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always have a plan B app or tool prepared in case the planned one doesn’t work as
expected and so on.

5.3.2 CREATIVITY
Also, creativity, in the same way , as in face to face classes, helped teachers adapt the
available digital resources and their use according to the learners needs or level of in-
terest and a lot of them say they had to be creative and change things during the les-
son.

5.3.3 THE RIGHT MINDSET
Last but not least, the conclusion was that having the right mindset focused on con-
stantly improving digital skills and use of online tools contributed a great deal towards
the good integration of the digital tools in their teaching. They understood that it im-
portant not only to show and explain the student how to use these digital tools but
also to be facilitator and sometime leave the students be in control and that requires
the teacher / facilitator to be confident with the use of online apps and tools so they
could easily navigate, change settings and roles in the app they are working in.

5.3.4 PROFESSIONAL ENGAGEMENT TO MOTIVATE LEARNERS
Other skills the Romanian experts have identified as being important in maintaining
educational motivation and engaging vulnerable students are good communication
skills, and the ability to listen carefully and actively to their needs so teachers know
better how to encourage or use different relaxation techniques in order to ease vul-
nerable students anxiety, or using humour for example or showing personal vulnera-
bility as teachers. All these create a more humanistic approach in a class that is facili-
tated in an online digital environment.
In order to be successful, the teachers discovered that the learners are a great re-
source for developing new digital skills and a good opportunity to start to learn new
applications transforming student’s technological skills in a new teaching method and
content or in creating new digital content. This last part can also be translated into
professional engagement and motivation for the 5 expert teachers.

5.4 BEST PRACTICE EXAMPLES FROM POLAND

Similar to the Romanian good practice experiences, the Polish partner also highlighted a num-
ber of transversal competences as important supportive elements. Again, it is argued
that class management skills play an important role, even if it is not directly a matter of
digital competence.
However, at the same time, the Polish experts strongly underlined that digital literacy
basicly is much more important skill than any pedagogical skill. From a good practice
perspective, digital literacy allows teachers to effectively look for relevant digital mate-
rials and qualify teachers to create their own materials and exercises as well.