Primary school mathematics teachers and secondary school students' opinions about eTwinning projects

This study aimed to examine the opinions of primary school mathematics teachers and secondary school students who hold quality labels regarding eTwinning projects. This study, conducted using an exploratory case study model, a qualitative research method, included eight primary school mathematics teachers who hold at least one quality label and 13 secondary school students who have participated in at least one eTwinning project. Criterion sampling, a purposive sampling method, was used to form the study group. Data were collected using audio and video recordings using semi-structured interview forms developed by the researcher. Content analysis was used to analyze the research data. Research findings show that teachers define eTwinning as a national and international communication network, collaboration, sharing of knowledge and experience, socialization, digital skills, originality, providing opportunities, borderless, interdisciplinary interaction, professional development network and student-centered. Additionally, it was determined that teachers' reasons for participating in the projects were curiosity about eTwinning projects, taking advantage of their benefits, integrating technology into the classroom, integrating it into Erasmus+ projects, encouragement, and gaining new experiences. It was also observed that the projects contributed most to teachers' professional development. According to the teachers, it was determined that the contribution of the projects to students was mostly on gaining digital skills. Other skills acquired by the students were self, communication, mathematical problem solving skills, collaboration, peer teaching, teamwork, digital literacy, socialization, interdisciplinary work, time management, motivation towards school, perspective development, foreign language motivation and language development, working with mathematical tools and technology, and scientific research methods. According to the teachers, the problems experienced in eTwinning projects were identified as lack of technological infrastructure, time, project partners, use of Web 2.0 tools, finding foreign partners, platform, financial problems, finding common achievements, student selection and creating team spirit. It is noteworthy that there is no problem with foreign language among the data. It was also found that all of the teachers approached the quality labeling process positively. It was also found that quality labels provide motivation for new projects. According to secondary school students, eTwinning is defined as national and international communication network and socialization. Secondary school students stated that eTwinning projects contributed to their digital skills, foreign language skills, self, socialization, mathematical problem solving skills, communication skills, Turkish language skills, higher order thinking skills, discovering and recognizing cultural differences, gaining perspective, cooperation, accessing accurate information, the importance of reading books, time management. In addition, it was found that eTwinning projects provided students with foreign language motivation, friendship, teacher-student relationship, interest in mathematics, interest in different cultures and a positive perspective on project topics.