The project Teaching with technology (TWT) took place within the Institute aims to incorporate the Lisbon 2020 lines by promoting lifelong learning at all levels, from kindergarten to secondary, improving the quality and effectiveness of education and training; promoting fairness, social cohesion, active citizenship; encouraging creativity and innovation. The realization of these objectives has allowed to promote the acquisition of transversal key competences such as digital competence, learning to learn, sense of initiative and entrepreneurial spirit, sensitivity to cultural issues. A second and important step was represented by the synergistic relationship between education-research-innovation which has characterized both the teaching path that learning permeating the methodology of teachers and students. The specific project objectives were: to create learning environments motivating and interactive to meet the educational needs of the students according to the European citizenship skills development frameworks; improving levels of knowledge, expertise and participation of young people; enhanced diffusion, access and use of the information society in the school; encouraging learning systems throughout their lifetime; promote research attitudes and personal study; increase collaborative capabilities and communication with and among colleagues, students, stakeholders; improve the professional skills to teach to recompose the great objects of knowledge in a complex approach that aims to overcome fragmentation and to integrate it into new disciplinary frameworks overall through the use of technologies; designing learning units with the creation of products made by pupils by promoting the technological quality in their possession and development; promote digital communication as a service quality factor. The number of participants was higher than the budgeted: 18 teachers, thanks to a wise use of funds, have carried out the job-shadowing activities; all they come from different grades of schools and by teams or different classes, support teachers and curricula ones, with technical-skills in middle-tier media. Also for administrative staff there was more participation than expected: 4 people with specific tasks related to the coordination and dissemination of communication (the Executive, the Director of services, the first collaborator of the manager, a secretary applied). The activities were held in three trances. Preparatory phase: the participants took note of intent, purpose, objectives of the project and signing procedures for mobility and commitment to quality agreement; They participated in workshops and personal journeys of enrichment and deepening of computer skills, English language, of the host culture. Job shadowing activities were held in the months of October, November and April through afternoon training sessions with partner teachers for learning basic knowledge of Web 2.0 technologies and tools to create and manage new teaching strategies and communication; activities in the classroom with teachers and students partner for interactive lesson development and production of learning objects. During these activities, the participants got to know the organizational structure, teaching and methodology of the whole institution, also making experience of good practices are not strictly related to the use of technology. Following-up activity: Teachers have been configured and enabled educational courses with colleagues and students on teaching technologies; tutoring courses to colleagues in the group class and / or department. Some teachers have put into practice the other methodological practices learned during mobility as the Project based learning. Upon returning from any mobile all the participant group it met with the coordinator and the Head teacher to share, monitor and evaluate the activities carried out or under way. The results reported relate mainly to increased motivation and participation of students in class activities. It records the production of numerous learning objects and class blog. The results related to learning, summarily positive, can only be detected at the end of June after the polls, and in subsequent years to the project as planned. The impact on the institution has been very favorable: the project has developed motivation to the development and expansion of professional skills, wealth and greater professional and cultural awareness, increase the sense of belonging to the educational community.