Here are the responses to the Teachers’ feedback questionnaire.

These questions show that the project was mostly clear and allowed teachers to work within their syllabus. All teachers felt engaged in the project’s various activities.

All teachers feel they have improved their ICT skills while working on this project.

The collaboration proved excellent for all teachers.

How did the Covid-19 pandemic impact your participation in this project?

Teachers’ answers:

● “Some activities were harder to coordinate and sometimes students' motivation had to be supported.”

● “I had to use more Internet tools when we had to turn to online teaching. As the end of the project was postponed and school started with only half the students for a period of time, all activities had to be continued for longer than initially planned.”

● “It forced us to organize online meetings instead of in-person meetings. This proved to be less efficient as far as writing and communicating are concerned. Moreover, some students lost interest in the project, since the mobility to Barcelona was changed into a virtual mobility, which was not as attractive.”

● “We couldn‘t take part at the exchanges in Bordeaux and Barcelona. For the group it is a very important experience and a main motivator. It was more difficult to reach everybody and to show the cultural aspects.”

● “The Pandemic did not greatly affect our participation in the activities of the Erasmus+ project in Spain, because my students were from the same class. However, the COVID-19 pandemic had a negative impact on our mobility. For example, instead of a real mobility for the C2, we had to carry out a virtual one in Barcelona. In addition, the German partners could not come to Bordeaux during our last mobility because of the epidemic surge there. Apart from that, the state of emergency put everyone’s digital skills to the test. Despite all the drawbacks, however, we saw that during the lockdown, the project helped students stay focused and connected virtually with their classmates allowing them to carry out the online activities in the TwinSpace as well as keepig in contact with their friends during the videoconferences.”

By the end of the project, all the teachers involved in it felt positively about it.

If you chose "Other difficulties", you can give an explanation here.

● “During our project, there was a reform of high school in France, which made the students' timetables difficult to manage. Some students became unwilling to engage in extra curricular activities due to stress or an overload of schoolwork.”

● “The students' motivation was low ONLY during the lockdown in Year 1. As for Year 2 and 3, my students have always been really engaged and happy to take part in this amazing project!”

We can see that the main difficulties were due to the COVID19 pandemic and the decrease in motivation in students due to online teaching. It also appears that the project was very ambitious and teachers felt like they would have needed more time to carry out the project.

This question shows that the project had several benefits for the students.

Teachers feel the project has allowed them to achieve their teaching goals.

The students involved in the project have particularly improved their skills in 6 areas, chosen by at least 4 out of 5 teachers:

❖ Increased intercultural awareness

❖ Increased knowledge of their partners’ culture

❖ Development and consolidation of collaborative skills

❖ Development and consolidation of ICT skills

❖ Increased communication

What proposals for improvement would you suggest?

● “No relevant modifications should be needed. Among the minor ones, it could be advisable - if possibile - to look for alternative tools to create a collaborative online magazine as the one we used for this project was quite complicated to grasp at the beginning and therefore time-consuming.”

● “More mobilities should be organized as it is during those activities that the students and teachers could collaborate the most efficiently and that all participants could better understand what building a European community really means and can achieve.”

● “Next time I will work with my own students, so that the project can be carried out in class, not after school.”

● “Everything could be the same - but without corona and with the real live exchanges instead of the virtual mobilities”

● “If I could go back in time using the time portal of our News Channels, I would create more activities where our students would have to record videos talking to their classmates about a news item or doing an interview. As for the rest, I think we have shown that we are a DREAM TEAM!”

The replies to this open question show that teachers value in-person contact and mobilities over virtual ones. Indeed, it is much easier for students to collaborate in person than through a screen. And yet, students have learned to use many collaborative tools during the project.

As suggested by one of the teachers, MadMagz, the collaborative tool used to edit the magazine, was not as convenient as we expected it to be.