Motivating Active Participation of Primary Schoolchildren in Digital Online Technologies for Creativ

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Motivating Active Participation of Primary
Schoolchildren in Digital Online Technologies for
Creative Opportunities through Multimediawww.ema
pps.com
eMapps.com project impact

• 9-12 age
• web-based technology
• mobile devices
• teachers toolkit
• learning impact
• recommendations

With the support of the Lifelong Learning
Programme of the European Union
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16 schools from CEE countries

• Example Haapsalu Gümnaasium, Estonia

In general the outcome of the game justified
itself - the game was fun for us and kids. They
could learn something outside and in different
environment they got new information about their
hometown, reinforced the acquired knowledge
through practical tasks.
http//emapps.info/eng/Schools-Portfolio
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The web platform

• QFK is the Game Based Mobile Learning (GBML)
  Platform. It enables development and playing of
  mobile educational games.
• Games can be played via multimedia mobile devices
  (mobile phones, smart phones) or regular internet
  browser from the desktop computer, using WWW
  technologies only.

http//qfk.ltfe.org/
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Recommendations - examples

• Validate the project against six dimensions
• System Institutional Pedagogical Technical
  Economic Cultural/Linguistic
• .for assessing the potential adaptation or
  innovative impact of a new tool or approach.
• System level education
• 2. Explore how assessment systems can better take
  into account individual and social skills and
  knowledge developed through games-based learning
  as in eMapps.com.
• Pedagogical level teaching and learning
• 5. Communicate the results of the project to
  classroom teachers in a way that presents the
  benefits to them and learners and that enables
  them to make it happen in their own school.
• Technology ICT tools and services
• 7. Monitor developments and best practice in
  mobile and game-based learning in other
  countries.
• More information on www.emapps.com

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Learning impact - examples

• Teachers tell us that the children
• Learned new facts across a range of curriculum
  subjects one of the strengths of the game is
  that it can be cross-curricular
• Learned new technology skills with handhelds, the
  platform and ICT
• Improved generic skills, especially
• teamwork and cooperation,
• analytical appraisal,
• collaborative decision-making,
• negotiating,
• independent decision-making,
• self-reliance,
• planning,
• navigating in real and virtual spaces.
• Learned self-confidence More information
  on www.emapps.com

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Conclusions

• Virtual games have positive impact and can be
  used as educational tools
• eMapps model is successful in building learning
  communities
• Parents supported this learning model
• Policy-makers found eMapps attractive and
  innovative but were carefully optimistic
• eMapps platform is used after the project by new
  schools as well (further developments took place)