Investigation Study

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INTELLECTUAL OUTPUT 1

INVESTIGATION STUDY

KA2 - Strategic Partnerships | Project no. 2017-1-AT01-KA202-035009 | SEP 2017 to AUG 2019 Coordinator: Jugend am Werk Steiermark GmbH, Austria

This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

PROMOVET Investigation Study Combined Research Report

Prepared by Meath Partnership, IE with the support of and contributions by the PROMOVET Project Partnership

March 2018

PROJECT From e-learning to “e” in learning: Quality improvement, professionalization and modernisation of VET training for young low-skilled learners through modern ICT use

PROJECT ACRONYM PROMOVET

PROJECT NUMBER 2017-1-AT01-KA202-035009

The PROMOVET Investigation Study is part of the first Intellectual Output of the Erasmus+ project From e- learning to “e” in learning: Quality improvement, professionalization and modernisation of VET training for young low-skilled learners through modern ICT use.

PROMOVET Investigation Study

Table of Contents

Introduction to the PROMOVET Investigation Study ...... 6 Aims of the Investigation Study ...... 8 Overview of the Investigation Study Process ...... 9 Methodologies and Research Practices of Partners ...... 10 Profile of Research Participants ...... 14 Explaining the Link between Intellectual Outputs 1, 2 & 3 ...... 18 Comparative Analysis of the use of IT in VET Provision ...... 20 Findings from Investigation Study ...... 24 Findings to Inform the Development of IO2 – Web-based Compendium ...... 24 Findings to Inform the Development of IO3 – PROMOVET Training Programme ...... 29 Core Messages for Teachers and Trainers ...... 33 Recommendations for how the IT tools can be used ...... 35 Recommendations from Young Learners...... 35 Recommendations from Teachers and Trainers ...... 36 Recommendations from Education Experts ...... 36 Conclusion ...... 39 Annex 1: Best Practice Examples for Web-Based Compendium ...... 40

Introduction to the PROMOVET Investigation Study

The PROMOVET project aims to develop a new approach to engage low-skilled young people from generations Y and Z in education and training. The project is based on the premise that VET trainers find it increasingly difficult to reach socially disadvantaged and low-skilled young learners through traditional education and training methodologies. As such, the project team has identified that there is a need to innovate in the field of VET provision for low-skilled young people. Our proposed approach is to up-skill VET teachers and trainers in modern IT tools, applications and social media platforms where young learners are actively engaged through communication and information-sharing activities learning with their peers; so that teachers and trainers can begin to incorporate these new communication channels in their teaching practice and to support the learning of disadvantaged and low-skilled young people. The idea behind this approach is that by interacting with young learners and providing educational content to them on the platforms that they are already using; this will help to provide innovative, quality educational content to young learners through a medium that is interesting and engaging for them. Additionally, due to the nature of the social media platforms, applications and communication channels that young learners are engaged on, content delivered through these platforms will be more visual, aural, interactive and stimulating than traditional methods of education and training currently used in VET in Europe. Rather than providing all learning materials through text-based resources such as books, handouts, journals and essays; the anticipated outcome of PROMOVET is that VET teachers will be empowered and supported to create interactive and engaging content to include short videos of YouTube, ‘Stories’ on Snapchat or project work which is logged on ‘Instagram’; thus modernising how VET is provided to low-skilled young learners across Europe. As such, the PROMOVET project is aiming to develop an innovative training programme and compendium of supports to enable VET trainers to upskill in this domain. As a direct result of this training and support, PROMOVET will work to improve the quality of VET provision for low-skilled young learners by supporting teachers and trainers to include the most recent and modern Web 2.0 instruments, tools, platforms and programmes in how they plan and deliver their learning content. By undertaking to develop this innovative project, the PROMOVET project team is aiming to solve a key methodological challenge which is facing VET providers and socially disadvantaged young learners in Europe today; namely, how can generation X trainers successfully engage generation Y and Z learners in education and training. Our proposal is to train these teachers in how to use the communication tools and processes practiced by young learners and to develop sound didactical approaches to support teachers and trainers to integrate these tools in their teaching practice. In order to develop this innovative approach to up-skilling VET teachers and trainers, PROMOVET

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project partners undertook an extensive research process to ensure that the resources and training materials developed by the project team are of relevance to the actual online communication habits and processes of young learners, and of sufficient quality to support experienced VET trainers to implement this new approach to training and education provision for young learners. This report presents the findings from this extensive research process undertaken by partners in Austria, Cyprus, Finland, Ireland, Italy and Spain.

Aims of the Investigation Study

This Investigation Study Report is the first intellectual output for the project: ‘From e- learning to “e2 in learning: Quality improvement, professionalization and modernisation of VET training for young low-skilled learners through modern ICT use’ [PROMOVET]. The aim of the Investigation Study is to better understand the dynamic world of IT and communication tools that young learners are using. The purpose of this Study is to conduct a thorough consultation process with young learners so as to ensure that the highest level of accuracy and relevance is achieved in developing the PROMOVET training materials and resources; and to ensure that project partners fully understand the different channels and instruments used by young low skilled learners so as to be able to accurately train and guide VET teachers and trainers to use these tools in their teaching practice. It was necessary to undertake this research and consultation process to ensure that the training materials developed are relevant and fit-for-purpose. Without consulting young learners, and the educators who work with them, it is not possible for project partners to accurately understand which communication channels are used by young people today, how frequently they use them and how they would like to see these channels re-purposed for use as educational instruments. As such, the Investigation Study acts as a reliable and up-to- date evidence-base which will inform the development of PROMOVET project outputs. The Investigation Study process has been led by Meath Partnership, and implemented locally by all six implementing project partners. The outcomes from this Investigation Study process have been summarised and collated by all partners and the findings from our collective research activities will inform the future development work of all project outputs, namely: • IO2 – Web-based Compendium, and • IO3 – PROMOVET Training Programme.

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Overview of the Investigation Study Process

The Investigation Study phase which was undertaken in each partner country included conducting research and analysis of the current practices among target groups, i.e. low- skilled young learners and VET trainers working with these low-skilled young people, to encourage their participation in VET and to improve VET provision to this group of disadvantaged learners. To support the implementation of the Investigation Study process, the following activities where undertaken by project team members in each partner country: • Desk-based research: collection of data obtained from electronic sources; • Field-based research: empirical data obtained through participatory approaches involving the target groups.

The desk-based research activities in each country focused on identifying the current national policies and programmes used to engage low-skilled young learners in online learning and a literature review process to identify the most commonly used IT tools and platforms in VET education in each partner country and current quality standards for using IT in VET in each country. In addition, as part of the desk-research activities, each partner also research and profiled 5 social media platforms, apps and communication channels which were allocated to them from the list of 30 tools generated by the PROMOVET project team at the first partner meeting. This best practice research process aimed to directly inform the development of the PROMOVET Web-based Compendium (IO2). The field-based research process involved conducting a series of 25 questionnaires with both project target groups; namely: low-skilled young learners and VET teachers and trainers who work with low-skilled young learners. The research conducted through these questionnaires was also supported by each partner holding one-to-one and group interviews with education professionals, managers and decision-makers. Project partner each conducted a series of 10 interviews with professionals who had experience and expertise in the field of second-chance education, e-learning, social media, youth education and social inclusion. These interviews served to validate the research findings obtained through the surveys; as prior to each interview, a summary of the findings from the questionnaires was prepared by each partner and sent to the interviewee to review and provide comment on the accuracy and validity of research findings. The findings from these activities were summarised by all project partners to produce 6 national Investigation Study reports. An abridged version of the main research findings from these reports has been prepared and presented below.

Methodologies and Research Practices of Partners

Partners employed a range of research methodologies to complete all tasks within the framework for the PROMOVET Investigation Study. These included, but were not limited to, focus group sessions and round-table discussions with target group members, one-to-one and group interviews facilitated through telephone, Skype or in person; online and paper- based questionnaires; contacting local and national agencies to inform and validate desk- research activities. The following section provides an overview of the different methods undertaken by each project partner to complete this investigation study on a local level.

Austria In Austria, questionnaires were used for participants and coaches for the research process. As a method of empirical data acquisition, the questionnaire survey is goal-oriented and structured. In addition to the questionnaires, expert interviews were conducted in which experts were also confronted with the results of the questionnaire survey. The evaluation of the quantitative data took place via the statistics program SPSS. The sample consisted of 25 young low-skilled learners and 25 VET trainers. In addition, 9 experts were interviewed. Although a large number of institutions in Austria were contacted, it was hardly possible to obtain information about the use of IT Tools in education. Information on these topics could have been provided by the virtual university in Vienna, which unfortunately did not respond to a sent email.

Cyprus In the framework of the PROMOVET project, CARDET conducted a state-of-the art research, in order to complete this national investigation report. As the PROMOVET project aims to develop a Train-the-Trainer curriculum for training VET trainers to integrate ICT tools of the modern era, Web 2.0 tools, and mobile and communication technologies of the current digital era, it is important to first investigate the status of VET in relation to these factors in each of the project partner countries. For this reason, CARDET conducted the relevant research phase, which consisted of two components: a) Desk-based research through review of relevant official governmental reports, education ratings, scientific publications, and any formal peer-reviewed publication on the topic. b) Field-based research, which followed a mixed methods approach, with the involvement of the two main target group members of the project; namely, VET trainers and young low-skilled learners. The field-based research component consisted of both quantitative and qualitative data collection. Quantitative data were collected through a questionnaire that was completed online by 25 VET

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trainers (through SurveyMonkey at https://www.surveymonkey.com/r/PROMOVET_trainers) and a different questionnaire that was completed by 25 young low-skilled learners in hard copy format (found in Appendix 1). Qualitative data were collected through interviews with 10 VET trainers. The interviews were conducted by phone, as the participants considered it to be a preferable and more convenient mode for them, due to their work schedule and the fact that some of them worked out of town.

Finland The questionnaire, aimed at the vocational education and training teachers of Sataedu and WinNova, was administered between November 20 and December 1, 2017, giving the respondents two weeks’ time to fill out the questionnaire. The questionnaire was administered electronically, using the Office 365 Forms tool. The questionnaire was sent to the key target groups via email, i.e. the vocational special education teachers of Sataedu and WinNova. For other teachers, the questionnaire was available at Sataedu’s and WinNova’s intranet (access via a web link on the home page news). 41 responses were received altogether. The questionnaire, aimed at the vocational education and training students at WinNova, was administrated between December 4 and December 14, 2017, giving the respondents approximately two weeks’ time to fill out the questionnaire. The questionnaire was administered electronically, using the Office 365 Forms tool, as well as in paper form (results were entered into the Forms system). The electronic questionnaire was administered to the target groups via an article at WinNova’s website and the students’ Facebook group. The paper-based questionnaire was aimed at students with special needs, aged from 15 to 25, and the project manager visited two student groups to retrieve answers to the questions. 43 responses were received altogether. For the expert consultation interviews, altogether 11 persons were interviewed during the time period 25th October to 15th December. There were two group interviews (5 persons) which were both conducted through Skype for Business and the rest of the interviews (6 persons) were conducted as face to face and one to one interviews. Almost all of the interviewees are employed in WinNova, only one interviewee represents a company of his own which provides training on social media and digital tools. From the ten persons who are employed in WinNova 6 are VET-teachers very experienced in the pedagogical use of digital and social media tools, 2 persons are project managers responsible for projects where the pedagogical use of digital and social media tools is being developed. One person is employed as digital developer in WinNova and is consulting the VET-teachers on matters related to social and digital media tools on a daily basis; besides this she is also actively involved in the overall development of the pedagogical use of these tools in WinNova and one interviewee is employed at superior level and makes decisions on the pedagogical use of digital and social media tools in WinNova.

Italy To conduct the PROMOVET Investigation Study in Italy, ARES focused on the Molise Region where the 30.2 % of young people are classed as inactive, i.e. NEETS. The methodology used included e-mail and face-to-face sessions to complete the questionnaires with 25 young VET learners; face-to-face meetings and e-mails to complete questionnaires with 25 VET trainers and e-mails and phone calls to complete the 10 interviews with experts. This was also supported by desk-research activities.

Ireland To undertake the extensive investigation study process to inform the development of the PROMOVET project in Ireland, Meath Partnership planned and delivered an engagement event with disadvantaged young learners in County Meath on 12th December 2017; at which the PROMOVET investigation study was conducted with young learners in a series of informal round-table sessions. At this event, called ‘The Perfect School’, young learners, who comprised youth at-risk of early school leaving and also those engaged in second- chance education having previously dropped out of formal education, were asked to come together to design their ‘perfect school’. The aim of this event was to engage young learners in thinking about school, how it could be improved and to plan their vision for their education; as such, introducing the PROMOVET project and its proposed approach to improving VET for young learners fit well within the scope of this engagement event. At this event, Meath Partnership engaged 41 young learners from 4 different schools and education centres in Meath in completing the PROMOVET research. These questionnaires were conducted through informal round-table sessions, where a Meath Partnership staff member read through the questions and lead groups of 10-12 learners at a time through the process of completing the survey. At this event, 9 teachers also completed their survey. To ensure that the remaining teachers were engaged to complete the survey, Meath Partnership made contact with teachers from the 6 Youth Reach Centres in County Meath by telephone and invited them to complete the survey online through Survey Monkey. Through this online questionnaire, 13 respondents were reached. For the final questionnaires to be completed Meath Partnership made contact with local teachers in the Louth and Meath Education and Training Board and invited them to participate in an interview to complete the survey. For the interview with experts, telephone interviews were scheduled with key education managers and experts in County Meath for after the completion of the research questionnaires with young learners and teachers. The research findings from both questionnaires with young learners and teachers were collated and sent to education experts the week before the telephone interviews were conducted. Interviewees were asked to review the findings in preparation for the telephone interviews and to prepare their responses to the interview questions. Telephone interviews were chosen for this final stage of the PROMOVET field-based research process due to a lack of availability of school principals, education centre managers and front-line staff to attend

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face-to-face interviews during school hours. Therefore, a Doodle Poll was circulated to all experts and they were asked to identify the time and date which best suit them to contribute to our research process. The expert interviews were conducted through telephone interviews on the 15th, 16th and 22nd of January, 2018.

Spain The information and data collection included in this National Investigation Report is based on the methodology and guidelines provided by the Investigation Study Research Plan, which constitute the first intellectual output of the projects, whose findings, influence the future activities of the project. The working methods implemented in Spain to complete the activities were: • Desk-based research - sourcing relevant information and data collection about the current situation in Spain following the structure provided in the Investigation Study Plan. • Questionnaires for low-skilled young learners – these were completed in face to face sessions. The interviews were completed with PCPI students (low-skilled students) of Fundación Docete Omnes during December 2017 in classroom and the questionnaire was provided in paper form. A trainer from Fundación Docete Omnes was responsible for the presentation of the project and the questionnaire. • Questionnaires for VET trainers/teachers/staff – these were completed in face to face sessions and through e-mail. The questionnaires were completed mainly to staff of la Blanca Paloma School and other private institutions, and one respondent participated from the public sector. • Interviews with relevant stakeholders and experts – these were implemented by e- mail and phone with different relevant experts in the field of education and training.

Profile of Research Participants

Austria In Austria research surveys were conducted with 25 low-skilled young learners, aged between 16 and 21 years. The largest group was the 18-year-olds with 36 %, followed by the 19-year-olds with 28 %. Three participants were 21 years old. The proportion of 16-year- olds, 17-year-olds and 20-year olds was 8 %. Of the test group, 16 were female and 9 were male. VET trainers who were surveyed as part of the PROMOVET Investigation Study process in Austria were aged between 25 and 57 years. The majority of trainers who participated in the research (80 %) were working as trainers, 2 persons as teachers, 2 as advisors and 1 as a youth worker. 56 % work in the public sector, 36 % in the private sector and 8% didn`t want to post more details about their employment field. The expert interviews in Austria were attended by stakeholders from a variety of professions, including: the head of a social and healthcare organisation involved in labour-market political activities in Austria, the owner of a learning institution, a representative of the labour market service, the director of a new middle school, a head of Vet-Trainers, an employee in a production school, an IT expert, a VET-Trainer of an international company and the head of a youth centre. This broad spectrum was chosen by the research team to compare many different perspectives.

Cyprus In Cyprus, the survey with VET teachers and trainers was completed by 13 male and 12 female VET trainers (52 % male and 48 % female), with 5 of them working in the public sector while 20 worked in the private sector (20 % public and 80 % private). Their roles included teachers, trainers, support/tutors, guidance counsellors, and youth workers. The questionnaire with young learners in Cyprus was completed by 25 young low-skilled learners; 14 male and 11 female learners (56 % male and 44 % female participants). For the expert interviews, CARDET undertook these interviews with 10 VET professionals. The participants were teachers and trainers involved in VET, some of them in the public sector and some in the private sector, with different years of experience in VET training.

Finland The questionnaire, aimed at the vocational education and training teachers of Sataedu and WinNova, was sent to the key target groups via email, i.e. the vocational special education teachers of Sataedu and WinNova. For other teachers, the questionnaire was available at Sataedu’s and WinNova’s intranet (access via a web link on the home page news). 41 responses were received altogether. The questionnaire, aimed at the vocational education and training students at WinNova, was administered to the target groups via an article at WinNova’s website and the students’ Facebook group. The paper-based questionnaire was

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aimed at students with special needs, aged from 15 to 25, and the project manager visited two student groups to retrieve answers to the questions. 43 responses were received altogether. Altogether 11 persons were interviewed during the time period 25th October to 15th December. There were two group interviews (5 persons) which were both conducted through Skype for Business and the rest of the interviews (6 persons) were conducted as face to face and one to one interviews. Almost all of the interviewees are employed in WinNova, only one interviewee represents a company of his own which provides training on social media and digital tools. From the ten persons who are employed in WinNova 6 are VET-teachers very experienced in the pedagogical use of digital and social media tools, 2 persons are project managers responsible for projects where the pedagogical use of digital and social media tools is being developed. One person is employed as digital developer in WinNova and is consulting the VET-teachers on matters related to social and digital media tools on a daily basis; besides this she is also actively involved in the overall development of the pedagogical use of these tools in WinNova and one interviewee is employed at superior level and makes decisions on the pedagogical use of digital and social media tools in WinNova.

Ireland The young learners who participated in the PROMOVET investigation study in Ireland were aged between 16 and 19 years old. The study group number 41 in total and comprised 28 girls and 13 boys. The highest level of education attainment among this group was a QQI level 4 which is equivalent to a level 3 qualification on the European Qualifications Framework. Young learners who participated in this research were all engaged in full or part-time education in the following intuitions: Athboy Community School, St. Joseph’s Mercy School in Navan and the Youthreach centres in Trim and Kells. All of these schools and centres are located in County Meath. The two schools who participated are mainstream schools; however, they both offer the ‘School Completion Programme’ to disadvantaged young learners who are ‘at-risk’ of dropping out of school. Of the 23 teachers and trainers who participated in the PROMOVET investigation study in Ireland, 19 were from Youth Reach Centres, 2 were engaged in School Completion Programmes in mainstream education schools and 2 were youth educators who worked with disadvantaged young people through a local youth club. Youth Reach is a national second chance education and training programme for young people aged between 15 and 20 years dropped out of formal education before attaining a qualification. The programme seeks to provide young people with knowledge and skills to help them to reach their full potential and enable them the opportunity to progress to further education, training and employment. Youth Reach provides learning through a flexible and informal setting; and so are best placed to contribute to the development of the PROMOVET project and to test resources once available. The School Completion Programme aims to increase the numbers of young people staying in formal school settings and successfully completing the Senior Cycle, or the

equivalent. It focuses on targeting and providing supports to young people identified to be most at risk of early school leaving. There is one such programme operating in County Meath in Navan. Teachers and trainers who participated in this research phase were aged between 25 and 61 years and were vastly experienced in working with disadvantaged young learners. The questionnaire with teachers and trainers was completed through a blend of face-to-face and online surveys. Youthreach is a national second-chance education programme which offers early school leavers the opportunity to complete their second-level education in a more informal environment. Young learners aged 15-20 who leave formal education early are eligible to participate in the Youthreach programme. As such, both Youthreach centres who participated in the study provide education programmes to disadvantaged young learners. The experts who participated in this research process were all experienced educators and some were education managers. Of the 10 experts who were interviewed, 4 were managers of local Youth Reach Centres in Kells, Trim, Navan and Bettystown; 3 were principals in local secondary schools in Kells and Navan; 2 were mentors who work with disadvantaged young people on a one-to-one basis to support them to overcome personal difficulties and secure a programme in further education or a sustainable job and 1 was the manager of the School Completion Programme in Navan. All 10 interviewees had vast experience of working with the target group of disadvantaged and low-skilled young people in an education setting. They are all experienced at providing one- to-one, front-line support to this target group; however, as some were also managers and principals; they can provide an additional perspective to working with disadvantaged young people which was supplementary to the perspective gained from the surveys with teachers. As teachers and trainers of this target group, these front-line workers are so involved with the target group on a day-to-day basis that they may be too close to the group to be objective of how these IT tools and platforms can be integrated into their teaching and work with young learners. Therefore, the experts who were engaged in the interviews were chosen because they are one-step removed from working with the target group and so they may be able to give a more balanced opinion on how the PROMOVET approach could actually be implemented in VET in Ireland.

Italy For the field research activities in Italy, the VET learners group was composed of 11 male and 14 female learners. VET trainers involved in the PROMOVET field research included 17 men and 8 women. Most of these trainers worked for private institutions and schools; and they were each either: teacher, tutor or career guidance counsellor. During December 2017 a group of ten experts were engaged in the PROMOVET research interviews. The group who participated in the interviews were composed of professionals with vast experience in the field of education, in particular they are: responsible for Public Body for regional education, researchers from University of Molise, responsible for VET trainer education system in our region and some were presidents of VET centres.

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Spain For the questionnaires with low-skilled young learners in Spain, participants were all PCPI students (low-skilled students) of Fundación Docete Omnes. The questionnaire was completed by 25 students of la Blanca Paloma Vocational Training School. Although there are some students over 20 years of age, the majority of them are between 16 and 18 years old. Typically, these students have all failed in their primary studies and entered in the PCPI courses to gain a vocational qualification. The average age of participants was 17 years. Of the test group, there were 13 male and 12 female learners. The majority of teachers who participated in the survey chose not to answer the question about the age, but research estimates that the average age of this test group was between 43-47 years. In relation of the experience, all teachers surveyed have more than 10 years of experience in their position; with the majority of those surveyed stating that they are teachers. Some other respondents also stated that they worked as tutors, and 20 % of the test group describe their job profile as ‘other’. Of this group, there were two administrative staff, one technician of international affairs, one project manager and one mobility technician. The majority of those surveyed work in private institutions; however, these institutions are financed by the regional government and follow the same rules as public schools. In Andalusia the majority of private Vocational Training Schools are in this mixed system between public and private. For the validation interviews, the group of experts selected in Spain comprise professionals in the field of education (directors, training managers, evaluators, experts in European educational projects, etc.) from different educational centres, with more than 15 years’ experience in their current roles.

Explaining the Link between Intellectual Outputs 1, 2 & 3

To inform the development of the Web-based Compendium (IO2), project partners identified 30 social media and online communications tools, platforms and applications which were then research and profiled by all project partners to assess the following aspects of each tool: 1) Name of Social Media or IT Tool 2) Description of the tool – comprehensive description of the IT instrument, social media tool, platform and forum, etc. 3) Functionality of the tool – how does it work? 4) Usability of the tool – who uses the tool and for which purposes? 5) Platform information – Android, iOS, etc. 6) Privacy issues – how is user data treated? 7) Core advantages of using the tool for PROMOVET 8) Core disadvantages of using the tool for PROMOVET The purpose of undertaking this research process was to identify best practice in how these tools and resources could be used by VET teachers and trainers in their teaching practice. As such, by completing this best practice research task, partners completed a profile of the tools which can be used to directly populate the first part of the Web-based Compendium (IO2). To inform the development of the PROMOVET Training Programme (IO3), the consortium undertook an extensive desk and field-based research process. The aim of the desk-research was to gather information on the current use of IT tools in VET provision in each partner country, to identify which tools are being used in VET provision in each country and also to present any national policies or standards for integrating IT into VET practice which may influence how PROMOVET is implemented and adopted in each partner country. As part of the field-research process, project partners undertook to complete a series of 25 questionnaires with young learners, 25 questionnaires with VET teachers and trainers who work to support these young learners and also a series of interviews with 10 other education stakeholders. The aim of this comprehensive consultation process was to identify firstly, what are the primary communication channels and applications used by young learners and how are they actually engaging on these platforms; what is the level of understanding of VET teachers and tutors with regard to the communications channels and apps that young learners are using; what are the IT tools that are being used by teachers to engage with young learners inside and outside of the classroom and what are the key areas where additional training and support is required to ensure the successful implementation of the PROMOVET approach in each partner country. While the questionnaires and interviews collected other useful data which will be useful for guiding the development of PROMOVET in each partner country, these are the key findings which will be extrapolated

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from the individual national research reports and used to influence how the PROMOVET Training Programme (IO3) is designed and developed in the next phase of the project.

Comparative Analysis of the use of IT in VET Provision

As part of the desk-research activities, each partner undertook to research the current use of IT tools and resources in VET provision in their countries. The aim of this task was to identify which tools are currently being used by VET institutions in Europe, and also to ascertain to what degree IT is currently integrated into vocational education for young learners. From a review of the national research reports, we learn that in Austria the use of IT tools in the education of low skilled young people is still in its infancy. For that reason, it was not possible to acquire statistics or information about using IT tools in education; and although a large number of institutions in Austria were contacted, it was not possible to obtain information about the use of IT Tools in education. However, from the field-research conducted directly with the target group in Austria, we can deduce that within the group of young research participants, 68 % of teens surveyed use the internet to obtain information about various topics and the IT tool which is most widely used by this group is WhatsApp with a frequency of 100 % among the 25 young people who took part in the survey; however this is only reflective of our relatively small research group and not representative of the national situation in Austria. In Cyprus, IT tools are more widely integrated in VET provision, but not in any coordinated manner. As such, the use of IT tools, new technologies and modern communication channels varies in terms of its extent, but also in terms of its practical applications. In Cyprus, it is common to use LMS platforms (such as Moodle and Blackboard) for hosting VET courses and it is also common practice to provide an online environment for interaction between the users, for exchange of ideas, for communication, for sharing resources and for completing assignments. In terms of the practical application and integration of IT tools, this varies from the simple use of Email for asynchronous communication between learners or between teachers and learners, to the use of Skype for synchronous communication in groups or one-to-one guidance meetings, to more advanced efforts to integrate tools and platforms in the didactics of a course, such as in educational activities and assignments, and even in assessment and evaluation of student progress, student self-evaluation, or peer-to- peer review and feedback. Despite the various uses of these IT tools and platforms, as mentioned above, there has been no nationally coordinated implementation of IT tools and instruments in VET provision. This is perhaps influenced by the fact that VET National Curricula do not provide specific guidelines or ideas on how to integrate IT tools in teaching. Where recommendations for tools are made by VET policy makers, they typically only recommend the use of IT tools for the benefits that they offer in learning, but they do not provide specific activities or direction to guide teachers and trainers in how to use them. In contrast to the situation in Austria, and in Ireland as we will discuss, in Finland, recent studies show that IT and digital tools are already quite widely used in VET studies and that,

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in general, Finnish VET teachers also have quite a high level of competence in the areas of e- learning, digital teaching and online counselling using digital tools and platforms. In Finland, the problem seems to be that the use of IT and digital tools depends on the digital skills and competences of the individual VET teacher: so therefore, if the VET teacher has excellent or good IT competence they are more likely to use digital tools in their teaching and counselling work, and vice-versa. While the implementation of IT tools in Finland is largely dependent on the skills and competences of the teacher, the digitalization of education is a key priority in Finland. New learning environments and digital materials for schools is one of the key projects being coordinated at a Government level. Additionally, the proposed Government-led reforms of vocational upper secondary education advocates for individualization of VET studies, the development of versatile learning environments and with the upper secondary education matriculation examination being digitalized, the whole examination for all upper secondary learners will be available in digital format in spring 2019. With these measures being implemented in VET provision in Finland, there is an apparent appetite for technology-enhanced VET locally and nationally, and so the PROMOVET project will support local VET centres to deliver education content that is ‘individualised’ for young learners and in-sync with their overall aims and objectives. At present, the situation in Italy is that there is no published study or literature which assesses the use of IT tools in VET provision. Despite this, there is an on-going national debate on this issue, as practitioners and policy-makers come to the realisation that a change is needed in how VET is taught and delivered to Italy’s disaffected young people. NEETs in Italy number 1 in 5 young people. With such a high percentage of young people not engaged in the labour market or in education or training programmes, there is an obvious need to find new strategies and solutions to re-engage these young people in education and training, so that they can fulfil their potential by securing sustainable employment. Through desk-research activities, it has become apparent that while IT tools could really improve the education system in Italy, especially for this target group, it is unlikely that these changes will take place in the formal education system; and so VET is an obvious avenue for piloting this type of innovation. At present in Italy, programmes on ‘digital teaching’ are offered to teachers as an active teaching strategy; meaning that online learning is has the potential to enhance the learner's participation and transform the application of training content so that it becomes “real” for learners. As such, there is scope within the sphere of VET in Italy to offer the type of training proposed by the PROMOVET project to teachers working in this field. Similar to the situation in Italy, in Ireland, there is currently no study or report which has been undertaken to assess the quality of how IT tools are integrated into VET provision nationally, nor to estimate how many VET institutions currently use these tools in their education provision or how many VET learners are engaged in e-learning or learning which is supported through online tools. From our field-based research, we are aware that teachers use Email, Facebook, WhatsApp, Google Classrooms and OneNote to contact their

learners outside of the classroom and to provide some additional support and study notes to learners to supplement what is taught in class. Through experience of working with VET institutions in County Meath, we know that local vocational education and training providers use the Moodle platform to host their e-learning content; however, there is no other data or statistics available to assess the popularity or effectiveness of this platform for delivering VET content. While at present there is no defined policy for integrating IT tools and platforms into VET provision in Ireland, SOLAS, the Further Education and Training Authority of Ireland, is responsible to setting the quality standards for integrating IT into VET provision. To guide the development of technology-enhanced VET in Ireland, SOLAS published a strategy document which outlines the four key elements to be followed when developing technology-enhanced VET. As such, these four elements act as the guidelines for all VET institutions seeking to integrate IT tools and technology into VET provision. According to this strategy, the four elements where technology should be integrated include: programme design; learning content, continuous professional development of teachers and investment in technology infrastructure. The PROMOVET project addresses the first 3 elements listed in this strategy, which shows how apt this project is for supporting the ongoing development of VET in Ireland. Lastly, the study conducted in Spain focuses on the use of IT tools in the region of Andalusia. The latest Educational Success Plan 2016-2020, which is currently being implemented in this region, comprises of a series of measures that are being applied at different levels. This is a generic plan which was adapted by each VET centre and implemented according to the resources available to the centre, and the specific needs of their learners and target groups attending the centre. The main areas covered in this plan include: teaching and management function; teacher training; methodology and curriculum; diversity of interests; capacities and motivation of students; evaluation and self-evaluation and greater participation for success. The Plan for Improving Educational Success provides a specific section on measures in relation to new information technologies: “for the promotion the use of ICT in the framework of the Digital Strategy Plan in Education in Andalusia” and to create blogs and web spaces in which students and teachers can disseminate their work and experiences. This collaborative working environment between teachers and learners is conducive to the PROMOVET approach to improving VET. In addition, research shows that among the tools most used by teachers and trainers in this region are the Moodle platform and blogs. There is a regional government blog that lists a series of digital tools that are available for teachers but to date there has been no study to assess to what extent they are used by teachers. PROMOVET project partners should review this list of available digital tools when developing the Web-based Compendium, and when localising the content of the Compendium for implementation in Spain. The results from across the project consortium show that, with the exception of VET in Finland and somewhat in Cyprus, the use of IT tools and instruments in VET provision in partner countries is under-developed; and this supports the hypothesis that there is scope

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for PROMOVET to have a significant impact on how VET is delivered to young learners in each respective country. However, despite this, with a perceived lack of IT infrastructure in place in VET institutions in some partner countries, project partners may find it challenging to implement the training if they do not first plan to provide additional IT equipment and improved Wi-Fi access to VET schools and centres for the purpose of delivering the training. This is something that all partners must be aware of when planning the testing of the Web- based Compendium and the implementation and delivery of the PROMOVET Training Programme.

Findings from Investigation Study

In this section, we will briefly present some of the findings from the Investigation Study process undertaken in each partner country, with a specific focus on highlighting the key findings that can influence the development of the Web-based Compendium (IO2) and the PROMOVET Training Programme (IO3). These findings are taken primarily from the field-based research completed by partners. Through this research, partners have involved a total of 184 young learners aged between 14 and 23 years, 164 VET teachers, trainers, tutors and mentors who work with low-skilled young learners and 57 education stakeholders and decision-makers who were recruited to support the research process through one-to-one and group interviews. As a result of the research conducted with these target groups, project partners feel that we have generated sufficient accurate and up-to-date empirical data to support the development of the PROMOVET project outputs and to ensure that they are relevant to the needs of our target groups locally.

Findings to Inform the Development of IO2 – Web-based Compendium

When developing the Web-based Compendium for VET teachers to use as inspiration and guidance for integrating social media and communication channels in their teaching practice, partners should reflect on the responses obtained to four specific questions from the surveys conducted with young learners which asked learners firstly to identify which websites, platforms or communication channels they use to source information online; which apps, channels and platforms they use to communicate with others online; then to list the websites, platforms and communication channels that they would like to use to support their learning and finally, which platforms and channels they would like to use to develop and create assignments. The responses to these questions are provided below:

a) Most common IT tools used by young learners surveyed to search for information online: 1. Google 2. Wikipedia 3. Facebook These were the top 3 online tools and platforms listed by young learners surveyed in Austria, Cyprus, Finland, Italy and Ireland. The top websites mentioned by young learners in Spain were Google, Wikipedia and YouTube; with Facebook ranking fourth by this test group.

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b) Most common communication channels used by young learners surveyed in each partner country: 1. WhatsApp (mentioned in: Austria, Cyprus, Finland, Italy and Spain) 2. Facebook (mentioned in: Austria, Italy, Ireland and Spain) 3. Instagram (mentioned in: Cyprus, Finland, Ireland and Spain) 4. Snapchat (mentioned in: Finland, Ireland) 5. YouTube (mentioned in: Austria) 6. Telegram (mentioned in: Italy) Other online communications channels that were mentioned by young learners in Cyprus include: Viber, Skype, Facebook Messenger, Email, Face-time, WeChat and iMessage.

c) Preferred IT tools and communication channels that young learners who were surveyed in each country would like to learn through or to use to support their learning: 1. YouTube (mentioned in: Austria, Cyprus, Finland, Italy, Ireland and Spain) 2. Facebook (mentioned in: Austria, Cyprus, Italy, Ireland and Spain) 3. WhatsApp (mentioned in: Austria, Cyprus, Finland, Italy and Spain) 4. Instagram (mentioned in: Cyprus, Finland and Spain) 5. Snapchat (mentioned in: Austria, Finland and Ireland)

d) Preferred IT tools, platforms or communication channels that young learners surveyed would like to use to develop and create assignments: 1. YouTube (mentioned in: Austria, Cyprus, Finland, Italy, Ireland and Spain) 2. Facebook (mentioned in: Austria, Cyprus, Italy, Ireland and Spain) 3. WhatsApp (mentioned in: Austria, Cyprus, Finland and Italy) 4. Instagram (mentioned in: Cyprus and Spain) 5. Snapchat (mentioned in: Ireland) 6. Office 365 (mentioned in: Finland)

From an analysis of the responses collected to these questions, we can clearly see similarities in the social media and communication channels that are typically used by all young learners who were engaged in this research study. The platforms and applications that they typically use for their communication with peers reappear when we ask them which platforms and channels they would like to use to support their learning and to create and develop assignments. As such, PROMOVET project partners should ensure that all social media and communication channels, and all online tools and platforms, mentioned above are included in the Web-based Compendium, and also that sufficient focus is placed

on these platforms and apps, when developing learning content for the PROMOVET Training Programme to be completed by VET teachers and trainers. In addition to the responses collected through the surveys with young learners, the development of the Web-based Compendium will also be informed and influenced by the recommendations and responses collected through the survey with teachers and trainers and the interviews with education stakeholders in each partner country. In particular, in the interviews with education stakeholders, managers and decision-makers in each country, specific questions were included in the interviews to elicit recommendations and advice from these experts as to which tools should be included in the Compendium and how VET teachers and tutors should be instructed to use these tools.

Across all research reports compiled by the project team, the tools that were most frequently recommended for use in the PROMOVET Web-based Compendium by educators include: a) Moodle b) YouTube c) Tools available through the Google platform such as Gmail, Google Maps, Google Drive, Google Classroom, etc. d) Office 365 e) WhatsApp f) Skype g) Facebook

What is interesting to highlight at this stage is the difference between the types of applications and platforms that young learners would like to learn through, and those that teachers and trainers recommend for inclusion in the Compendium. In general, the apps that young learners would like to learn through tend to have more of a ‘social’ focus and are more visual to look at and use; whereas teachers and educators who participated in this research process typically suggested applications and platforms that can be used to share information and communicate with learners in a more traditional e-learning process. So for example, young learners stated that they would like to use Instagram and Snapchat to support their learning; whereas VET teachers and trainers included apps such as WhatsApp, Facebook and Email which can be used to send information and to communicate one-on- one or in groups and Moodle and Office365 which are used to design and deliver educational content in various formats. In addition to the tools listed above, Blackboard was mentioned by interviewees in Cyprus. Interviewees from Ireland recommended that the online platforms and apps that were most commonly used by young people in Ireland should become the focus of the PROMOVET

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Compendium so that the project achieves its intended objective; this would mean including advice and training on how to use Instagram and Snapchat for education in the Compendium. In Austria, interviewees also mentioned that Kahoot, Wikipedia and Blogs also have some didactic value and should be included in the Compendium. These interviewees made a very interesting point which reinforces the ethos of the PROMOVET project. The interviewees commented that with the help of IT tools and online platforms, it is possible for teachers to meet young learners on their level and to provide education content and impart knowledge on their learners using these social applications and tools. Therefore, while some tools may not have a natural, intrinsic didactic value, by repurposing these tools so that they are used to transfer knowledge to young learners, this gives the tools a didactic purpose that was not previously envisaged. This point highlights the true innovation of the PROMOVET project. Interviewees from Finland also made some interesting recommendations on how the PROMOVET Compendium should be developed; namely that it may not be possible to propose a list of 30 tools that are suitable to support VET teachers and trainers, because online tools and environments used varies across subjects in the field of VET, and VET covers such a diverse range of subjects that it may not be possible to distil the required tools into a Compendium of 30 instruments. These interviewees suggested that to support VET teachers to implement the tools profiled, for different subject areas covered by VET, teachers and partners could develop a digital map which highlights the use of digital tools in this field of study. This is based on their opinion that there are different purposes for different tools, for example the digital tools that are used for counselling would naturally differ from the digital tools that are used for documenting on-the-job learning. As such, interviewees recommended that these thematic digital maps be included by partners in the Compendium; perhaps as part of the ‘practice examples’ to be developed as the second part of the Compendium. The aim of these ‘practice examples’ is to give VET teachers and trainers support in identifying practical applications for each of the tools listed in the Compendium. What is interesting to note from the surveys that partners conducted with young learners and teachers is that in both surveys, target group members were given a list of 30 online platforms and social media and communication channels, and from the list of 30, both target groups were asked to highlight which tools they had experience of using for personal or educational purposes. When asked to review the list of 30 tools provided, there was a noticeable discrepancy in some countries between the number of tools that young learners had experience of using, and the number of tools that teachers had experience of using. In particular, in Austria, learners had experience of using 28 of the 30 tools, where teachers only had experience of using 10 of the 30. Similarly, in Ireland learners had used a total of 25 of the tools listed, whereas teachers has only used 11 out of 30; and also in Spain, learners surveyed were familiar with 29 out of the 30 tools, whereas teachers only had experience of using 13 out of the 30 tools listed. This shows that within this test group, partners will have

to undertake additional work with VET teachers and trainers, perhaps through dissemination of the Compendium or through additional support and training, to raise teachers’ level of awareness of, and participation on, the vast range of social media and online tools and platforms available today. Additionally, from an analysis of the responses to this question, we can deduce that in general, the following tools are least well-known by members of both target groups: 1. Google Allo 2. Twenty 3. Web Forums 4. Google Duo 5. WeChat 6. Blogspot 7. Google Hangout 8. Ask.fm 9. Tumblr 10. Periscope 11. LinkedIN 12. Telegram The list of 30 tools was generated by project partners during a brainstorm session at the first partner meeting in Ireland, when the research framework and data collection tools were being finalised. It was thought at this time, that these 30 tools would become the basis of the Web-based Compendium to be implemented with VET teachers, as they were 30 online and social media tools and channels that fit the purpose of what the PROMOVET project is aiming to achieve. However, project partners were aware at the time that not all of these tools would be widely known and that additional tools might be mentioned by the target group members during the research process that would be better suited for inclusion in the Compendium, as they are already being used by both target groups. As such, the following tools were mentioned by research participants in partner countries as potential tools to be included in the Compendium, as replacements for those that listed above: 1. Moodle 2. OneNote 3. Prezi 4. Weebly 5. Edmodo 6. Wix 7. Kahoot 8. Screencast-O-Matic 9. Office 365 10. Google Docs 11. DropBox

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12. iMovie 13. Google Classroom 14. SMS Based on this outcome from the surveys, it is recommended that project partners update the list of tools to be included in the Compendium to incorporate some or all of these online platforms and tools.

Findings to Inform the Development of IO3 – PROMOVET Training Programme

In order for partners to better understand the extent to which IT is used by VET teachers and trainers in their local area, teachers who were surveyed were asked to provide some details on whether or not they use IT in their teaching practice and which online, social and digital tools and platforms they use in teaching. The purpose of asking teachers these questions was to ascertain their current level of interaction with IT tools for teaching purposes, and also so that partners could gain an insight into the level of IT competence among local teachers, many of whom will become training participants, or potential multipliers, at latter stages of the PROMOVET project. By understanding how IT is currently being used by these teachers, partners can better pitch the level of the PROMOVET Training Programme to be developed so that it responds directly to their training needs and preference. When asked if they currently use IT tools, platforms and applications in their teaching practice, all 50 teachers who took part in the survey across Cyprus and Spain stated that they do integrate IT tools into their teaching practice. In Austria, 92 % of respondents, or 23 out of 25 teachers surveyed, stated that they use IT in their teaching; and this was followed by Finland where 88 %, or 36 out 41 teachers surveyed, used IT in their teaching and Italy where 76 % of teachers, or 19 out of the 25 surveyed, use digital or online tools in their teaching practice. Ireland had the lowest percentage of VET teachers and trainers who integrated IT in their teaching practice with just 65 %, or 15 out of the 23 surveyed, using IT to support their students’ learning. Next teachers were asked to list the top 3 platforms that they would typically use in their teaching practice. The aim of asking this question was to ascertain which platforms the teachers have experience of using, and also to be able to compare and contrast the online tools, platforms and applications that teachers are using for education purposes, with the types of tools and platforms that young learners identified as ‘wanting’ to use to support their learning in their survey. The most common online tools and platforms used by VET teachers and trainers surveyed include: 1. Email (used in: Austria, Cyprus Italy, Ireland and Spain) 2. Facebook (used in: Cyprus, Finland, Italy and Ireland)

3. WhatsApp (used in: Austria, Finland, Ireland, Spain) 4. YouTube (used in: Austria, Cyprus and Italy) 5. Moodle (used in: Finland) 6. Google (used in: Spain)

In addition to these online platforms and tools, the following platforms were also mentioned by teachers and trainers in Cyprus: Prezi, Digital games, Discussion forums, Facebook Messenger, Google Drive, Skype, Google Calendar, Google Docs and e-learning platforms. Next teachers were asked to provide some insight into how these tools are currently being used in their teaching practice. The findings from this question provides partners with a key insight into how teachers are engaging with these tools; and whether they are being used to research topics to be covered in class, for finding relevant notes and additional learning materials for learners, for communicating with learners outside of the classroom or for delivering learning content to learners. Project partners wanted to ascertain if the tools being used by VET teachers are currently being applied didactically or purely for the purposes of communicating with learners and colleagues and sourcing information online. From analysis of the responses collected from teachers who were surveyed, we can deduce that for the most part, where IT tools such as WhatsApp, Email, Skype, Facebook Groups and Messenger are being used by teachers, they are being used purely for communication purposes such as to send and receive homework assignments to learners, to communicate with learners about events in the school or to send notes or reading materials to learners outside of class. Specific examples provided by the teachers surveyed include: • WhatsApp for communication with students and for sending information to learners about events, homework and project work; • Email for communication with students and other teachers, and for sending homework assignments and corrected essays back to learners; • Facebook for posting school notices or posting pictures of school tours or project work. • Skype for contacting learners when they have missed some face-to-face sessions for personal reasons and need to catch up with the classwork that is missed. • Facebook Messenger for sending one-to-one messages to learners and Facebook Groups for sending closed-group messages to learners. In addition, some teachers also mentioned that they use Google and YouTube to find videos which they then show to learners in class to reinforce what is being covered in the lesson; Google+ is used by learners for making presentations and sharing the final product with others; Blogger is used for asking learners to keep a learning diary for a particular project or event that is covered in the school and also that Twitter is used for posting homework notes for learners and also for getting learners to post a short summary of an event or project

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they have taken part in. These latter examples show a more pedagogic approach to using these online tools and platforms; they provide insight into the teachers’ ability to integrate IT tools into their pedagogic process and also provide some practical examples as to what is possible when applying these IT tools in VET provision. These findings from the survey with teachers have allowed partners to establish a baseline understanding of what is currently being implemented by local VET teachers, and to identify how partners can most effectively build on these practices in developing the PROMOVET Training Programme, to ensure that modern social media and communication channels can be applied to the VET environment. In addition, from these findings, partners have gained a better insight into the types of supports that VET teachers will need to implement the PROMOVET approach with the young learners. The training and up-skilling of VET teachers to use these tools constitutes the primary focus of the PROMOVET training programme; however, a second seminal component of this training is to train low-skilled young learners to deliver training to their educators on how to use these online tools in their teaching practice. This is a highly novel and innovative approach to up-skilling experienced VET teachers and trainers, and as such, project partners felt the need to elicit input from education professionals on how best to develop and implement this aspect of the PROMOVET training. As such, during the interviews with education stakeholders, partners asked interviewees to make recommendations, based on their extensive experience of working with young people, to support the development of this innovative training approach. The following is a summary of the recommendations made by education professionals who were interviewed across the project consortium: 1. Make the learning experience fun – ensure that students take it seriously and that they do not use it as an excuse to ‘get their own back’ on teachers but made it fun and engaging for students too. 2. Incentivise the students to perform the task well by offering a certificate or accreditation for this work – something that can be put on their CV or that will give them confidence. 3. Support the teachers to engage with these platforms and apps – come up with tasks and projects where teachers and students can collaborate together. For example, set a theme for a project on Instagram, set up an account for the task and then get the students and teachers to post photographs or pictures to this page based on the theme. 4. Schools will need to be supported with additional equipment if this training is to be delivered in-house. Laptops, projectors, iPads and Wi-Fi hotspots will all have to be provided in order for the training to be a success. 5. Through the training the role of the teacher should evolve towards a profile of “facilitators of knowledge”. 6. Partners should ensure that a suitable online environment or platform is created for the purpose of supporting the delivery of this training, where students and teachers

can share ideas and information, creating an attractive and useful tool to disseminate information and get feedback. 7. The VET teachers and trainers should be the first group to be trained to better understand how students are acting in relation with social networks and IT tools and know how social networks work. 8. It is important that the training starts from the basics and the flipped learning approach would be used. 9. Young learners should be involved in the development process not just delivering the training; because, even though they will not understand the pedagogic theory behind designing the curriculum, they might have good input with regard to the technical features of some of the tools. 10. VET teachers need to be provided with simple training on how to use new technologies and digital tools that young learners would prefer to see integrated in their teaching.

In addition to these recommendations, VET trainers in Cyprus expressed the need to be provided with instructional material and supporting activities that are complementary to the objectives of the VET National Curricula. Another need that was highlighted during the interview process in Cyprus is to ensure that the training materials developed and provided for VET teachers as part of the PROMOVET project have been peer-reviewed and are considered to be of high educational value and valid pedagogic quality. When developing the curriculum framework for the PROMOVET Training Programme, and when planning the implementation of this training locally, partners should bear these recommendations in mind.

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Core Messages for Teachers and Trainers

To conclude the research process with young learners, project partners asked learners to share a ‘core message’ that we could communicate to their educators to encourage them to adopt the approach being advocated by the PROMOVET project. The purpose of asking for these core messages was to be able to describe to teachers the impact that this new approach to VET practice could have on their learners, through the words of the young learners themselves. The learners who contributed to the PROMOVET research process shared the following core messages with us: • Teachers should make sure that they know how to use the IT tools before introducing them to the class. • If assignments are posted online, instructions must be clear. Computer-based assignments and online exercises etc. are fine at school, not at home unless clear instructions are given. • Teachers should be open-minded and patient with learners and vice-versa. • Important to adapt and grow through new tools of the modern era and take part in learners’ learning. • To understand that we are more used to and comfortable with using the internet because we have grown up online. • Allow students to learn online as IT is taking over society and I feel we would engage quicker. • Learning through IT can give students a more varied learning experience. • Think of your students’ needs and help them to help themselves.

Young learners were also invited to make recommendations to the PROMOVET project team, to support us in making sure that project outputs are as relevant to the needs of young learners as possible. The following points summarise some of the key recommendations made by young learners: • Learners want to see more videos used in teaching practice – they all use YouTube for additional support and in their free-time so they would like to see this integrated into the classroom. • Focus on making learning more interactive by using some of the instant messaging apps that young learners use – this is how they are used to communicating, so try and integrate this into how they learn also. • Learning with the help of IT tools is easier as it allows a constant exchange of information with others and answers to all questions posed by learners can be found online.

• Teachers could offer online tutoring to students if they miss a day of school or are struggling with a homework assignment, they can post a question on a Facebook Group and the teacher can post an answer. • IT can improve and enhance learning for young people by making classes more interactive, more student-centred and more open to global learning, distance learning and self-paced learning; • Interest in studies could increase if assignments were easily available on apps that people use every day anyway. • All information can be posted to online groups such as Facebook Groups or on WhatsApp including the days homework so that if learners cannot make it to school that day, they can still cover their homework tasks.

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Recommendations for how the IT tools can be used

To conclude the field-research with all target groups and to further inform the development of the PROMOVET outputs, young learners, VET teachers and trainers and education stakeholders who were interviewed were each asked to make recommendations on how they would like to see social media and online communication channels and tools used in VET provision. In this final section, we will review the key recommendations made by each target group.

Recommendations from Young Learners

Learners recommended that: • WhatsApp be used for homework and for students to ask questions about homework. The learner group or class could have a common group (in addition to students, this group could also include teachers and tutors) and the group could be used to ask questions about homework assignments and get a response quickly and for sharing links and information (e.g. photos). • Facebook Messenger and Viber be used to set up a group chat for a group-work task or for a class project. • Email should be used to communicate with teachers, for teachers to send homework assignments to students and for learners to send their completed homework and assignments to teachers. • Instagram to be used to find pictures online for projects, to document the development of art projects and as a sketchbook or portfolio for art projects; • Pinterest can be used to find pictures for projects and to find inspiration for art projects in particular. • Snapchat can be used by teachers to create stories for notes from class work. S • Skype could be used by learning to consult with teachers and to gain additional support from tutors. • YouTube can be used to watch videos to further explain what is covered in class and also for specific subjects, for example when looking for videos about science experiments or documentaries about events in history. Where teachers use educational videos in class, they can then send a link to the video to learners via email so that learners can watch the video later to reinforce their learning.

Recommendations from Teachers and Trainers

Teachers recommended that: • WhatsApp should be used for sending information to learners about events, homework and project work. • YouTube for finding clips that can be shown in class. • Email for sending information to learners and for receiving homework and project work that is completed using a PC. • Twitter for posting homework notes and for getting learners to post a short summary of an event or project completed. • Moodle can be used to provide learners with access to training materials and content when they are at home or when they cannot make it to class.

Recommendations from Education Experts

• Digital tools and social media are part of modern society, so they should also be part of VET; but it is important that media literacy is taught to young learners and that they are taught to critically evaluate the sources they use when using Wikipedia, for example, to search for information online. • Learning platforms such as Google Classroom, Moodle or Kahoot are basic tools that can help to provide learning content to young learners in flexible formats; but where teachers can also maintain a level of control and monitoring over who engages with online content, who attends webinars and online sessions. • Office 365 can be used to improve the collaboration and team-work skills of learners. The ability to work in teams is a vital skill that ought to be improved through the provision of VET as well as the ability to work in virtual teams. • WhatsApp, Facebook Messenger and Groups are suitable for quick information sharing. • Facebook Groups or WhatsApp can be used as closed groups composed exclusively of young people in the target group and educators, where educators act as administrators and moderators. Using Groups, teachers and learners could create an environment in which they deal with various topics and brainstorming, focus groups, ideas and documents are shared, innovative solutions to problems are found together and learners learn key skills in team-work and collaboration. WhatsApp also allows it´s users to send voice messages - this is a good feature for VET-students with special needs. Voice messages also enable the development of VET students’ verbal communication skills. • Facebook is good for counselling purposes, also enables peer-counselling.

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• It is important to become visual e.g. Instagram enables learners and teachers to share photos from learning experiences and environments. For young learners, it is more engaging to see images and short videos ten to just read text-based content all of the time. Using Instagram, even text-based content can be presented in a more visual way, for example, through using infographics. • The combination of a blog (maintained by the VET student) and Skype / Facetime or other tool that enables distant counselling is very good. The VET students can document their learning experiences on the blog, for example during a period of work placement, and receive counselling and feedback from their VET teacher through Skype or Facetime. • YouTube can be used to appeal to different learning styles than what is catered for in traditional, mainstream education - Visual or Aural learners - more engaged in learning through YouTube. Learners can also find educational content on YouTube to reinforce the learning acquired in class. In addition, the skills required to be successful on YouTube comprise many of the skills required in the modern-day labour market – digital literacy and IT competence, creative thinking, adaptability, media production skills and knowledge of modern marketing techniques such as keywords, search engine optimisation, etc. - getting learners active on YouTube as creators and publishers of their own content represents a real opportunity for teachers to enhance the labour market potential of low-skilled young people through engaging, embedded-learning activities. • Pinterest is used less by young learners than by adults; however, it could be used as a career guidance and planning tool for young learners. For example, as part of their career guidance work in school, learners could be asked to create a ‘board’ on Pinterest and to ‘pin’ images associated with their dream job on the board. In class, teachers can then review the boards from all learners and either through classwork or in one-to-one settings, teachers and careers advisors can coach learners in the courses they will need to take and the qualifications they would need to achieve in order to attain their dream job. • Twitter has limited didactic value as students and learners can only post 140 characters at a time; however, at the end of an event, a school trip or a project such as delivering a play or school musical, Twitter can be used to ask learners to post ‘one key thing’ they have learned from the experience. This is valuable because it forces learners to reflect on the full experience and to distil down their thoughts and feelings into 140 characters. Setting up a Twitter page for a full class group can also be useful to track all work and activities completed by the group in one school year. Twitter can also be used to support other work undertaken in class; for example, if students are learning about human rights as part of their political studies course in school, they might decide to use a hashtag on Twitter and to develop a campaign to draw attention to a particular movement in history or perhaps some rights that are being withheld from a particular group – one example of this could include a Twitter

campaign to draw attention to the homeless crisis in Europe at the moment. This could teach students of the value of online social media channels for social activism and campaigns. • Google Drive is a cloud archive for documents; using it in an education setting can ensure that document shared are accessible to young learners and educators constantly and when the learners need access to it. Educators can share handouts, notes and other files with their learners through this application.

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Conclusion

All members of the PROMOVET project team undertook a comprehensive investigation study process. The outcomes of these research activities will now act as the evidence-base for the development of the PROMOVET outputs, and the project’s innovative model for training low-skilled young learners to facilitate the learning process of their educators in how to use social media and communication tools to modernise how VET programmes are delivered to young people. Throughout the research process, partners have been committed to involving members of all target groups; with the result that a total of 184 young learners aged between 14 and 23 years, 164 VET teachers, trainers, tutors and coaches who work to support these low-skilled young learners, and 57 education professionals and decision-makers were engaged to contribute to the PROMOVET investigation study process. Following on from desk and field research activities, partners now have a clear understanding of the actual social and online tools, channels and platforms that are most frequently used by young learners in Europe, the processes and behaviours that young people follow in using these tools and how they would like to integrate these tools into their learning processes. Project partners now also have a greater insight into the current practices for integrating IT tools into VET provision across consortium countries, the level of competence of local VET teachers and trainers in using IT in their teaching practice and of the actual needs and supports which these teachers and tutors will need to successfully adopt the PROMOVET approach to providing VET to low-skilled young learners. Where IT tools are already in use in VET provision, young learners, teachers and education professionals who were interviewed all provided concrete examples of how these tools can be integrated into VET. Where IT tools are not used for these purposes, young learners in particular, provided valuable recommendations as to how the social media and online communication channels that they use on a daily basis can be re-purposed to support their learning. As such, project partners now have access to a wealth of up-to-date, relevant and accurate empirical data that will inform the development of the PROMOVET project outputs: IO2 – Web-based Compendium and IO3 – PROMOVET Training Programme. Project partners will consider all of these research findings when designing and developing these core project outputs.

Annex 1: Best Practice Examples for Web-Based Compendium

1. Name of Social Media or IT Tool: WhatsApp Messenger

2. Description of the tool – comprehensive description of the IT instrument, social media tool, platform and forum, etc. WhatsApp is a mobile application for smart phones which lets its users communicate via instant messaging, phone calls, group chats, and voice recordings. Downloading the app as well as using it is free of charge. The app uses the phone’s internet connection to work (data plan or Wi-Fi), thus, all communication, even internationally, is available without any fees or charges. WhatsApp users are always logged in which makes it possible for them to use WhatsApp and to be reached through WhatsApp at any time. If there is no internet connection available at the time a message is originally sent, WhatsApp will store the message and send it at a later time.

3. Functionality of the tool – how does it work? WhatApp Messenger lets users exchange text messages, emojis, pictures, voice messages, videos, and files. Individual and group chats are possible. When a new message arrives, the user gets notified and sees a red badge on the app icon on their phone screen. If a user chooses the settings accordingly, they can see when their message was received and read by the other person.

4. Usability of the tool – who uses the tool and for which purposes? WhatsApp is widely used and a very popular tool for online and mobile communication. Downloading this app is free of charge, as are phone calls and other forms of communication through the app. WhatsApp is also easy to use and self-explanatory which reduces the risk of people being excluded from this form of communication due to problems of understanding how the app works.

5. Platform information – Android, iOS, etc. WhatsApp can be used on Android as well as on iOS based smart phones and actually facilitates communication between different systems. For iPhones, iOS7 or later is required, in Android based phones the system requirements depend on the device. A web app version of WhatsApp is available.

6. Privacy issues – how is user data treated? What needs to be considered? WhatsApp’s privacy policy claims that the company has great respect for its users’ privacy. They do, however, as other services, collect user data. One aspect of the WhatsApp policies is the fact that they encrypt messages, which, according to them, means that it is not possible for third parties or for WhatsApp themselves to read the contents of WhatsApp messages.

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Certain user information is collected automatically: usage and login information, transactional information for payments, device information, cookies and status information. According to WhatsApp, the information is collected to help them operate, customise, support, understand, market, improve and provide their services.

7. Core advantages of using the tool for PROMOVET: WhatsApp is free of charge and a very popular app for mobile phones users of different ages and backgrounds, which makes it very likely to be a good choice for using it in a learning environment. PROMOVET could benefit from the app’s many features and from its already existing popularity.

8. Core disadvantages of using the tool for PROMOVET: WhatsApp creates pressure, particularly through group messaging: when users continuously see new messages arriving they might be shamed into feeling bad for not fully participating in the on-going conversation. Additionally, the fact that it is possible to see when exactly a message was received and read can cause unpleasant stress and pressure.

9. Please include a screenshot of the tool here:

Picture taken from: http://www.ubergizmo.com/2017/05/whatsapp-encrypt-iphone-backups

1. Name of Social Media or IT Tool: Facebook Messenger

2. Description of the tool – comprehensive description of the IT instrument, social media tool, platform and forum, etc. Facebook messenger is a tool for online, social media communication. The app can be downloaded for free and is available in 27 languages (among them are the PROMOVET partner languages English, Finnish, German, Greek, Italian, and Spanish). For all activities done with this app the user’s data plan or, when available, Wi-Fi is used, which means that no extra charges apply (other than data charges), even when communicating with people in other countries. All messages sent through this app are stored in the chat app and can be accessed later on.

3. Functionality of the tool – how does it work? Facebook messenger works like a chat or text messaging service where people can exchange instant messages to communicate with each other. In addition to messages consisting of only text and/or emojis, it is possible to send pictures and videos (both either taken from the phone’s camera roll or newly taken with the camera), voice messages (where a short audio recording is made and sent to the other person) and also to make voice and video phone calls. Text-based messages can be decorated with stickers. Through Facebook Messenger people can either communicate with one other person at a time or with several at once in a group chat.

4. Usability of the tool – who uses the tool and for which purposes? Facebook Messenger is used by Facebook users, mostly to share private information or additional comments that may or may not be connected to posts on Facebook. It is a practical tool for exchanging private messages which refer to anything happening on Facebook without the public exposure provided by Facebook itself. Through Facebook Messenger, Facebook members can also contact other members without having to be friends with them.

5. Platform information – Android, iOS, etc. Facebook Messenger is available for both iOS and Android phones. Currently (December 2017), it requires iOS8 or later to work and it is compatible with iPhone, iPad and iPod touch. In an Android phone, the required system depends on the device that is used. Facebook Messenger is also compatible with older Android phones. It is possible to also use Facebook Messenger on a desktop computer or laptop.

6. Privacy issues – how is user data treated? What needs to be considered? As this app is clearly and closely linked to Facebook, and is developed by Facebook Inc., there might be some concerns regarding user data privacy. According to the Facebook data policy,

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all Facebook brands have the same privacy policies, but it is stated that various points of these policies differ according to the service you use. Facebook collects information about the things users do and the information they share, as well as about people’s networks and payments. According to the privacy policy, this information is used to improve and develop services, to communicate with the users, to choose matching ads and to keep Facebook a safe place.

7. Core advantages of using the tool for PROMOVET: Facebook messenger can be a very valuable tool for PROMOVET as it is versatile, free of charge and offers many different options of communication. One big advantage of using Facebook messenger for PROMOVET is that it is closely linked to Facebook. If students are Facebook members (which will frequently be the case), it is very easy for them to access Facebook Messenger with the same profile they use on Facebook. They can then share information via this tool and use it for communicating with other Facebook members.

8. Core disadvantages of using the tool for PROMOVET: A big disadvantage of Facebook Messenger is the fact that the same privacy policies apply which are also used by Facebook itself. Facebook has a reputation of collecting its users’ information to a large extent, thus gathering private information about its members. If learners share delicate information via Facebook Messenger, that information might actually eventually be used by other parties. Another disadvantage is the fact that anyone who wants to use Facebook Messenger has to be a Facebook member; this will exclude learners who are not members of Facebook and who do not want to become members. 9. Please include a screenshot of the tool here:

Picture taken from: https://www.androidpit.com/facebook-messenger-update

1. Name of Social Media or IT Tool: MMS (Multimedia Messaging Service)

2. Description of the tool – comprehensive description of the IT instrument, social media tool, platform and forum, etc. MMS can be regarded as the successor of SMS on mobile phones. It provides the possibility to send multimedia messages from a mobile phone to other mobile devices and/or to e-mail addresses. (SMS lacks this functionality.) MMS is not smart-phone-app-based like the majority of modern communication tools; it is a built-in application provided by the respective mobile device and the mobile service provider.1 With MMS, the messages are transferred via GPRS data service, WAP gateway and MMS server – and not simply the Web.2 The availability of MMS usually depends on the service provider’ data plan. Charges are, depending on the mobile service provider, usually based on the number of messages and more expensive than simple SMS messages.

3. Functionality of the tool – how does it work? On a user-level (as opposed to the technical level), MMS works and looks very much like SMS: users can exchange instant messages with each other. In addition to SMS, however, it is possible to format text, to add emojis and to attach files of various types (incl. text, picture, video, or audio). Communication can be between two or more people; not every provider and device allow group communication, though. When users want to send MMS they just open the standard messaging application on their mobile device (usually the same they would use for SMS messages), choose the recipient(s), compose their message and send it off. The sender needs to know the mobile phone number or the e-mail address of the recipient. 4. Usability of the tool – who uses the tool and for which purposes? Typically, MMS messages would be sent if users wanted to send multimedia content or format their texts in messages. Messages and their attachments may contain private or business information, such as pictures from your holiday resort or text files with meeting minutes. MMS messages also used to be sent by organisations for advertising purposes.

5. Platform information – Android, iOS, etc. MMS is not confined to any of the popular platforms like Android or iOS. However, its availability depends on the respective mobile device and the mobile service provider (and the customer’s plan).

6. Privacy issues – how is user data treated? What needs to be considered?

1 cf. https://de.wikipedia.org/wiki/Multimedia_Messaging_Service. [29 Dec. 2017.] 2 cf. Ibid.

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MMS messages are, basically, not encrypted. If users want more security, they can use a number of apps, which are available on both Android as well as iOS. These apps, such as an app called Textsecure, are used instead of the standard messaging apps on the mobile device and offer user-to-user encryption3. One major threat that comes with using MMS is that it can be used for attacking the user’s mobile/smart phone: ‘All smartphones, as computers, are preferred targets of attacks. These attacks exploit weaknesses inherent in smartphones that can come from the communication mode—like Short Message Service (SMS, aka text messaging), Multimedia Messaging Service (MMS), wifi, Bluetooth and GSM, the de facto global standard for mobile communications. […] And some malicious software relies on the weak knowledge of an average user.’4

7. Core advantages of using the tool for PROMOVET: MMS can be used to send (multimedia) massages to groups of people.

8. Core disadvantages of using the tool for PROMOVET: All users must have mobile devices and mobile service providers that support MMS. There are different limitations imposed by different service providers; sometimes messages created on one device may not work on other devices. In addition, MMS messages cost the sender (and sometimes also the receiver) extra money. Furthermore, MMS is not regarded a popular technology used by young people. Users need to make sure that their devices are properly configured to use MMS; this can be quite difficult and cause hassle.

9. Please include a screenshot of the tool here:

Picture taken from: https://www.iphone-ticker.de/ios-10-3-3-mms-nachrichten-mit-mieser-foto-qualitaet- 114488/

3 cf. https://www.computerwissen.de/it-sicherheit/mobile-security/artikel/so-senden-sie-verschluesselte- kurznachrichten.html. [29 Dec. 2017.] 4 https://en.wikipedia.org/wiki/Mobile_security. [29 Dec. 2017.]

1. Name of Social Media or IT Tool: E-Mail

2. Description of the tool – comprehensive description of the IT instrument, social media tool, platform and forum, etc. E-mail (electronic mail) is used to exchange messages between individual or groups of people. E-mail messages are sent via the Internet. ‘Servers accept, forward, deliver, and store messages. Neither the users nor their computers are required to be online simultaneously; they need to connect only briefly, typically to a mail server or a webmail interface, for as long as it takes to send or receive messages.’5 Modern e-mail programmes (web-based and machine-based) typically have a graphic- interface text editor to compose and format the messages. Users specify the recipients’ e-mail addresses, write the message, probably attach files (of any format) and send the message off. Messages (sent and received) are stored in electronic mailboxes. They can be stored, forwarded, replied to, printed or deleted.6 E-mail, nowadays, has become the predominant form of written communication in the business world; it is also used in private written communication. E-mail can be accessed on both computers with any of the common operating systems as well as (smart) mobile devices as long as the machines are connected to the internet.

3. Functionality of the tool – how does it work? E-mails are used to exchange messages among individual users or groups of users. To send/receive e-mails, users need an e-mail client (the programme) on their devices or can register for online e-mail services. On smartphones, users would typically use e-mail apps. Furthermore, users need to have their own e-mail addresses. These are unique and consist of a personal identifier followed by the @-sign and a domain name.7 Users can add files of any file type to a message. Size limitations and/or security restrictions might apply, depending on the service provider or, particularly in business context, the organisation. In order to send e-mails, the sender needs to know the recipient’s e-mail address. E-mails are transported via the Internet and are usually delivered within minutes. Set-up of e- mail clients/webmail accounts is quite user-friendly, and there are numerous (online-based) tutorials if needed.

4. Usability of the tool – who uses the tool and for which purposes? E-mails are used in all kinds of everyday private and business contexts. To have an e-mail address has become as common as a telephone number or a physical address. Moreover, most users have more than one e-mail address (e.g. a private one and a business address). Typically, e-mails would be used in written communication when there is no need for instant

5 https://en.wikipedia.org/wiki/Email. [29 Dec. 2017.] 6 cf. https://www.webopedia.com/TERM/E/e_mail.html. [29 Dec. 2017.] 7 cf. https://www.computerhope.com/jargon/e/email.htm. [29 Dec. 2017.]

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messaging and/or when larger-size files need to be transferred. Also, e-mails are often used instead of traditional letters or faxes.

5. Platform information – Android, iOS, etc. There are no limitations with regard to platforms. E-mails can be sent from and delivered to e- mail programmes, web-mail accounts and e-mail apps on smartphones on all commonly used platforms. Transfer protocols and cross-platform standardisation processes run in the background and need no user interaction.

6. Privacy issues – how is user data treated? What needs to be considered?

E-mails are sent via the Internet and are, basically, not encrypted. Users can, however, select an e-mail provider that supports secure and encrypted lines. It is, however, important that both the sender as well as the recipient use such a provider. When webmail is used, the provider should provide exclusive HTTPS login.8 Another security measure is end-to-end encryption. This method, however, needs so-called keys to be exchanged by the users. It also only encrypts the message itself; meta data (name of sender/recipient, heading, etc.) are not encrypted.9

7. Core advantages of using the tool for PROMOVET: E-mails are very widely used and there are hardly any limitations that go with e-mail messages. It is a tool to transport larger texts and attachments. Even if e-mails are no instant messaging tools, they can be used wherever there is an Internet connection. Group communication is possible. Service providers offer basic accounts with free access to e-mail.

8. Core disadvantages of using the tool for PROMOVET: E-mails may seem a bit old-fashioned and business-style to young learners. E-mails, even if they can be received within seconds/minutes, are no instant messaging services.

9. Please include a screenshot of the tool here:

Picture taken from: https://www.computerhope.com/jargon/e/email.htm

8 cf. https://www.datenschutz-notizen.de/wann-sind-e-mails-sicher-2713442/. [29 Dec. 2017.] 9 cf. Ibid. [29 Dec. 2017]

1. Name of Social Media or IT Tool: Viber

2. Description of the tool – comprehensive description of the IT instrument, social media tool, platform and forum, etc. Viber is an instant messaging application that also allows the users to make voice over IP (VoIP) calls. It is available on all major platforms and works on computers (desktop version) and smart phones (app). Furthermore, users can exchange media files (e.g. pictures and videos).10 Amongst other features, Viber also supports video and group messaging.11 The service works via the Internet, so the users need a data plan or active WiFi connection on the smartphone or an active internet connection on the computer.

3. Functionality of the tool – how does it work? Like most other modern instant messaging tools, users can use Viber to exchange text and voice messages, emojis, pictures, and videos. Viber also offers group messaging and calls.12 For Viber to work, users need an active Internet connection. They are notified (subject to individual settings) when new messages arrive and can reply instantaneously. The user interface is similar to other popular messaging applications. Viber users need to have a free account. There is no particular registration process; the user’s phone number is her/his Viber ID. Messages can only be sent to other Viber users. Calls can be made to land and mobile lines but cost extra money. Using Viber as a messaging application is free.13

4. Usability of the tool – who uses the tool and for which purposes? In December 2016, Viber had 800 million registered users.14 It is particularly popular in Eastern Europe; in Western and Central Europe its popularity lies behind WhatsApp and Facebook Messenger.15 Viber can be used for one-to-one messaging and group chats, for calls and video calls, for sending stickers and location sharing, etc. Its similarity to other modern messaging applications ensures straight-forward and easy use.

5. Platform information – Android, iOS, etc. Viber has apps for numerous popular platforms and ‘works on most Android, iOS, and Windows 10 devices, as well as Mac and Windows computers’16.

10 cf. https://en.wikipedia.org/wiki/Viber. [29 Dec. 2017.] 11 cf. https://www.webwise.ie/parents/what-is-viber/. [29 Dec. 2017.] 12 cf. https://www.viber.com/media-kit/. [29 Dec. 2017.] 13 cf. https://www.viber.com/media-kit/. [29 Dec. 2017.] 14 cf. https://en.wikipedia.org/wiki/Viber. [29 Dec. 2017.] 15 cf. http://blog.wiwo.de/look-at-it/2016/06/06/welt-der-messenger-whatsapp-in-55-prozent-der-laender- auf-platz-1-fb-messenger-in-einem-viertel/. [29 Dec. 2017.] 16 https://www.viber.com/faq/. [29 Dec. 2017.]

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6. Privacy issues – how is user data treated? What needs to be considered? According to the company’s support, ‘chats on Viber are secured by end-to-end encryption’17. This means that all data (incl. messages, photos, videos, voice and video calls) are scrambled on their way from the sender to the recipient. Messages, however, are only secure during transport; once they are on a user’s device they can be accessed from anyone who has access to the device.18 According to the Viber Privacy Policy, the users’ personal information is used in various ways. Amongst others, the policy states that personal information is never sold to but can be shared with third parties. Also, user information is used to provide and improve the various Viber services, to provide offerings to the users, to process payments, to prevent fraud and spam, to support law enforcement, and to communicate with the user.19

7. Core advantages of using the tool for PROMOVET: Viber is a free application with a lot of features, including text, voice and video messaging, group chats with up to 199 participants, sending stickers, making calls, etc. Therefore, Viber seems to offer any functionality that might be wished for when using the tool in training and education. It will be easy to use by young people and is a cross-platform tool. Messages are synchronised between the various apps of one user.

8. Core disadvantages of using the tool for PROMOVET: The question remains whether Viber is as popular amongst young people as WhatsApp or Facebook Messenger, which offer very similar services. Also, peer pressure in group chats and stress not to miss messages in such chats can be a disadvantage. Furthermore, Viber also offers games and promotional channels, which might turn out to be a distraction.

9. Please include a screenshot of the tool here:

Picture taken from: http://fortune.com/tag/viber/

17 https://support.viber.com/customer/portal/articles/2017401-viber-security-faq. [29 Dec. 2017.] 18 cf. Ibid. [29 Dec. 2017] 19 cf. https://www.viber.com/terms/viber-privacy-policy/. [29 Dec. 2017.]

1. Name of Social Media or IT Tool: Instagram

2. Description of the tool – comprehensive description of the IT instrument, social media tool, platform and forum, etc. Instagram is a picture-sharing application that is available on mobile and smart devices. This is a social media tool, where users can share photographs and pictures with their ‘followers’. All pictures and photographs that are published on a user’s account are either only shared to all of their ‘followers’, or if the user account is not set to ‘private’ then the pictures can be viewed by anyone with access to the internet who logs on to Instagram. Instagram also has an in-built direct messaging function where individual users who follow each other can send images, pictures, gifs and short videos to one another in a private chatroom. Instagram uses hashtags to promote pictures from different users; so for example, you can search Instagram for ‘pictures of food’ and then the most popular posts with ‘#food’ in the description of the photograph published by a public user are shown in the search results.

3. Functionality of the tool – how does it work?

Instagram can be accessed through mobile or smart devices or through a laptop or computer by logging on to the web platform. Once you access the social media site through the website or application, users then create an account and choose whether or not they want to share their posts publicly or restrict access to their account so that only their ‘followers’ can view their pictures. This security setting also means that the user has to ‘approve’ followers to their account, so that they have some degree of control over who sees their posts. Instagram also has an "Explore” tab inside the app that displays popular photos, photos taken at nearby locations, and a search function. The tab also features trending tags and places, curated content, and the ability for users to search for locations. Instagram offers a number of photographic filters that users can apply to their images. Instagram currently offers users a choice of up to 33 filters for their photographs, as well as a range of layout options which can be accessed through an external application that users download and use in conjunction with the Instagram app: called ‘Instagram Layout’ this app allows users to format how they will present their images. Instagram also offers users the option to upload a short video and to use a Boomerang function to show short moving images where users record themselves moving for 2-3 seconds and this is then replayed on a loop once uploaded. Users can also use the Instagram Direct feature, which lets users interact through private messaging. Lastly, users can upload their ‘Instagram Stories’. This feature allows users to take photos, add effects and layers, and add them to their Instagram story. Images uploaded to a user's story expire after 24 hours; which is a similar feature to what is available through Snapchat.

4. Usability of the tool – who uses the tool and for which purposes?

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Instagram's users are divided equally with 50% iPhone owners and 50% Android owners. While Instagram has a neutral gender-bias format, 68% of Instagram users are female while 32% are male. Instagram has been proven to attract the younger generation with 90% of the 150 million users under the age of 35.

To use Instagram, users can take photographs on their smartphone and upload them directly to the site, including a description of the photograph and including hashtags to make their photographs more easily searchable by other users. Users can also source images, gifs, short videos or quotes online and share these with their users through mobile and smart devices or through laptop and desk-top computers. Using a ‘heart’ symbol, followers can then choose to ‘like’ the photograph posted by the individual user. Additionally, once a photograph is posted, followers can also comment on the post or share the post with individual followers through the private chat function or publicly share it with their own followers by sharing it to their own account.

5. Platform information – Android, iOS, etc. Instagram is available as an application on both Android, iOS and as a feature-limited web-site interface.

6. Privacy issues – how is user data treated? Instagram collects the following types of information from all users: • Information users provide directly to Instagram; • Information to help users to ‘find friends’ on Instagram; • Analytics information; • Cookies and similar technologies; • Log file information; • Device identifiers; • Metadata - technical data that is associated with User Content.

Instagram uses this information to: • help users to efficiently access their information after they sign in; • remember information so users will not have to re-enter it during their visit or the next time they visit the Service; • provide personalized content and information to users, which could include online ads or other forms of marketing • provide, improve, test, and monitor the effectiveness of Instagram’s Service • develop and test new products and features • monitor metrics such as total number of visitors, traffic, and demographic patterns • diagnose or fix technology problems • automatically update the Instagram application on users’ device(s)

7. Core advantages of using the tool for PROMOVET: • Young learners are already very active on Instagram and so it wouldn’t take much effort to encourage young learners to use the platform.

• Instagram has some didactic value in planning and documenting creative projects or group-work assignments. • Instagram can also be used to promote the work of a class group and to highlight any events or tours attended by young learners. • 8. Core disadvantages of using the tool for PROMOVET: • In general, teachers are less active on Instagram and so they will require additional support in order to use this in education provision. • As Instagram is an app, and not a web-based platform, tablets, iPads or other smart devices will be required to use Instagram in an education setting. As most schools do not have access to this type of IT equipment, this might represent a barrier to the implementation of the PROMOVET training in partner countries. 9. Please include a screenshot of the tool here:

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1. Name of Social Media or IT Tool: Pinterest

2. Description of the tool – comprehensive description of the IT instrument, social media tool, platform and forum, etc. Pinterest is a web and mobile application that allows users to create their own picture boards and pin ideas to these boards. The aim of Pinterest is that users share images, picture, GIFS and short videos with each other and that by sharing these images, it will act as a source of inspiration for creative projects. These can include ideas for home renovation, up-cycling of old materials, swapping recipes or planning for a big occasion such as a birthday party or wedding.

3. Functionality of the tool – how does it work? Pinterest is a free website that requires registration to use. Users typically collect images from Pinterest and other sites online and ‘pin’ these images to their ‘boards’ on their accounts. A Pin is an image that has been uploaded or linked from a website. Pins saved from one user's board can be saved to someone else's board, a process known as "repining”. Boards are collections of pins dedicated to a theme such as quotations, travel, or weddings. Pinterest uses a feature called Guided Search, which gives keyword suggestions when entering a search term, narrowing down results. A user’s home feed is a collection of Pins from the users, boards, and topics followed, as well as a few Promoted Pins and Pins Pinterest has picked for the user based on their activity and preferences. Following users and boards fills the home feed with content. Users can follow and unfollow users as well as boards. Similar to Facebook, Instagram, and Twitter Pinterest contains verified accounts. A verified account will contain a checkmark next to their domain in the search results. The verified profile will also contain a full website URL and checkmark.

4. Usability of the tool – who uses the tool and for which purposes? In terms of the user demographics for Pinterest, data from the US from 2016 is available and shows that roughly three-in-ten online Americans (31%) use Pinterest and that women use Pinterest at much higher rates than men. Nearly half of online women use the virtual pin- board (45%), more than double the share of online men (17%) who do so. Pinterest is also most popular in the US among 35-44 year olds, whereas in Europe the age profile of Pinterest is about 10 years less: 26-35 year olds.

In relation to the usability of the tool, users can upload, save, sort, and manage images— known as pins—and other media content (e.g., videos) through collections known as ‘boards’. Content can also be found outside of Pinterest and similarly uploaded to a board via the "Pin It" button, which can be downloaded to the bookmark bar on a web browser.

5. Platform information – Android, iOS, etc.

Pinterest is available as an application on both Android, iOS and as fully-functional web-based platform.

6. Privacy issues – how is user data treated? What needs to be considered?

Pinterest collects information in the following ways: • When users sign up for or use its products, they give Pinterest certain information voluntarily. This can include their name, profile photo, Pins, comments, likes, the email address or phone number used to sign up, and any other information that users provide. • Users may also give Pinterest permission to access their information in other services; for example, linking a Pinterest account to an existing Facebook or Twitter. etc. 2. We also get technical information when you use our products • Log data - when using Pinterest, its servers automatically record information (“log data”), including information that a users’ browser sends whenever they visit a website or that their mobile app sends when using it. Log data may include Internet Protocol address, the address of the web pages visited that had Pinterest features, browser type and settings, the date and time of requests and cookie data. • Device information – Pinterest also collects information about the device a user is using Pinterest on, including what type of device it is, what operating system it is using, device settings, unique device identifiers and crash data. • Pinterest may get information about users and their activity outside Pinterest from its affiliates, advertisers, partners and other third parties they work with. • Online advertisers typically share information with the websites or apps where they run ads to measure and/or improve those ads. Pinterest also receives this information, which may include information such as whether clicks on ads led to purchases or a list of criteria to use in targeting ads.

Pinterest uses this information to: • Improve its products and services to users. • Develop new products. • Offer users customised content, including: suggesting Pins or boards users might like and showing users ads that they might be interested in.

7. Core advantages of using the tool for PROMOVET: • As it is a platform that older users and adult tend to use, it might be a good platform to introduce to teachers as an initial step in getting them to accept using social media platforms for teaching and education. • There are some applications for Pinterest in the areas of project planning, personal development and career guidance through the use of Pins and Boards that teachers could use as an alternative approach in their teaching practice. • As a web-based platform, teachers and learners could engage with Pinterest on laptops and PCs which most schools have access to.

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8. Core disadvantages of using the tool for PROMOVET: • Young learners tend not to use Pinterest and so it may be of little benefit for PROMOVET partners to develop materials to encourage teachers to use this social media platform in their teaching when young people are not engaged with it.

9. Please include a screenshot of the tool here:

1. Name of Social Media or IT Tool: Facebook

2. Description of the tool – comprehensive description of the IT instrument, social media tool, platform and forum, etc. Facebook is an online social media and social networking service which was launched on February 4, 2004. Facebook is accessible through a large range of devices, once they are connected to the internet. It is available as an application for tablets, iPad and smart devices, but also for desktop, laptops and smart TVs. Facebook is the most well-known and widely-used social media platform in the world today.

3. Functionality of the tool – how does it work? Facebook may be accessed by a large range of devices with Internet connectivity, such as desktop, laptop and tablet computers, and smartphones. After registering to use the site, users can create a customized profile indicating their name, occupation, schools attended and so on. Users can add other users as "friends", exchange messages, post status updates, share photos, videos and links, use various software applications ("apps"), and receive notifications of activity. Additionally, users may join common-interest user groups organized by workplace, school, hobbies or other topics, and categorize their friends into lists such as "People From Work" or "Close Friends". Additionally, users can complain about or block unpleasant people. Facebook includes a feature that allows users to ask for information not disclosed by other users on their profiles. If a user does not provide key information, such as location, hometown, or relationship status, other users can use a new "ask" button to send a message asking about that item to the user in a single click. A user’s home page is called their ‘News Feed’. This appears on every user's homepage and highlights information including profile changes, upcoming events, news, posts from other ‘friends’ and birthdays of the user's friends, etc. One of the most popular applications on Facebook is the Photos application, where users can upload albums and photos. Facebook allows users to upload an unlimited number of photos and to set privacy limits on whether the photographs uploaded to an album are ‘public’, or limited to ‘friends’, ‘only me’ or ‘friends of friends’. The "like" button, stylized as a "thumbs up" icon, was first enabled on February 9, 2009, and enables users to easily interact with status updates, comments, photos and videos, links shared by friends, and advertisements. Once clicked by a user, the designated content appears in the News Feeds of that user's friends. In 2016, the ‘like’ button was enhanced as Facebook officially rolled out "Reactions" to users, letting users long-press on the like button for an option to use one of five pre-defined emotions, including "Love", "Haha", "Wow", "Sad", or "Angry".

4. Usability of the tool – who uses the tool and for which purposes? Facebook has more than 2 billion monthly active users as of June 2017. Its popularity has led to prominent media coverage for the company, including significant scrutiny over privacy and the psychological effects it has on users. Facebook is generally used by individuals to connect

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with friends and colleagues online, to share information, news, videos and links with other; to comment and share the posts of other users; to share photographs and videos with friends and to join specific special-interest groups with other like-minded users. Each registered user on Facebook gets their own personal profile that shows their posts and content. The format of individual user pages is known as a "Timeline", a chronological feed of a user's stories, including status updates, photos, interactions with apps, and events. On each profile, the user can also add a "cover photo", a large header image at the top of the Timeline. Users are prompted to complete their profile by filling out personal information such as name, date of birth, relationship status, current city, home-town, current and past employment, current and past education, favourite books, songs, bands, movies, TV shows, sports, etc.

5. Platform information – Android, iOS, etc. Facebook is available as an application on both Android, iOS and as fully-functional web-based platform. 6. Privacy issues – how is user data treated? What needs to be considered? Facebook enables users to choose their own privacy settings and choose who can see specific parts of their profile. The website is free to its users and generates revenue from advertising, such as banner ads. Facebook requires a user's name and profile picture (if applicable) to be accessible by everyone. Users can control who sees other information they have shared, as well as who can find them in searches, through their privacy settings.

Depending on the Services used, Facebook collect different kinds of information from or about its users: • Things users do and information they provide – content and other information that users provide when they use Facebook’s services. • Things others do and information they provide - content and information that other people provide when they use Facebook’s services, including information about users, such as when they share a photo of a user, send a message to a user or upload, sync or import a user’s contact information. • User’s networks and connections - information about the people and groups that users are connected to and how they interact with them. • Information about payments when a user buys something on Facebook, makes a purchase in a game or makes a donation, Facebook collects information about the purchase or transaction. • Device information – Facebook collects information from or about the computers, phones or other devices where users install or access Facebook and its services. • Information from websites and apps that use our Services – Facebook collect information when a user visits or uses third-party websites and apps that use its Services. • Information from third-party partners – Facebook receives information about users and their activities on and off Facebook from third-party partners, such as information from a partner when they jointly offer services or from an advertiser about users’ experiences or interactions with them. • Facebook companies - information about users from companies that are owned or operated by Facebook, in accordance with their terms and policies.

7. Core advantages of using the tool for PROMOVET: • Facebook is so widely used that the majority, if not all, teachers and young learners involved in the PROMOVET project will have an account and experience of using it. • Facebook has many didactic applications as it is good for sourcing and assessing the quality of information online, for sharing news, notices and notes with other teachers and learners and for documenting project work by uploading posts and photographs.

8. Core disadvantages of using the tool for PROMOVET: N/A

9. Please include a screenshot of the tool here:

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1. Name of Social Media or IT Tool: Snapchat

2. Description of the tool – comprehensive description of the IT instrument, social media tool, platform and forum, etc. Snapchat is a mobile messaging application used to share photos, videos, text, and drawings. It’s free to download the app and free to send messages using it. It has become hugely popular in a very short space of time, especially with young people. There is one feature that makes Snapchat different from other forms of texting and photo sharing: the messages disappear from the recipient’s phone after a few seconds.

3. Functionality of the tool – how does it work? Snapchat is primarily used for creating multimedia messages referred to as "snaps"; snaps can consist of a photo or a short video, and can be edited to include filters and effects, text captions, and drawings. The ability to send video snaps was added as a feature option in December 2012. By holding down on the photo button while inside the app, a video of up to ten seconds in length can be captured. After a single viewing, the video disappears by default. A feature known as "Geofilters" allows special graphical overlays to be available if the user is within a certain geographical location, such as a city, event, or destination. Snapchat users can design and submit their own "Geofilters" to be used on the app. The "Lens" feature allows users to add real-time effects into their snaps by using face detection technology. This is activated by long-pressing on a face within the viewfinder. This is one of the most popular features of Snapchat among Irish teens. These Lenses allow users to add fun real-time special effects and sounds, change their voice in videos, face swap with friends, or even super-impose a face from a users’ photo gallery onto their face. In April 2017, Snapchat extended this feature into "World Lenses", which use augmented reality technology to integrate 3D rendered elements (such as objects and animated characters) into scenes; these elements are placed and anchored in 3D space. Snaps can be directed privately to selected contacts or to a semi-public "Story". The private message photo snaps can be viewed for a user-specified length of time (1 to 10 seconds as determined by the sender) before they become inaccessible. Friends can be added via usernames and phone contacts, using customizable "Snapcodes", or through the "Add Nearby" function, which scans for users near their location who are also in the Add Nearby menu. Snapchat also allows users to upload photos and saved Snaps from their device photo albums. Snapchat Memories was created so users could show each other their photos from the app. Users can also search through memories using different tag words associated with the photos for example cat, hug, selfies etc. Memories can be shared as a story, directly to another friend or by showing a friend the album in real life. Users have the option to hide photos imported to Memories by moving them to the ‘My eyes only’ folder which can be password protected. The memories feature can be accessed by swiping up on the main camera screen.

4. Usability of the tool – who uses the tool and for which purposes? From its earliest days, Snapchat's main demographic has consisted of millennials. Snapchat has often been seen to represent a new direction in social media, with its users, particularly

millennials, craving a more in-the-moment way of sharing and communicating via technology. With less emphasis on the accumulation of an ongoing status involving the presence of permanent material, Snapchat put focus on the ephemeral nature of fleeting encounters.

One of the principal concepts of Snapchat is that pictures and messages are only available for a short time before they become inaccessible. The app has evolved from originally focusing on person-to-person photo sharing to presently featuring "Stories" of 24-hour chronological content, along with "Discover" to let brands show ad-supported short-form entertainment. In using Snapchat Stories, users can compile photos/videos for all their friends to view and publish them as a Story. Unlike normal Snaps, Snapchat Stories last for 24 hours and can be viewed more than once.

Snapchat also has a range of news and entertainment videos on its ‘discover’ feature. Here users have access to articles and videos from their media partners. These small ‘snaps’ make it easy to keep up-to-date with a users’ favourite brands. The user can access Snapchat Discover at the bottom right-hand side of their screen and can flick through the content there. The risk for younger users is that the content is not filtered and they may come across news stories or tabloid style articles that are not age-appropriate.

5. Platform information – Android, iOS, etc. SnapChat is available as a mobile application only on Android and iOS. It is not available as a web-based platform.

6. Privacy issues – how is user data treated? What needs to be considered? Once a user has set up an account, by default, anyone who knows their username or phone number can send them a message. However, users can set their Snapchat account to only accept messages from users on their “My Friends” list in the settings menu in the application.

SnapChat collects user data in 3 basic categories of information: • Information users choose to give SnapChat – through information included on a user account profile and through user activity. • Information SnapChat gets when individuals use their services – this includes log data, cookies, device information, etc. • Information SnapChat gets from third parties – this is where users click-through to other sites from SnapChat.

SnapChat uses this user data for the following purposes: • To develop, operate, improve, deliver, maintain and protect its products and services. • To send users communications, including by email. • To monitor and analyse trends and usage. • To personalise the services by, among other things, suggesting friends or profile information, or customising the content SnapChat shows users, including adverts.

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• To contextualise the user experience by, among other things, tagging user Memories content using their precise location data and applying other labels based on the content. • To provide and improve advert targeting and measurement, including through the use of a users’ precise location data. • To enhance the safety and security of its products and services. • To verify user identity and prevent fraud or other unauthorised or illegal activity. • To use information collected from cookies and other technology to enhance the services and user experience with them. • To enforce our Terms of Service and other usage policies.

7. Core advantages of using the tool for PROMOVET: • SnapChat is the most popular social media platform in Ireland for young learners and so for the purpose of PROMOVET it makes most sense to try and engage these learners on the platforms that they are already using. As such, the PROMOVET training should focus on trying to get teachers to engage with learners on SnapChat.

8. Core disadvantages of using the tool for PROMOVET: • SnapChat is regarded as being a ‘young person’s’ social media platform and so it may take additional support to train teachers and trainers to use SnapChat for education. • Because of the visual nature of SnapChat – where images are shared and swapped between users and images are only valid for a set amount of time – it may be difficult to find a didactic application for this platform. • Similar to Instagram, SnapChat is only available as an app, and not a web-based platform, so therefore tablets, iPads or other smart devices will be required to use SnapChat for education purposes in local schools and education centres and this equipment is not readily available among schools and training centres in Ireland.

9. Please include a screenshot of the tool here:

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1. Name of Social Media or IT Tool: Facebook Groups

2. Description of the tool – comprehensive description of the IT instrument, social media tool, platform and forum, etc. A Facebook Group is a place for group communication and for people to share their common interests and express their opinion. Groups let people come together around a common cause, issue or activity to organize, express objectives, discuss issues, post photos and share related content. Anybody with a Facebook account can set up and manage their own Facebook Group and users are free to join as many Groups as they wish up to a maximum of 6,000 groups. Once a user has reached this limit, a user will need to leave some groups before you can join new ones.

3. Functionality of the tool – how does it work? Some Groups let anyone join but others are private and membership either needs to be approved by an existing group member or they cannot be joined at all. These Groups are secret and can't be searched for, in which case a qualifying Group member has to invite an individual user to join. Only the creator of the group or any Group member with ‘admin’ status can invite someone to join a secret Group. Similarly, only a group creator or ‘admin’ can delete a Group, and they can do this by removing all the members of the Group.

When joining a Group, whether private or public, a users’ Facebook friends can see that they have joined the group. Similarly, leaving a Group will not notify the other members of the Group that a user has left.

Once they have joined a group, a user can choose how often they receive notifications from the group members in the settings page of the group. So for example, users can choose to be notified of group activities as follows: • All Posts: User will get notifications any time members post in the group. • Highlights: User will get notifications for suggested posts and posts from their friends. • Friends' Posts: User will get notifications whenever their friends post. • Off: Users won't get notifications when members post.

4. Usability of the tool – who uses the tool and for which purposes? Facebook suggests groups for individual users to join based on the following factors: • Pages a user has liked. • Public or Closed groups that a user’s friends are members of. • Public or Closed groups similar to other groups that a user is a member of. • Public or Closed groups that are in the neighbourhood or near to where a user lives.

As well as using a Facebook Group for group discussions and posting questions to Group members, Groups can also be used to create and promote events, upload pictures and videos

and to share files within a Group. Individual members can create Group Docs to share with one another and can also buy and sell products and services through the Group. 5. Platform information – Android, iOS, etc. Facebook Groups is available through the Facebook platform. As such, it is accessible through the Facebook application on both Android, iOS and as fully-functional web-based platform. 6. Privacy issues – how is user data treated? What needs to be considered? When a user creates a group, they can choose 3 privacy settings: Public, Closed and Secret.

As described in the Facebook privacy overview above, user data for Facebook Groups is treated the same, under the same policy.

7. Core advantages of using the tool for PROMOVET: • Facebook Groups can be used by teachers and learners for interaction, collaborating group Group Docs and sharing files and information with one another. • As it is linked to the Facebook platform, Groups is widely accessible for all target groups involved in the PROMOVET project. • A closed Group can be created and managed by the learners and teachers involved in the PROMOVET Piloting to maintain communication throughout the pilot testing and to support teachers to adapt to new methodologies for using IT tools and applications

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in their teaching, and also for supporting young learners in their new roles of teaching their teachers and trainers in how to use these tools.

8. Core disadvantages of using the tool for PROMOVET: N/A 9. Please include a screenshot of the tool here:

1. Name of Social Media or IT Tool: Twitter

2. Description of the tool – comprehensive description of the IT instrument, social media tool, platform and forum, etc. According to their own description Twitter is what’s happening in the world and what people are talking about right now. Twitter is based on Tweets which are max. 140 characters long messages that are typed to the text box that asks "What's Happening?" Hashtags (#) are used in Tweets (recommendation max. three hashtags) because on Twitter it´s possible to search for interesting topics using hashtags. A Tweet can include photos, videos, GIFs, memes. Besides tweets of you own you can also join the conversation by retweeting, liking, sharing or replying to Tweets in your timeline. With Twitter you can connect with your friends and other fascinating people e.g. celebrities, pop stars, athletics. Connecting is called Following on Twitter and from your profile information you can see who/which topics you are following and who is following you. You can follow your friends but also organisations, people who you don´t know personally but you are e.g. interested in his/her field of speciality. After you have started to follow people/events/organisations/hashtags etc., you can get in- the-moment updates on the things that interest you and watch events unfold, in real time. You can search Twitter and find out what about breaking news, trending hashtags and topics, entertainment, sports, politics and everyday interests.

3. Functionality of the tool – how does it work? 1. Signing up for Twitter First, go to twitter.com, choose sign up and fill out the three sign-up boxes entering your real name (give Twitter your real name because Twitter is all about real people), real email address/phone number and a password you'll need to write down and remember. After filling out these three boxes, click "Sign Up." Then you have to decide your Twitter username which can be different from your real name but doesn't have to be. If your real name is available on Twitter, that's usually a good username to choose. Your username is important because it will be shown to everyone on Twitter and also form the URL of your Twitter address: www.twitter.com/username When you are done with your username click "create my account". Go to your email account, check for the message that Twitter sent and click on the verification link it contains. Your Twitter-account is ready for use.

2. Filling out your Profile Your next step should be to flesh out your profile before you start following people. Because clicking "follow" on someone often causes them to click through and check you out. When that happens, you want your profile page to tell them who you are. Uploading a picture of yourself will usually help get you more followers since it makes you seem more real. Add a short description of yourself (fewer than 160 characters) in the bio box. The good text here

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helps attract followers by making your interests and fields of speciality transparent. It's also worth specifying your city and linking to any website you may have.

3. Using Twitter Twitter is based on Tweets which are max. 140 characters long messages that are typed to the text box that asks "What's Happening?" Hashtags (#) are used in Tweets (recommendation max. three hashtags) because in Twitter it´s possible to search for interesting topics using hashtags. A Tweet can include photos, videos, GIFs, memes. Besides tweets of you own you can also join the conversation by retweeting, liking, sharing or replying to Tweets in your timeline. You can e.g. tweet from an event you are taking part of, often there can be a hashtag that the event organizer provides you, so that all tweets can be found under this hashtag.

4. Following other Twitter users With Twitter you can connect with your friends and other fascinating people e.g. celebrities, pop stars, athletics. Connecting is called Following in Twitter and from your profile information you can see who/which topics you are following and who is following you. You can follow your friends but also organisations and people who you don´t know personally but you are e.g. interested in his/her field of speciality. What is seen on your Twitter-feed depends on what you are following. You can start searching for whom to follow with different strategies. One strategy is e.g. to search for a person who you know has used Twitter longer period of time and is an expert in the field you are interested in. Follow him/her/it and explore who he/she/it is following. Start to follow the same persons/places/events/hashtags if they seem interesting to you.

4. Usability of the tool – who uses the tool and for which purposes? Twitter is used by everyone but it´s more concentrated on news and other factual information than e.g. Facebook. It´s a tool that enables one to be up to date and follow interesting / fascinating people, places, events etc. In VET Twitter is often used as a media during events, lessons to get publicity to the VET- school. The participants are encouraged to use Twitter during the event and asked to use a certain hashtag provided by the event organiser. The Twitter-feed can then be projected to the wall during the event or/and the participants can follow the hashtag from their own devices. If Tweets are projected to the wall the lecturer can e.g. once in a while or at the end see which kind of comments are there on Twitter or are there questions the VET-students have asked through Twitter. 5. Platform information – Android, iOS, etc. Desktop iOS Android

6. Privacy issues – how is user data treated? What needs to be considered?

Tweet is public by default, and can include a message of 140 characters or less and content like photos, videos, and links to other websites. By Twitter´s own words: What you share on Twitter may be viewed all around the world instantly. You are what you Tweet! On Twitter, your name and username are always listed publicly, including on your profile page and in search results, and you can use either your real name or a pseudonym. Twitter is primarily designed to help share information with the world. Most of the information you provide through Twitter is information you are asking Twitter to make public. So Twitter is a very public tool. Everything you put on Twitter can also be seen through Google-search.

7. Core advantages of using the tool for PROMOVET: • Easy to use • Makes it possible to follow topics/persons that are e.g. experts on matters that ought to be learned • The VET-school can get publicity if VET-students are using Twitter actively and e.g. VET- schools name is used as a hashtag. • Can be used as reflection or feedback tool during lectures or events

8. Core disadvantages of using the tool for PROMOVET: • If the VET-student shares something on Twitter it´s public instantly. So this can also mean bad publicity. • Twitter-users should master some etiquette well and besides that also privacy and copyright issues. This is maybe not the case with all VET-learners disabled for any reason.

9. Please include a screenshot of the tool here:

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1. Name of Social Media or IT Tool: Periscope

2. Description of the tool – comprehensive description of the IT instrument, social media tool, platform and forum, etc. Periscope is a social video streaming platform that can be used with mobile devices (iOS, Android). So Periscope is an app that lets you share and experience live video streams direct from your smartphone or tablet. It can be used to capture the atmosphere among fans at an important match, to broadcast an unfolding news story or to experience what it’s like to walk down the streets of Helsinki. Periscope is a live video streaming platform, which means you can transmit a live recording of yourself to your Periscope followers. Instead of video calling (e.g. Skype) a single person, you’re linked up to the whole community. Whoever is watching your transmission can comment and ask questions. These show up on the screen whilst broadcasting making it easy to answer and interact. The immediacy of the app encourages viewers to participate in what’s happening in the video. Viewers do this by sending comments, which the person sharing the video can respond to in real time. This feature of Periscope makes it a more active viewing experience compared to e.g. watching videos on YouTube.

3. Functionality of the tool – how does it work? First you have to download the app on your mobile device Then you can sign in with your Twitter / Facebook / Google account After you have signed in you can start using Periscope You can follow friends and other interesting Periscope users to watch what they have livestreamed. To start broadcasting you hit the camera button on the bottom navigation bar, fill in a description of your video and hit “start broadcast”. By default, all broadcasts are initially public for anyone to see, unless you adjust the settings. You can e.g. create a group of other Periscope users and share the live video only with this group. There is a map view available in Periscope. When you are using map view, you can explore the videos being broadcasted in different parts of the world through the interactive map feature. This allows you to search for videos by location. Content posted on Periscope is available only for a limited time before it disappears. You can change the time limit from the settings.

4. Usability of the tool – who uses the tool and for which purposes? Periscope is used by organisations, companies, athletes, pop stars and private users. The main purpose is to share with the world what the user is experiencing right now by broadcasting live video stream that is available in Periscope for a limited time period.

5. Platform information – Android, iOS, etc. Android, iOS, for use in mobile devices.

6. Privacy issues – how is user data treated? What needs to be considered? Users must be at least 13 years of age and all activity is public, unless you adjust the settings. It is not possible to post or watch streams on Periscope anonymously, once you are signed in to the app. One might think that a video disappears once the stream is over but this isn’t entirely true and could lead to a false sense of security. It is possible to download your live streams or for other people to make recordings of your streams. Once a digital copy is made, you lose control of who sees the video. 7. Core advantages of using the tool for PROMOVET: • Periscope is comparable with SnapChat which is a very popular tool among young people

8. Core disadvantages of using the tool for PROMOVET: • The user must be familiar with at least the basics of copyright laws. It can be prohibited to live stream concerts, sporting events and television broadcasts

9. Please include a screenshot of the tool here:

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1. Name of Social Media or IT Tool: The free version of SKYPE. There is also SKYPE for meetings and SKYPE for business available.

2. Description of the tool – comprehensive description of the IT instrument, social media tool, platform and forum, etc. Skype is part of Microsoft. With Skype, you can hold a meeting, work with colleagues – just about anything you need to do together every day. You can use Skype on your smartphone, tablet or computer. It is free to start using Skype - to speak, see and instant message other people on Skype for example. You can even try out group video, with the latest version of Skype. Voice and video make it simple to share experiences with other people no matter how far away they physically are.

3. Functionality of the tool – how does it work? It's easy to use Skype. First you need to download Skype to your device (desktop, mobile, tablet, Xbox, wearables). Then you have to create a free account for Skype. After that you can sign in to Skype and start using it. 1. How do I download the latest version of Skype? • Go to the Download Skype page: https://www.skype.com/en/get-skype/ • Select your device and start the download. Note that Skype for Windows 10 is already installed on the latest version of Windows 10. • You can launch Skype after it is installed on your device. 2. How do I create a new account for Skype? • Launch Skype and select Create new account. • Skype will take you through the process of creating a new account and after the process has ended you are signed in to Skype. 3. How do I sign in to Skype if I already have a Skype or Microsoft account? • Open Skype and click or tap Skype name, email or phone. • Enter your Skype name, email or phone and select Sign in. • Enter your password and select the arrow to continue. You’re now signed in to Skype. 4. Using Skype When you are signed in to free Skype you can use the main features of Skype including 1. Creating groups You can create a group and chat / share photos and videos / make group video calls. 2. Chat You can chat with one person or a group of persons (if you have first created or joined a group) 3. Highlights You can share your highlights with persons or groups and see your contacts´ highlights 4. Creating & sharing content (photos / videos) You can easily create a video or take a photo and then share it as highlight, within a group or with a single Skype-user

5. Video calls You can make video calls with one Skype-user or a group of users.

4. Usability of the tool – who uses the tool and for which purposes? Free SKYPE is available for everybody. It can be used for video calls (one to one or group video), chatting, sharing content (documents, photos, videos). In VET widely used for counselling / guidance / communication purposes. Below there are three examples how SKYPE is being used in VET. Example 1 Smartphones or tablets (as devices) and Skype are used when students are learning outside classrooms/VET-school´s premises e.g. in elderly people´s homes or on-the-job training. Students go e.g. to elderly people´s homes in pairs and get connected with the VET-teacher through Skype (IPad is the device they use and get this from VET-provider). The VET-students can then ask the VET-teacher for advice and the VET-teacher can answer questions and give feedback to the student(s). Example 2 A combination of a blog (held by the VET-student) and Skype / Facetime or other tool that enables distant counselling. The VET-students can document their learning experiences on the blog (e.g. during on-the-job learning) and they get counselling and feedback from the VET- teachers through Skype or Facetime. Example 3 Different kind of discussions can be held with the help of Skype • Guidance discussions, e.g. planning vocational skills demonstrations for workplaces • Assessment discussions • Distance guidance for those who need special support for executing assignments • For guidance during the on-the-job learning period.

5. Platform information – Android, iOS, etc. Desktop: Available for Windows, Mac OS X and Linux Mobile: Available for Android and iPhone Tablet: Available for iPad, Android tablets, Windows and Kindle Fire HD Xbox: Skype for Xbox Wearables: Skype for Apple Watch, Skype for Android Wear

6. Privacy issues – how is user data treated? What needs to be considered?

Skype’s privacy settings let you control who can contact you on Skype, and help you manage your conversation history. You can change your privacy settings to prevent nuisance calls or spam messages, as well as block and report any nuisance contacts. There is a general privacy statement available which applies to Microsoft’s interactions with the end-user/company at https://privacy.microsoft.com/en-us/privacystatement/

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7. Core advantages of using the tool for PROMOVET: • Skype is a digital tool appropriate for many occasions – distant learning, counselling, instant messaging, presenting / sharing files or other content. • Skype is a tool that enables the VET-student to develop his/her communication skills especially verbal communication - usually social media / digital tools enable the development of written communication skills. • With the use of Skype it´s possible to use various learning environments in VET and still give the VET-student the possibility to get advice, support and feedback from the VET-teachers. VET-teachers limited resources are used in a purposeful way. He/She couldn´t counsel all these VET-students in different learning environments outside the VET-school without Skype. • It´s easier for some VET-students to get feedback through Skype than face to face. And it´s also easier and quicker for VET-teachers to give oral feedback instead of text-based.

8. Core disadvantages of using the tool for PROMOVET: • Sometimes technical problems can occur e.g. voice, video etc. • Wifi or other internet connection not available on not working properly • Some VET-learners disabled for any reason prefer text-based communication

9. Please include a screenshot of the tool here:

1. Name of Social Media or IT Tool: YouTube

2. Description of the tool – comprehensive description of the IT instrument, social media tool, platform and forum, etc. YouTube is a free video sharing website that makes it easy to watch online videos. You can even create, edit and upload your own videos to YouTube to share with others. There are two basic ways to view a YouTube video: directly on the YouTube website or as an embedded video on another site. YouTube´s playlists are a great way to organize and share the videos you find on YouTube. By creating a playlist you could e.g. collect some of your favourite science videos. Once you've created a playlist, it's easy to share it with your friends or students. If you would like to upload and edit your own videos you need to sign up for YouTube and create your own channel. You can use the desktop version of YouTube on your computer or you can watch videos on the go with your mobile devices (smartphone, tablet)

3. Functionality of the tool – how does it work?

1. Signing up for YouTube The signing in process in not obligatory, but signing in allows you to like and comment on the videos you find, share videos more easily, and even upload and edit your own videos. To sign in to YouTube you need a Google account, so if you have a @gmail.com email address, you already have a Google account. If you don't have a Google account, go to site gmail.com and follow the instructions. Once you have a Google account, you can sign in. Simply go to www.youtube.com, select Sign In and enter your Google account information.

2. Searching / Watching videos Once you've signed in, the YouTube homepage will appear, and you'll see e.g. trending and popular videos, videos recommend for you. If you see a video you want to watch, just click it to start playing. You can subscribe different YouTube channels, with subscriptions it´s easier to watch videos that are interesting to you. Subscribing to channels is a bit like creating your own TV network, but with just the videos you want to watch. To search for videos, simply type what you are looking for in the search bar and click the Search button. Results will appear below, just like a Google search. If you want to make the search more accurate, click the Filters button below the search box. There you can refine your results to search for videos by quality, length, or other criteria.

3. Sharing / Liking / commenting a video To share a video, simply click the Share button below the video player and choose the desired sharing option. Some of the simplest options allow you to share the video with social networks

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like Facebook and Twitter, or to copy and paste a link to a video. You can also embed the video on a net site or e-mail the link to another person. It´s also possible to like/dislike a video or to leave a comment to a video you have watched. Comments are a great way to let the creator know how you feel about a video or to start a discussion with other viewers

4. Using you own channel = Sharing your own videos If you like to share your own videos you do it from your own YouTube channel. You already have a channel if you are signed in to YouTube. Just select My Channel from left. First you have to have your own video you want to share. There are several ways to create videos for YouTube—the method you choose depends on what kind of videos you want to make: you can use a webcam, your mobile device or a separate video camera. Once you have recorded the video (and maybe edited it), you can upload the video to YouTube. Select the Upload button near the top-right corner of any YouTube page and choose your video. While the video is uploading, you'll be able to add a video description, choose the visibility settings (public, unlisted, private) and more. The upload time will depend on a few factors, including the length of the video and your Internet connection speed.

5. Editing your own videos on YouTube YouTube has built-in editing tools you can use for free, these tools are easy to use and you don´t need experience with complicated editing software to be able to use them.

4. Usability of the tool – who uses the tool and for which purposes? Everybody uses YouTube. It can be used for watching online videos and organising them e.g. by creating playlists and subscribing to channels. One can like/dislike videos and comment on them. One can also livestream and upload own videos to YouTube and edit them with YouTube´s free editing tools. For many people the use of YouTube is more watching than producing videos. In VET YouTube could be used e.g. • Searching for educational videos and watching them. The video helps to understand and visualise things/procedures/processes. Teachers or students can search for appropriate videos, playlists can be made and shared e.g. on a certain subject. • Uploading own (self-produced) educational videos, e.g. videos produced by the students for demonstrating work phases.

5. Platform information – Android, iOS, etc. Available for Desktop, Android and iOS.

6. Privacy issues – how is user data treated? What needs to be considered? YouTube is operated by Google. YouTube will keep of record of everything you search for and view on YouTube. The main reason for this is to provide you with better search results and video recommendations. You can off course clear your viewing and search histories if you like.

By default, any videos you like and the playlists you create will be visible to everyone on YouTube. If you'd prefer to keep this information private, go to the Privacy settings and change the settings. Once you upload your own videos it´s important to choose the visibility settings. The three options are public, unlisted and private.

7. Core advantages of using the tool for PROMOVET: • Videos / visually is more interesting than text. If e.g. an instruction is on video format instead of text format is it more likely to be learned – especially in case of young people. • Young people use videos as format and YouTube a lot.

8. Core disadvantages of using the tool for PROMOVET: • The privacy issues must be considered especially with young people under 18 years old.

9. Please include a screenshot of the tool here:

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1. Name of Social Media or IT Tool: Steam

2. Description of the tool – comprehensive description of the IT instrument, social media tool, platform and forum, etc. Steam is Valve Corporation´s digital distribution platform / online shop and it is considered to be the largest digital distribution platform for PC gaming. Steam offers digital rights management (DRM), multiplayer gaming, video streaming and social networking services. From Steam the user can e.g. see which of his/her friends are active in a specific game. Steam provides the user with installation and automatic updating of games, and community features such as friends lists and groups, cloud saving, and in-game voice and chat functionality. The software provides a freely available application programming interface (API) called Steamworks, which developers can use to integrate many of Steam's functions into their products, including networking, matchmaking, in-game achievements, micro-transactions, and support for user-created content through Steam Workshop.

3. Functionality of the tool – how does it work? First Steam must be installed on the computer. After that it´s obligatory to create a Steam- account. After the user has created the account, he/she signs in to Steam and sets up his/her profile. It´s normal to use a pseudonym, usually you don´t use your own name. From his/her own profile information the user can e.g. see how much time he/she has spent gaming the different games he/she has purchased through Steam. Steam consists of an online shop, where the user can buy games and different kinds of expansions to games. The online shop -feature of Steam includes game suggestions based on the Steam-users user history and his/her friends´user history. From the collections feature of Steam, the user can see which games he/she has purchased and which of them are installed on the computer. The user can also see who of his/her friends have purchased and are using the same games. From the collections the user can also track his/her achievements in different games. From the community-feature of Steam the user can follow what´s been under discussion regarding different games. If the user has a problem and wants to ask for advice, he/she can first explore previous discussions or/and ask questions from the community members. There is also a workshop where user-created content is available free or for purchase. The use can see his/her friends and chat with them privately in Steam. It´s also possible to set up a group or join an existing group. The groups can be e.g. public city-based or closed groups. After setting up or joining a group the user can chat with the whole group (text-based or voice-based). The user can search for people who want to play the same game as you do. The user can inform other users of his/her own status e.g. busy etc.

4. Usability of the tool – who uses the tool and for which purposes? Steam is used by PC-gamers. It´s a distribution platform but also a community where PC- gamers meet each other and compare their achievements in different games. By late 2017,

the service had over 150 million registered accounts, and had reached a peak of 17.5 million concurrent users (Source: Wikipedia).

5. Platform information – Android, iOS, etc. Microsoft Windows operating systems, OS X and Linux. Mobile apps with connected functionality with the main software for iOS, Android, Windows Phone.

6. Privacy issues – how is user data treated? What needs to be considered? There are three states of profile privacy: Public, Friends Only, and Private. These setting can be changed from user´s profile settings. It´s normal to use a pseudonym instead of your own name. If you make your profile private, Steam is supposed to prevent anyone, including publishers, from seeing anything on the users profile page, including his/her achievements, friends list, and so on. Steam is a distribution platform including online shop so the user data is used e.g. to make recommendations what to purchase next based on the user´s and his/her friends´ user history.

7. Core advantages of using the tool for PROMOVET: • Young people interested in PC-gaming are familiar with Steam-platform • Supports the gamification of learning

8. Core disadvantages of using the tool for PROMOVET: • The games distributed in Steam are not learning games

9. Please include a screenshot of the tool here:

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1. Name of Social Media or IT Tool: Google Hangouts

2. Description of the tool – comprehensive description of the IT instrument, social media tool, platform and forum, etc. Hangouts is the popular Google communication service, which is available within Gmail, on PCs and Android and iOS smartphones. The particularity of this application is to offer a wide range of services as, in addition to classic messaging, offers the opportunity to make video calls, VoIP calls and video conferencing.

3. Functionality of the tool – how does it work? The peculiarity of this mode is to have phone calls, video calls and the photo sharing service within their email box and does not require the installation of additional applications. Another highlight is the group Hangouts that allow you to chat with up to 100 people at the same time. To activate Hangouts from the Google Chat menu, simply open Hangouts in Gmail, click on the profile photo at the top of the chat list and, at this point, click on the item Try the new Hangouts. Gmail will update itself automatically and you can start using Hangouts.

4. Usability of the tool – who uses the tool and for which purposes? Start a chat conversation or video call. Make phone calls using Wi-Fi or data. Send text messages with your Google Voice or Project Fi phone number. Hangouts sync automatically across devices. If you start a Hangout on your computer, you can continue your chat on another device, like your phone.

5. Platform information – Android, iOS, etc. For Android, Google Hangout is a pre-installed app in most cases. However, if it is not installed you can download it from the Google Play Store. Instead, on iOS, Google Hangout is not pre- installed and, in fact, you need to download it from the Apple App Store. The Hangout app on Android is divided into two parts: contacts and chats. In the contact screen we find those of our Google Plus circles otherwise, you can invite new ones through the phone number present in the address book or by email.

6. Privacy issues – how is user data treated? What needs to be considered? By using the "Call Phone" feature of Hangouts (the "Service") you agree to be bound by the Google Terms of Service, User Content and User Policy, the Google Privacy Policy, and these terms and additional conditions (I "Terms of Service"). It is important to consult all these documents because together they constitute a legal agreement between you and Google regarding the use of the Service.

7. Core advantages of using the tool for PROMOVET:

Among the main advantages of the smartphone version, both Android and iOS, there are the possibility to make calls, video calls, send files and much more without having to access your computer. In fact, the backup of the chat is updated on all devices and allows you never to lose the thread of the conversation with friends or relatives.

8. Core disadvantages of using the tool for PROMOVET: The main disadvantage is that of the needed Gmail address

9. Please include a screenshot of the tool here:

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1. Name of Social Media or IT Tool: Facetime

2. Description of the tool – comprehensive description of the IT instrument, social media tool, platform and forum, etc.

FaceTime is an application developed by Apple Inc. for iOS and MacOS operating systems. It allows you to call or video call via the internet through the front camera of the device.

3. Functionality of the tool – how does it work?

Originally, FaceTime only worked on Wi-Fi, not on cellular networks. This limitation on the service was imposed by phone carriers due to their concerns that video calls required too much bandwidth and would produce slow performance and high data bills. With the introduction of iOS 6 in 2012, that restriction was removed. FaceTime calls can now be placed over 3G and 4G networks.

4. Usability of the tool – who uses the tool and for which purposes? Face time is for General users, not specified. Reserved only to Mac owners.

5. Platform information – Android, iOS, etc. FaceTime Requirements: On iOS: iOS 4 or higher, a supported device; On Mac: Mac OS X 10.6.6 or higher, a compatible camera, the FaceTime app (pre-loaded on most Macs, and available for US$0.99 at the Mac App Store for those it's not pre-loaded on). FaceTime Compatibility : FaceTime works on the following devices: iPhone 4 and higher,4th generation iPod touch and higher,iPad 2 and higher, Macs with cameras

6. Privacy issues – how is user data treated? What needs to be considered? https://www.apple.com/legal/privacy/en-ww/

7. Core advantages of using the tool for PROMOVET: N/A

8. Core disadvantages of using the tool for PROMOVET: Facetime doesn’t work on Android system

9. Please include a screenshot of the tool here:

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Name of Social Media or IT Tool: Google Allo

Description of the tool – comprehensive description of the IT instrument, social media tool, platform and forum, etc. Google Allo is an instant messaging mobile app developed by Google for the Android and iOS mobile operating systems, with a web client available on Google Chrome, Mozilla Firefox, and Opera. It was announced at Google's developer conference on May 18, 2016, and released on September 21, 2016.

Functionality of the tool – how does it work? The app uses phone numbers as identifiers, and allows users to exchange messages, files, voice notes and images. It includes a virtual assistant, a feature that generates automatic reply suggestions, and an optional encrypted mode. Users can resize messages and add doodles and stickers on images before sending them.

Usability of the tool – who uses the tool and for which purposes?

For Google user

Platform information – Android, iOS, etc. Available as an app for Android and iOS through the Google App.

Privacy issues – how is user data treated? What needs to be considered? Reports surfaced in March 2017 that a bug with the Google Assistant in the Allo app would accidentally share results in a conversation from an individual's search history, despite the search not being previously mentioned by the other chat participant or previously in the conversation. Google acknowledge the issue, and stated that it had been fixed

Core advantages of using the tool for PROMOVET: Allo is based on phone numbers, not by social media or email accounts. Allo's "Smart reply" feature uses Google's machine learning technology to suggest a reply to the last message, which can be selected from a few options. The feature also analyzes images sent to the user in order to suggest responses.

Core disadvantages of using the tool for PROMOVET: N/A

Please include a screenshot of the tool here:

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1. Name of Social Media or IT Tool: WeChat

2. Description of the tool – comprehensive description of the IT instrument, social media tool, platform and forum, etc. WeChat is a Chinese multi-purpose social media mobile application software developed by Tencent. It was first released in 2011, and by 2017 it was one of the largest standalone messaging apps by monthly active users, with over 980 million monthly active users (902 million daily active users).

3. Functionality of the tool – how does it work? WeChat provides text messaging, hold-to-talk voice messaging, broadcast (one-to-many) messaging, video conferencing, video games, sharing of photographs and videos, and location sharing. It can exchange contacts with people nearby via Bluetooth, as well as providing various features for contacting people at random if desired (if people are open to it). It can also integrate with other social networking services such as Facebook and Tencent QQ.Photographs may also be embellished with filters and captions, and an automatic translation service is available. WeChat supports different instant messaging methods, including text message, voice message, walkie talkie and stickers. Users can send previously saved or live pictures and videos, name cards of other users, coupons, lucky money packages, or current GPS locations with friends either individually or in a group chat. WeChat's character stickers, such as Tuzki, resemble and compete with those of LINE, a Japanese messaging application. 4. Usability of the tool – who uses the tool and for which purposes? General users, daily users

5. Platform information – Android, iOS, etc. WeChat's mobile phone app works on Android, iPhone, BlackBerry, Windows Phone, and Symbian phones. Web-based OS X and Windows clients also exist. This however requires the user to have the app installed on a supported mobile phone for authentication, and neither message roaming nor 'Moments' are provided.

6. Privacy issues – how is user data treated? What needs to be considered? WeChat operates from China under Chinese law, which includes strong censorship provisions and interception protocols.WeChat contains the ability to access the text messages and contact books of its users and users' locations through the GPS feature.Countries and regions such as India, the United States, China[citation needed] and Taiwan all fear that the app poses a threat to national or regional security for various reasons.In June 2013, the Indian Intelligence Bureau flagged WeChat for security concerns. India has debated whether or not they should ban WeChat for its possibility in collecting too much personal information and data from its users. In Taiwan, legislators were concerned that the potential exposure of private communications was a threat to regional security.

7. Core advantages of using the tool for PROMOVET: N.A.

8. Core disadvantages of using the tool for PROMOVET: Not very well Known in Europe

9. Please include a screenshot of the tool here: 10.

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1.Name of Social Media or IT Tool: iMessages

2. Description of the tool – comprehensive description of the IT instrument, social media tool, platform and forum, etc.

iMessage is an instant messaging service developed by Apple Inc. It is supported by the Messages application in iOS 5 and later and OS X Mountain Lion and later.

3. Functionality of the tool – how does it work? iMessage allows users to send texts, documents, photos, videos, contact information, and group messages over Wi-Fi, mobile phone Internet access, or other forms of Internet access to other iOS or macOS users, thus providing an alternative to standard SMS/MMS messaging for most users with devices running iOS 5 or later. iMessage is accessible through the Messages app on an iPhone, iPad or iPod touch running iOS 5 or later or on a Mac running OS X Mountain Lion or later. Owners of these devices can register one or more email addresses with Apple, and, additionally, iPhone owners can register their phone numbers with Apple, provided their carrier is supported. When a message is sent to a mobile number, Messages will check with Apple if the mobile number is set up for iMessage. If it is not, the message will seamlessly transition from iMessage to SMS.

4. Usability of the tool – who uses the tool and for which purposes? Mac - Apple user

5. Platform information – Android, iOS, etc.

Available only on iOS.

6. Privacy issues – how is user data treated? What needs to be considered? On November 4, 2014, the Electronic Frontier Foundation (EFF) listed iMessage on its "Secure Messaging Scorecard", giving it a score of 5 out of 7 points. It received points for having communications encrypted in transit, having communications encrypted with keys the provider doesn't have access to (end-to-end encryption), having past communications secure if the keys are stolen (forward secrecy), having their security designs well-documented, and having a recent independent security audit. It missed points because users can not verify contacts' identities and because the source code is not open to independent review (open source). In September 2015, Matthew Green noted that, because iMessage does not display

key fingerprints for out-of-band verification, users are unable to verify that a man-in-the- middle attack has not occurred. The post also noted that iMessage uses RSA key exchange. This means that, as opposed to what EFF's scorecard claims, iMessage does not feature forward secrecy. An independent security audit revealed that the end-to-end encryption that iMessage provides is hardly any better than Transport Layer Security. In 2017, Google announced they would compete with iMessage with their own messaging service, Android Messaging. 7. Core advantages of using the tool for PROMOVET:

N.A.

8. Core disadvantages of using the tool for PROMOVET:

Only for Apple user

9. Please include a screenshot of the tool here:

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1. Name of Social Media or IT Tool: Blogger 2. Description of the tool – comprehensive description of the IT instrument, social media tool, platform and forum, etc. URL: https://www.blogger.com/

Blogger is an open source tool owned by Google, which serves as a free publishing platform for creating one’s own blog and publishing articles, information, personal posts and webpages. It is one of the oldest free, open source tools for creating blogs and it is a favourite in comparison to other similar but more recent tools, as it provides many templates that can be used and which are easy to use based on their easy design. Another advantage of Blogger is the fact that it allows the user to choose his/her custom domain and custom coding of its templates free of charge (while other similar services require a premium subscription for such function.

3. Functionality of the tool – how does it work? The main function of Blogger is the creation of personal blogs and webpages, on which personal opinions, information, articles, or other relevant data are published on a specific topic or on a variety of topics based on the user’s preferences. The user needs to first own a Google account, as Blogger comes in the Google package, along with Gmail, Google Drive, etc. After a user with a Google account goes to Blogger, he/she will be asked to sign in and then he/she can proceed by creating a blog and adding a blog entry. There are two areas that the user needs to keep in mind; template and layout. There are various templates provided by Blogger, which are easy to use. Additionally, there is a big community of Blogger supporters, who create templates for free use, though some might contain copyright information. The template screens allow for the customization of the aesthetic looks of the blog. The layout screen allows the user to decide where to place sidebars, headers, the main blog posts, and basically arrange the look of his/her blog in terms of its functions. Simple use of the blog can be provided by the functions that are available through Blogger; any function that is more advanced or requires more technical information (e.g. full control of the functions, customization of bars, placement of media embeds) can be achieved by working directly with the HTML code.

The user can choose whether he/she wants to use BlogSpot as the domain for hosting his/her blog (as this is the default domain), or whether he/she would prefer to customize it and choose his/her own domain for hosting the blog.

4. Usability of the tool – who uses the tool and for which purposes? Blogger can be used by anyone, who is interested in creating his/her own blog or webpage, as it is a simple tool that does not overwhelm beginner users, but can also be used by more advanced or demanding users. It can be used by individuals, educators, students, business owners, and basically anyone who is interested in creating a personal space for expressing opinions or providing information on a certain topic.

5. Platform information – Android, iOS, etc. Blogger can only be used from a computer or laptop. It cannot be used on mobile devices (smart phones, tablets, etc.) as the Blogger app can no longer be found on the App Store (for iOS) or on Google Play (for Android). Even though the app used to be functional on both platforms, it looks like it has been removed since February 2016.

6. Privacy issues – how is user data treated? What needs to be considered? Blogger does not specifically require users to have a Privacy Policy for their blog. The data shared by the user is safe in the sense that a user needs to have a Google account in order to be able to use Blogger and it is also up to the user to decide if his/her blog will be made available to the public or will only be shared with specific people. However, in terms of a Privacy Policy specifically, this is not required through Google’s Terms of Service, unless the user wants to sign up for Google AdSense, which allows a user to show ads through his/her blog.

7. Core advantages of using the tool for PROMOVET: Blogger is a good tool for activities supported by the project that involve or promotes the use of a blog – by the educator, by students, or by both. It can be used as part of the instructional material by the educator, or it can be used as part of an assignment (in-class or at home) for individual students or as group work. It is free, simple, and easy to use, thus not necessitating high ICT competence from the part of the students, which is as additional advantage for PROMOVET.

8. Core disadvantages of using the tool for PROMOVET: The main disadvantage does not necessarily relate to PROMOVET per se, as this is a challenge acknowledged by Blogger users. This relates to the fact that because Blogger is one of the more traditional blogs, it does not provide for additional features, such as having a homepage, or promoting content via social media tools. It is a simple platform that hosts posts in a chronological order.

9. Please include a screenshot of the tool here:

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1. Name of Social Media or IT Tool: Blogspot 2. Description of the tool – comprehensive description of the IT instrument, social media tool, platform and forum, etc. URL: https://www.blogspot.com

Blogspot is not a stand-alone tool, even though it is a free-standing service. In fact, it is a service provider owned by Boogle, whose main function is to provide the domain services that support Blogger (described above). It therefore serves as a sub domain (e.g. promovet.blogspot.com). It is a free domain service provider and it serves as the default domain provider for Blogger, helping the specific tool to offer free blogging services.

When visiting the Blogspot site (URL above), the user is automatically redirected to the Blogger website, as the two are interconnected. Therefore, Blogspot cannot be discussed in the PROMOVET project as a separate tool, as Blogspot cannot be used with any other publishing platform; only with Blogger.

3. Functionality of the tool – how does it work? As explained above, Blogspot is used as a free support service of Google, by providing domains for Blogger. Therefore, any used who creates a blog through Blogger, automatically receives a blogspot domain (e.g. promovet.blogspot.com), which he/she can then rename to any other domain of his/her preference.

4. Usability of the tool – who uses the tool and for which purposes? Blogspot can only be used as a domain service for Blogger. It provides the default sub-domain for any Blogger user, who wishes to keep this sub-domain and not create his/her own.

5. Platform information – Android, iOS, etc. Blogspot works with Blogger on computers or laptops; not on smartphones or tablets.

6. Privacy issues – how is user data treated? What needs to be considered? The privacy issues are relevant to Blogger, not Blogspot. These are discussed in the section on Blogger.

7. Core advantages of using the tool for PROMOVET: The advantages pertain to Blogger, not Blogspot as it cannot stand by itself, and they are discussed in the section on the Blogger tool.

8. Core disadvantages of using the tool for PROMOVET:

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The disadvantages pertain to Blogger, not Blogspot, and they are discussed in the section on the Blogger tool.

9. Please include a screenshot of the tool here:

1. Name of Social Media or IT Tool: Telegram 2. Description of the tool – comprehensive description of the IT instrument, social media tool, platform and forum, etc. URL: https://telegram.org/

Telegram is basically a messenger app, which offers the possibility for the user to send private and secure messages, connect with people who use Telegram and create chats – either one to one or group chats. The user can create group chats of up to 100,000 users (according to the tool’s website), can send different types of documents and media of huge size, and can also share confidential information (for business purposes, for example) as it promises the users high level of security. It also saves information on the Cloud and can also synchronize chats on across all the devices on which the user has his/her account installed. The tool developers also promise fast delivery of messages and also access even at remote locations. Additionally, it has the potential for providing feedback (if for example used for business purposes and customer feedback is essential). Finally, voice calls are also available via Telegram to users all over the world.

3. Functionality of the tool – how does it work? Telegram works like any other messenger / message-exchange app. The user needs to create an account after installing the app on his/her smartphone or tablet, or after creating an account on his/her computer/laptop. The user chooses his/her username and password, which are secure and can then connect with other users to create chats or set up whole groups of users and exchange messages and hold group discussions.

4. Usability of the tool – who uses the tool and for which purposes? The tool is used by individuals either for personal purposes or for business purposes, in order to send messages, hold chats, or make voice calls either one-to-one or within a pre-set group.

5. Platform information – Android, iOS, etc. Telegram can work on both Android and iOS. It is compatible on smartphones and tablets/iPads and there is also a web version available for Windows and Mac as well.

6. Privacy issues – how is user data treated? What needs to be considered? Telegram takes pride in the level of security that it offers its users. On the main website of the tool, the developing company makes extra effort to advertise that the messages sent via Telegram are highly encrypted, that there are security protocols applicable worldwide and that messages can also be set on timer to self-destruct, if the user wishes to do so.

7. Core advantages of using the tool for PROMOVET:

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The main advantages of Telegram for the purposes of PROMOVET is the fact that it has the ability to host big group chats and to be accessible from different locations – even remote ones – and also make video calls all over the world. It could therefore be used by educators to create a class group discussion and also engage learners from different locations. It can also be used as an instructional tool in the sense that the educator could invite speakers from other parts of the world to chat with learners.

Additionally, the fact that the messages are secure and confidential adds a level of security for learners and the educator in terms of the material shared, documents exchanges, media sent to the group or in private conversations.

8. Core disadvantages of using the tool for PROMOVET: There do not seem to be any.

9. Please include a screenshot of the tool here:

1. 1. Name of Social Media or IT Tool: Google Duo

2. Description of the tool – comprehensive description of the IT instrument, social media tool, platform and forum, etc. URL: https://duo.google.com/

Google Duo is a video calling up. It offers one-to-one calling via Google, as part of the various tools developed and offered by Google. It is considered to be a very simple video chat/video calling app, with good connectivity and stable connection for chatting and video. It has good reviews by users in terms of its use, characteristics, and connectivity.

3. Functionality of the tool – how does it work? It is a one-tap video app, for which reason it is considered so simple. The user needs to create an account through his/her phone and can then call anyone on their contacts list, who also have the app installed. They just tap on the person and can then hold a video call one-to-one.

4. Usability of the tool – who uses the tool and for which purposes? The tool can be used by anyone, as it is very simple. Anyone who owns a smartphone (Android or iOS) and Wi-Fi connection can use Google Duo to call people in his/her contacts. The tool can be used to personal purposes, educational purposes, business purposes.

5. Platform information – Android, iOS, etc. Google Duo works only on smartphones on both Android and iOS platforms, but no other platform.

6. Privacy issues – how is user data treated? What needs to be considered? Based on the tool website, the video chars are highly encrypted and information shared is secure, as outlines in the Google Terms of Service.

7. Core advantages of using the tool for PROMOVET: The fact that the tool is simple to use and can be used on both Android and iOS smartphones makes it a good tool for the purposes of the PROMOVET project. It can be used for video chats between the educator and students (one-to-one video calls) for guidance, consultation, feedback and to provide any necessary help and support. 8. Core disadvantages of using the tool for PROMOVET: The main limitation is that the tool is meant to be used for one-to-one video chats, therefore it cannot be used as a tool for group video calls or to host any synchronous call with the whole class.

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9. Please include a screenshot of the tool here:

1. Name of Social Media or IT Tool: Tumblr

2. Description of the tool – comprehensive description of the IT instrument, social media tool, platform and forum, etc. URL: https://www.tumblr.com/

Tumblr is a tool for creating blogs, and is considered to be more elaborate than Blogger described above, as it allows users to embed different types of media and what would be considered more creative and advanced posts than simple blogging. Users can embed in their blog MP3 tracks, Spotify tracks, photos, GIFs, TV shows, links, stories, stores, jokes, and of course simple text. Users can add graphics and make their blogs interesting and interactive. They can also follow blogs and have others follow theirs. They can also follow various trends that are evolving in the Tumblr community and participate in groups on various topics.

3. Functionality of the tool – how does it work? The user needs to create an account in order to be able to use Tumblr – with username and password. Once they have their account, they can log in and use the Dashboard to create their posts, on which they can embed different types of media – audio, video, websites/links, photos, chats, etc. The Dashboard is easy to use and the icons are self-explanatory as to how they function and the options they provide. Users can like posts on a blog, comment on them, and also “reblog” them; functions that are more common in social media tools than blogging tools.

4. Usability of the tool – who uses the tool and for which purposes? Tumblr can be used by individuals, for hosting their own personal blog with views on different topics or different stories, or they can host a blog on a specific topic. Tumblr is not meant to be used to so much as a business blog or for business/professional purposes, as it has more of a playful / social media character than Blogger, which is considered to be more of a traditional blog.

5. Platform information – Android, iOS, etc. Tumblr can be used on smart phones and tablets, both Android and iOS, and it can also be used on the web, as it can be downloaded on those two platforms as an app, but can also work as a web-based tool on the computer/laptop.

6. Privacy issues – how is user data treated? What needs to be considered? Tumblr takes privacy policies seriously and therefore provides the users with different privacy options, which can be adjusted based on the user’s preferences.

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7. Core advantages of using the tool for PROMOVET: Tumblr is a good blogging tool for PROMOVET, as its nature is playful and attracts younger users. It also has many social media-type functions embedded in it, so it can be easy for users to familiarize themselves with it. It can be used as part of an assignment for students, where they create their own personal blogs to use in the classroom or at home. They can also join other blogs, comment on each other’s blog, create their own community of blogs, and the educator can also have his/her own blog and be part of this.

8. Core disadvantages of using the tool for PROMOVET: The only disadvantage is that Tumblr is not recommended to be used so much for professional purposes, therefore it would not be a good idea for PROMOVET users to use it as part of business networking or finding employment.

9. Please include a screenshot of the tool here:

1. Name of Social Media or IT Tool: PROYECTA - http://www.plataformaproyecta.org

2. Description of the tool – comprehensive description of the IT instrument, social media tool, platform and forum, etc.

Proyecta is a joint educational initiative of the Amancio Ortega Foundation and the Santiago Rey Fernández-Latorre Foundation. The project is a committed work of both institutions with the promotion of innovation in the educational field and the improvement of the quality of education. Proyecta, through different tools and activities, makes resources available to teachers that facilitate the use of new educational methodologies. The objective is to promote educational experiences that combine learning, creation and technology.

3. Functionality of the tool – how does it work?

With the aim of promoting innovation in the classroom, Proyecta offers to the school community activities and tools to promote new dynamics in the classroom. Proyecta offers teachers:

- Inspira TICs Meetings (tool for teacher to learn about ICT) - Competitions - Resources and inspiration: videos, tools... - Community project: To be informed about the project activities.

4. Usability of the tool – who uses the tool and for which purposes?

The project is very useful because it provides teachers with different tools to put into practice in their classroom.

5. Platform information – Android, iOS, etc.

Web-based platform, available at: http://www.plataformaproyecta.org

6. Privacy issues – how is user data treated? What needs to be considered?

It is aimed to teachers, so there is no problem in this regard.

7. Core advantages of using the tool for PROMOVET:

A lot of IT tools available for vocational teachers.

8. Core disadvantages of using the tool for PROMOVET:

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The web page is not available in English language

9. Please include a screenshot of the tool here:

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1. Name of Social Media or IT Tool: BLOG 1º PCP FUTUROS JARDINEROS....EL PCPI (1ºCourse of basic vocational training- Future Gardeners) http://elpqpi.blogspot.com.es

2. Description of the tool – comprehensive description of the IT instrument, social media tool, platform and forum, etc.

The students of the 1º course of auxiliary activities in nursery, gardens and garden centres that has 50% of practical lessons, has gone a little further to incorporate ICT (information and communication technologies) into their learning process with the purpose of solving common problems effectively, develop search skills, selection and use of information from different sources transforming them into knowledge

3. Functionality of the tool – how does it work?

They follow in their training the methodology "Learning by doing", learning by doing, through active and functional learning that offers a very high level of academic performance according to recent pedagogical reports.

In this sense, together with their teacher and tutor, they use a blog "Futuros jardineros ... the PQPI" to summarize the most outstanding activities they carry out, access to different resources, as well as job offers and the key instrument of this course: the digital portfolio on Google sites, an individual record of each student, of their work and progress that they themselves make within the curriculum development and configuration of their personal learning environment.

4. Usability of the tool – who uses the tool and for which purposes?

The students work on their learning dossier in the different work modules, both theoretical and practical, add documents or multimedia materials to their portfolio, including observations, reorganizing contents and making contact with the working world and the professional social networking environment through the creation of fictitious virtual gardening companies that each manages throughout the course.

The methodology of the digital portfolio project facilitates the exchange of opinions with the teacher and the rest of the students, directly in the classroom or on the Internet and is also done by the high school students of the center.

The involvement and effort of the students of this first course of PQPI is very important to the development of the technological resources provided. The involvement in a dynamic community and linked to responsible action and citizen participation that is the best possible methodological renewal according to the criteria of their teacher.

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5. Platform information – Android, iOS, etc.

http://elpqpi.blogspot.com.es

6. Privacy issues – how is user data treated? What needs to be considered?

Non available

7. Core advantages of using the tool for PROMOVET:

It is a digital tool that can be transferred to other courses and that encourages interaction between teacher and student to work on different activities of their courses.

8. Core disadvantages of using the tool for PROMOVET:

It is very specific field

9. Please include a screenshot of the tool here:

http://recursostic.educacion.es/buenaspracticas20/web/es/formacion-profesional/1138- futuros-jardinerosel-pcpi

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1. Name of Social Media or IT Tool: Google Site Reprographic Students.

2. Description of the tool – comprehensive description of the IT instrument, social media tool, platform and forum, etc.

This project was born to motivate and connect with the students of the initial professional qualification program (PCPI) of Reprography of IES (Institute of Secondary Education) La Plana. The profile of these students is young people between 15 to 17 years old who are at risk of school leaving, usually unmotivated, unable to recognize their skills or abilities and bored with the traditional educational system. Even so, they have a lot of energy and hidden abilities that thanks to the project they have been able to develop.

The idea arises from the creation of a reprography company to give real service to the educational center, in this way all the contents and skills of the professional field are developed. To get the project, students performed different steps or small projects until the final creation of their company.

OBJECTIVES:

• Motivation of students, everything they do is public through the web.

• To develop self-learning capabilities.

• To value cooperative work.

• To make meaningful learning.

• To promote self-organization. Multitasking is valued.

• To carry out a collaborative learning, through the different tasks and group activities, learn from each other, share resources ...

• To learn to self-evaluate, by monitoring their evaluations.

• To develop creativity through the proposed projects.

• To transfer digital competence to the educational and professional field.

• To feel they are the key of their learning, since they build their knowledge.

•To establish new communication channels with the teacher and their classmates.

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• To develop some digital notes since there are no specific publications.

In short, to ensure that students feel motivated, participating, improving their behaviour, acquiring knowledge according to their needs, self-managing and controlling their time, developing basic competences, feeling capable of learning to learn and, the most important, believing in themselves to reach the goals.

3. Functionality of the tool – how does it work?

To develop the project they were asked to work through the Google Sites tool, where they could upload their proposals and projects. They found it very attractive, since they had hardly ever been recognized for their digital competence. The students only used the network for leisure and through the project they understood that Internet is also a learning and work tool. In this way, through collaborative work and the wiki, creating tutorials of tools and software, students have built a common knowledge.

Once the company has been created, the site has been an ideal platform to promote it within their own center and, at the same time, to be a public tool for the recognition of the student´s work by the rest of the teaching team, students and families.

4. Usability of the tool – who uses the tool and for which purposes?

The Google Sites platform combines the collaborative work of students and shapes their project to create a company. This tool, quite simple, allows students to give editing permission through a Gmail account.

Through the platform you can create blogs, editable web pages as a wiki and sections of file uploads. You can control the editions of the students (time, date, content ...).

5. Platform information – Android, iOS, etc.

http://recursostic.educacion.es/buenaspracticas20/web/es/buenas-practicas-20/programas- cualificacion-profesional-inicial/346-reprographic-students

6. Privacy issues – how is user data treated? What needs to be considered?

Non available

7. Core advantages of using the tool for PROMOVET:

Promotion of the digital competences of the students. They are aware of the use of the internet as a tool for work and study.

8. Core disadvantages of using the tool for PROMOVET:

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It is an example of good practices but difficult to replicate

9. Please include a screenshot of the tool here:

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1. Name of Social Media or IT Tool: Web 2.0, wiki

2. Description of the tool – comprehensive description of the IT instrument, social media tool, platform and forum, etc.

The idea of creating a wiki grew out of the need to involve students in their own learning, motivating students by making the contents attractive and modern and involving them in a subtle way in an autonomous and progressive learning. The main objective was that students were interested in learning and participate almost voluntarily in the tasks of content creation.

Since many young people related the use of the computer to something boring, the idea was to create a wiki in which they had to summarize the theoretical contents seen in the classroom, select appropriate images and solve their mistakes to involve them in masked learning with the use of the computer.

Inside the wiki there is a section where you post your notes, next exam dates, pending works, etc. so that each one of them always keeps in mind the situation that it has in each one of the modules of the course. It is a way to organize "your agenda."

3. Functionality of the tool – how does it work?

At the beginning of the project the methodology was based on a theoretical explanation as of any other course content of the web 2.0 concept, wiki, etc. The teacher explain to the students the purpose of a wiki, the structure, permissions, creation of pages, creation of links, etc. through a practical demonstration in the classroom using a cannon that would project every steps. The students are mere observers in these early hours and their performance is limited to asking the questions that arise in this regard.

Subsequently, each of them create their own page within the wiki and link it correctly on the main welcome page that the teacher creates for that purpose. From there, his mission is reduced to distribute the tasks (which page to make each student for each teaching unit) and to answer questions and provide comments on possible changes to their pages. The learning and the collaboration of the students is totally dynamic, they are the true authors of the contents of the wiki.

The didactic means with which it has been counted for the development of this activity are:

- Visuals: 1. Demonstrations provided directly by the teacher. 2. Visual aid: for specific details of an execution. 3. Audiovisual media: blackboard, notes, photos, computer with Internet and video cannon ...

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- Auditory: 1. Descriptions. 2. Explanations.

- Kinesthetic-tactile: 1. Manual help: both the teacher and colleagues 4. Usability of the tool – who uses the tool and for which purposes?

In addition to covering the contents of one of the modules, it has been possible for some totally unmotivated students to be interested in participating and creating their own space within the wiki. The students have created and participated in forums in which they have expressed that they did not imagine everything they would be able to do when we started this project. And in addition, some of them have expanded their knowledge through the Internet in a self-taught way, including in their personal pages really interesting elements. It is a tool that can be put into practice in any module, not only in computer science, because it will serve as a summary of contents of any subject with a minimum computer content, so that they learn how to use the platform, students can create pages of natural, social, mechanical sciences, etc. The wiki also adds links to the contents, several pages with information of the group (pending works, notes, recoveries, etc), important dates to be remembered by the students, necessary documents for their practices, dates, etc.

In short, it is a tool not only for learning knowledge but also for communication between them and with the teacher.

Results and difficulties

The result was very good because the students participated almost voluntarily and there has been no difficulty to implement and develop it except in the case of certain students who do not want to do anything whatever the agenda or the task.

5. Platform information – Android, iOS, etc.

http://recursostic.educacion.es/buenaspracticas20/web/es/buenas-practicas-20/programas- cualificacion-profesional-inicial/364-wiki-pcpi-informatica

https://informaticapcpi.wikispaces.com/home

6. Privacy issues – how is user data treated? What needs to be considered?

There is no student data (only his first name), each of them has a username and password to access and his full name is never published. Therefore, there are no problems in the privacy of your data.

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7. Core advantages of using the tool for PROMOVET:

It encourages the active participation of students and students see the usefulness of new technologies for their own learning.

8. Core disadvantages of using the tool for PROMOVET:

Few students are reluctant to participate

9. Please include a screenshot of the tool here:

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1. Name of Social Media or IT Tool: http://reprografiavallblanca.blogspot.com.es/

2. Description of the tool – comprehensive description of the IT instrument, social media tool, platform and forum, etc.

Reprografia Vall Blanca is a project in which students with special educational needs develop a functional curriculum through the centre’s reprography service. It is an occupational training workshop in the transition to adult life, through which students develop those work and personal skills that ensure an independent life.

The blog becomes the support through which students acquire meaningful learning. The use of multimedia resources (images, videos, and podcasts) helps the students to remember, assimilate and reflect on what they have worked, although some of them have not developed literacy.

3. Functionality of the tool – how does it work?

Students are active participants in the BlogSpot through embedded podcasts and their own images, facilitating learning and the involvement of students in the project, while increasing their self-esteem.

Many students do not have the ability to accurately communicate what they learn, the BlogSpot allow the curriculum to have continuity in the family home, assimilating and reinforcing the learning initiated in their educational centres, when they are with their parents.

In front of the computer. In this way, the teaching-learning process of the students is public and can be followed by the families establishing new channels of communication with the educational center.

4. Usability of the tool – who uses the tool and for which purposes?

Through the blog also the students develop their digital competence (editing their personal pages, showing their work ...) and acquire the use of hypertext, the search of images and videos or the editing of text that will allow them interact with society through the Internet.

In addition to the blog, the use of different ICT tools helps the students to build their own digital identity as well as to define their PLE (Personal Learning Environment). On the other hand, the blog is a great visibility tool for people with intellectual disabilities, giving them a voice and showing their training and how they are able to work.

5. Platform information – Android, iOS, etc.

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http://recursostic.educacion.es/buenaspracticas20/web/es/buenas-practicas-20/programas- cualificacion-profesional-inicial/686-reprografia-vall-blanca

6. Privacy issues – how is user data treated? What needs to be considered?

Non available

7. Core advantages of using the tool for PROMOVET:

This good practice is for the students with special educational needs. To take into account this collective could be very interesting for the project PROMOVET.

8. Core disadvantages of using the tool for PROMOVET:

9. Please include a screenshot of the tool here:

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COORDINATOR

Jugend am Werk Steiermark GmbH Graz (Austria) [email protected]

PARTNERS

Meath Partnership Kells (Ireland) [email protected] LÄNSIRANNIKON KOULUTUS OY WINNOVA Pori (Finland) [email protected] E.N.T.E.R. GmbH Graz (Austria) [email protected] A.R.E.S. scarl Campobasso (Italy) [email protected] CARDET Lefkosia (Cyprus) [email protected] FUNDACION DOCETE OMNES La Zubia (Spain) [email protected]