Abstract:

The project ATS2020 - Assessment of Transversal Skills 2020 (2015-2018) provides for design and implementation of a technology-enhanced learning model that develops and assesses students’ transversal skills in ten European countries. This paper discusses two classes in Cyprus, employed as case studies, where the model focused on two transversal skills: information literacy, and communication/collaboration.

Data was collected through:
(a) in-class observations,
(b) semi-structured interviews with teachers and students involved, and
(c) teacher and students’ artefacts.

All data were analysed qualitatively. Preliminary findings suggest that the model appeared to enhance the development of the particular transversal skills in the two classes. However, the two settings demonstrated certain differences in their response to the project. Emerging findings are discussed, in view of the overall policy and educational implications related to the adoption of the model in the particular setting.

Keywords:

Transversal skills, information literacy, collaboration, technology enhanced learning, primary and secondary education.