This intellectual output (05) the evaluation was systematically documented and explored the impact of the programme and the quality of the project as a whole. It captured the ways in which the programme impacts on:
- Children’s digital literacy, emotional intelligence and decision-making within cyberspace;
- Children’s digital citizenship, awareness of social and cultural difference, tolerance and respect for others;
- Teachers participation & co-learning about the ways they can best support children’s healthy online participation;
- Parents’ appreciation of the benefits, challenges and risks of the digital world for children and their understanding of how children manage these and their own role in supporting this.
Evaluation was formative and drew on appreciative inquiry methods in order to provide continuous feedback into the design of the programme as well as assessing its overall quality and impact (Beebeejaun et. al. 2014). It was done through:
- Child-oriented interviews and focus groups with children;
- Interviews with teachers;
- Focus groups with parents;
- Participant observation in each school.
Evaluation Report (EN)
This intellectual output (I05) the evaluation was systematically documented and explored the impact of the programme and the quality of the project as a whole. It captured the ways in which the programme impacts on: Children’s digital literacy, emotional intelligence and decision-making within cyberspace; Children’s digital citizenship, awareness of social and cultural difference, tolerance and respect for others; Teachers participation & co-learning about the ways they can best support children’s healthy online participation; Parents’ appreciation of the benefits, challenges and risks of the digital world for children and their understanding of how children manage these and their own role in supporting this.
Evaluation: Executive summary (EN)
Evaluation was integral to this process and drew on appreciative inquiry methods in order to provide continuous feed back into the design of the programme from all stakeholders (children, teachers and parents) in each country in order to assess the overall quality and impact of the project.
Αξιολόγηση: Συνοπτική Έκθεση (GRE)
Η αξιολόγηση αποτελούσε αναπόσπαστο μέρος αυτής της διαδικασίας και επέτρεψε την αξιοποίηση των μεθόδων έρευνας, προκειμένου να εξασφαλιστεί η συνεχής ανατροφοδότηση στο σχεδιασμό του προγράμματος από όλους τους εμπλεκόμενους φορείς (παιδιά, δασκάλους και γονείς) σε κάθε χώρα, προκειμένου να εκτιμηθεί η συνολική ποιότητα και ο αντίκτυπος του έργου.
Evaluatie: Samenvatting (NL)
Evaluatie was een integraal onderdeel van dit proces en was gebaseerd op waarderende onderzoeksmethoden om continu feedback te geven aan het ontwerp van het programma door alle belanghebbenden (kinderen, leerkrachten en ouders) in elk land om de algehele kwaliteit en impact van het project te beoordelen.
Evaluering: Resumé (DA)
Evalueringen var integreret i denne proces og benyttede sig af anerkendende undersøgelsesmetoder for at give kontinuerligt tilbagevenden til designet af programmet fra alle interessenter (børn, lærere og forældre) i hvert land for at vurdere projektets samlede kvalitet og virkning.