and comply with copyright laws to avoid any potential legal issues. Then verifying the quality and accuracy of shared materials is essential to maintain educational standards and provide students with reliable information.

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I usually make some research when I want to create guidlines for some specific activity. For example, in an eTwinning projects the students suggested makign podcasts as an activity. To guide their work I looked for information to create a good podcast script as I didn't find one already done. The source was cited at the end of the file, which was shared with the students. Sometimes I also adapt lesson plans from the World's Largest Lesson platform.

I try to use materials which are CC licensed, for example.

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Learning Object (LO) offers the opportunity to adapt the shared experiences of the modules with the teaching team. For this reason we have designed and implemented a prototype of a collaborative environment oriented towards this type of activity with the Institute's GOOGLE DRIVE. In our experience, sharing teaching materials was considered more as a source of ideas to adapt to one's own teaching needs and as cooperation with new colleagues. This first experience also highlighted the need to include in an archive of folders with suggestions for the construction of educational paths by UdA. The difficulty was in the use of the Drive application by colleagues. The material it is structured by teachers and designed in institutional meeting venues. As for eTwinning , I like to share and collaborate with colleagues with applications that highlight the collection and work of all members, paying attention to internet safety and copyright:genially, sutori ,sparkpage , doc google,sway,canva…
The shared resources are for studying the possibilities of inclusive innovative design and the exchange of good practices

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I always pay attention to the copyright of the sources I use in my work. Copyright restrictions often create problems in my work.

As a librarian, I often create digital materials for interest groups of school colleagues, which I share with them. I often had problems with their access to my materials - it took me a long time to figure out the correct ways to publish and share materials on Google Drive, One Drive and Canva.

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I usually use open resources and free licence content. it is not always easy thought to find the appropriate content and creating one from the scratch maybe time consuming.

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I usually use Open Resources from Digital Libraries and EU platforms repository, or Romanian Education Ministry approved resources I am preparing my own digital materials. There are a lot of great resorces, but is easiest to create your own. Need less time.

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I usually search for open source materials to use in my creations. Once I wanted to use a illustration for one of my project. I found the owner of the illustrator on social media and I asked for permission. He became so happy and let us to use it.

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As a speech therapist that works with special needs students, I have definitely faced challenges when it comes to finding resources that meet the specific educational needs and standards of my students. Many existing resources may not always be suitable for the unique abilities and learning styles of special needs students.

One of the biggest challenges I have encountered when using shared resources is their compatibility with the needs of my students. Sometimes, resources may not be easily adaptable to meet the individual needs of each student, or they may not be relevant to the specific goals of their therapy sessions. This can make it difficult to effectively use shared resources in my practice.

Additionally, technical or logistical issues can hinder the sharing and use of resources. This could include difficulties accessing online resources, or issues with compatibility between different devices or software programs. These challenges can make it more difficult to effectively integrate shared resources into my therapy sessions.

Another concern that I have had when using shared resources is the issue of copyright, quality, and accuracy. I always want to ensure that any materials I use are of high quality and accuracy, and that they are used in a way that respects copyright laws. This can make it challenging to use resources shared by others, as I want to make sure that the materials I am using are appropriate for my students and will contribute to their progress in therapy.

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As a teacher working with special needs students, I have encountered several challenges related to the compatibility, adaptability, and relevance of shared resources. These challenges often stem from the diverse range of learning needs and abilities present within my classroom.

1. Compatibility: One of the primary challenges I face is ensuring that shared resources are compatible with the unique learning profiles of my students. While a resource may be effective for neurotypical learners or those with mild learning disabilities, it may not always align with the sensory, cognitive, or communication needs of students with more significant challenges, such as those with severe autism or intellectual disabilities.

2. Adaptability: Another hurdle lies in the adaptability of shared resources to accommodate the varying levels of support required by different students. While some resources may offer flexibility for customization or modification, others may be rigid in their design, making it difficult to tailor them to individual needs effectively.

3. Relevance: The relevance of shared resources poses yet another challenge, particularly concerning their applicability to the specific goals and objectives of my students' Individualized Education Programs (IEPs). Shared resources that do not directly address the targeted skills or learning outcomes outlined in students' IEPs may lack relevance and may not contribute meaningfully to their educational progress.

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A specific challenge that I have faced is the copyright issues of some resources, as I could not republish or adapt them in a way it would be useful for me, for example, I found a book that was very interesting and useful as a teaching material, that I would love to transform it into an e-book, but couldn't do it, because of copyright issues.

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Educators face several challenges regarding the compatibility, adaptability, and relevance of common resources. Some of these challenges include:

1. Adaptation to different technologies and platforms: The rapid evolution of technology requires continuous training and adaptation to new tools and platforms used for managing common resources.

2. Access and availability: Access to and availability of common resources are important to ensure equal opportunities for all students, regardless of technological constraints or economic difficulties.

3. Protection of intellectual property rights: The use of common resources must be done with respect for the intellectual property rights of their creators, as well as with attention to the quality and accuracy of the material.

4. Appropriate selection and evaluation of common materials: It is important to select common resources that are suitable for the needs of students and to conduct systematic evaluation of their quality.

Regarding technical and technological issues, there may be compatibility problems between different systems or platforms, as well as limitations on access due to technical issues or inadequate infrastructure.

Concerns about intellectual property rights, quality, and accuracy of common material are related to the need to ensure that the material used is legal, adequately curated, and reliable for the educational process. This may require the implementation of appropriate policies and procedures for controlling and selecting material, as well as the resolution of any disputes regarding intellectual property rights.