"Europe is rich in many success stories in Robotics: from the sector of industrial robots which was and still is the backbone of automation, to professional service robots in agriculture, logistics, underwater etc. Over the last few years, interest in educational utilization of robotics has increased and several attempts have been made worldwide to introduce robotics in school education from kindergarten to high secondary school, mostly in science and technology subjects. In parallel with these technological developments, bullying among young people is also increasing (especially cyberbullying).With this project, we aim to prevent bullying by using educational robotics such as LEGO EV3, VEX, MBOT etc.This project will be carried on with Romania(coordinator), Lithuania, Turkey, Hungary, Spain, Italy. In line with the EU 2020 strategy, we would like to provide new skills for our students for coping bullying by 6 LTT activities. Here are seven areas in which learning about robotics at our schools can benefit our students coping with bullies: 1-Creative thinking2-Self confidence, self-esteem3-Problem Solving4-Perseverance5-Teamwork6-Fun, happiness7-Computational thinkingOur Target group is students,teachers,parents,community.Teachers will learn a new teaching/learning method in LTT activities. We are all willing, determined, diligent and patient partners which will have equal roles:* Romania as eTwinning ambassadors will share their strategic partnership and eTwinning experiences. They are experienced in robotics and designing. While designing antibullying games, they will share experiences and knowledge. *Turkey will share Virtual Reality and Arduino experiences to prevent physical bullying*Lithuania will share EV3 experiences to prevent verbal bullying*Hungary will share MBOT and Arduino experiences preventing Cyberbullying*Spain will share EV3 and VR experiences to prevent cyberbullying *Italy will share their experiences about art by adding quantification and consideration experiences to evaluate the project. They are also experienced in preventing bullying.This 6 countries will carry out their LTT activities on time and ready. Romania and Italy LTT activities will be realized with stuff(15 teachers), others will be realized with groups of pupils(4 students and 2 teachers from each country).Methodology: The following methods and tools will be used in line with the needs, readiness and wishes of our partners:*Seminars/webinars/sessions/conventions*Interviews/Reports/*Visits /trips*Cooperation with stakeholders*Logo competition/public spot/*Antibullying game e-booklet /eMagazine*Conducting survey/pretest-posttest/questionaries *Exchanging experiences *Twinspace/FB group/youtube channelAt Staff mobilities 36 teacher will take roll and participate the planned activities. At groups of pupils mobilities, there will be a total of 96 students, 12 of whom are socially, economically and geographically disadvantaged. 11-15 years old students will participate in these activities. The students will be selected according to the selection criteria.The origin of the projects is preventing bullying (verbal, cyber, physical)by using educational robotics. For achieving this goal we focus on the increasing common bullying types. With the planned LTT activities we all aim to -help bullies understand why they engage in this behaviour and resolve the underlying issues-encourage victim pupils to help find solutions with problem-solving skills engaged with Robotics-increase the academic achievements of the students via Robotics-facilitate the transfer of guidance for schools on preventing and responding to bullying-exchange the good practices/experiences through ROBOTICS AGAINST BULLYING-use Robotics Competences for tackling before bullying goes through criminal offences.-support the bullied children together with school counselling services-have a published complaints procedure at each schoolPlanned Concrete Results:-Anti-Bullying Games e-Booklet/eMagazine-Public Report and Bullying Public Spot-Preventing bullying Units and Clubs at each school-Published complaints procedure -Brochures/Posters against Bullying-Website/Youtube Channel/ FB page-Counselling Reports -Reduction in bullying cases (%5)-Academic achievements(3%1st year, 6%2nd year)-Promotional materials(pen, notebooks, USB pen drives) We plan to involve schools as active beneficiaries which will have the main impact of the project. For a sustainable project, we plan to *Incorporate the new projects via eTwinning partnerships about using ""Robotics Against Bullying""*look at local and regional partners to assist in continuing the project impacts in our communities after funding has ended*Provide support or commitment from our governing body in our dissemination workshops/seminars/conventions*cooperate with Colleges/Universities /degree candidates or research assistants to using ""Robotics Against Bullying"""

"A geopark is an open-air laboratory in which pupils, students and geo-tourists can discover and get familiar with the geological features. There are many opportunities to visit the Geopark area and get to know its rich geological heritage. A landscape is designated a geopark if it has a geological, archaeological, cultural, historical and ecological heritage of particular significance, rarity or beauty.There are currently 147 UNESCO Global Geoparks and 276 National Geoparks in the Asia Pacific and Europe. Geoparks empower local communities and give them the opportunity to develop cohesive partnerships with the common goal of promoting the area’s significant geological processes, features, periods of time, historical themes linked to geology, or outstanding geological beauty. Geoparks are established through a bottom-up process involving all relevant local and regional stakeholders and authorities in the area. The main work is on the educational institution's responsibilities. We aim to move together on the global issue to raise awareness about Geoparks sustainability and awareness.We all dealing to be eco-friendly schools by serving targets of EU2020. Climate change and energy is a core topic of the EU 2020 strategy target:-greenhouse gas emissions 20% lower than 1990 levels-20% of energy coming from renewables-20% increase in energy efficiencyIn the line of EU 2020, the main aims of the project ""GOAL"" are:1-to help students to focus on issues relating to the natural environment (climate change, Renewable Energy, recycling)2-to work with Geoparks to find solutions to environmental problems3-to find solutions to global problems with educational curriculums4-to exchange the good practices/experiences for being Eco-friendly Geoschools5-to provide our students gain critical thinking, problem-solving, decision-making skills6-to learn different teaching methods of geology from experienced geoscientist, experts, geopark employees7-to increase the academic achievements of the students in STEM lessons via GeoparksWe are 6 countries involved in the project: Hungary, Croatia, Turkey, Spain, Romania, Italy. With the project (Geoparks as Open Air Laboratoriteries -GOAL) we are planning 6 LTT activities: with pupils(11-15 years old) and 2 teachers from each partner countries. The first 4 LTT activities will be with 4 pupils others with 5 pupils from each country. 20 students with disadvantages will take part in the 6 LTT activities.1st LTT will be on Hungary (Újlaki Általános Iskola )2nd LTT will be on Turkey(Mersinli Şehit Ahmet Uludağ Ortaokulu)3rd LTT will be on Croatia(Osnovna Skola Jabukovac)4th LTT will be on Romania(Scoala Gimnaziala Radu Tudoran)5th LTT will be on Spain(C.E.I.P. Lapachar)6th LTT will be on Italy(IC 21 Marzo)During the mobilities at Unesco Geoparks, we will use experimental and project based-learning methods. We will observe flora, fauna, fossils, minerals, nature of Novahrad, Papuk, Hateg, Kula, Madoine, Sierra Norte de Sevilla Unesco Geoparks. Some sessions will be actualized in science labs and others at geopark areas with geologists, palaeontologists, experts. Teamworks and workshops will be organized on Dinosaurs fossils, minerals, orogenesis etc.We plan to make studies that are trying to produce solutions to ecological and environmental problems using Geoparks. Each of these problems involves using geo-parks with project-based learning methodology for covering areas of STEM (Science, Technology, Engineering, Maths). The partnership will produce a number of end products as:-Project Blog/FB page/FB group-School Geopark Clubs and Teams-E-guide of 6 Geoparks-Twinning project and events-Project Logo&motto-Promotional products-Sets of lesson plans-booklet/brochuresVersatile Contributions of the GOAL project aspected in short and long-term for our schools. In the long term, for our schools, this project will contribute-increasing the usage rate of the Geopark & geology activities at school curricula-Raising awareness of environmental issues and boosting Geoparks as Open Air Laboratories-integrating Geoparks through teaching Ecological and environmental subjects into all lectures-increasing the projects on the theme of global environmental challenges and climate change-developing environmental issues included projects that will be beneficial to the environment and natureSchools will learn good practices about geo-challenges from the different education systems to be GEO-SCHOOLS. They will have an increase in the rate of Geopark and environmental projects. (1st year 3%, 2nd year 5%) and give more effective schoolteaching via Geosciences. Teachers will be able to help to make the planet greener via Geopark Awareness Activities. By the project students and teachers be aware of the importance of protection Geoparks because of their values. The project will serve for students providing outdoor laboratories for formal, traditional education and researches."

Context/backgrundOur project had a common awareness of digital design and 21th century skills and creative learning methods. Therefore all partner schools had an interest in developing new teaching methods, innovative and creative learning by the use of ICT. We were inspired by proffessional pedagogy litterature and looked into existing educational programs, to facilitate changes in the local school curricular as an approach to be more innovative in our everyday school lives.Our objectives were as following:- to motivate students to the desire of learning through problem solving linked to local and global challenges.- to promote cooperation between partner schools through teachers and students activities.- to inspire students and teachers to use innovation and entrepreneurship in practice-oriented teaching.- to use different ICT platforms to work with computational empowerment, STEM/STEAM and other apporaches to new technologies.The partner schools came from 7 different countries (Denmark as coordinator, Turkey, Poland, Spain, Italy, Lithuania and Hungary). All participants was choosen because of their interest in ICT and in innovation/entreprennuership. The number of participants were mainly represented by leaders from the school, pedagogical staff, teachers and kindergarten teachers.The number of participants were as followingDenmark: 12 persons. Lithuania: 22 persons.Spain: 18 persons. Italy: 12 persons.Turkey: 15 persons. Poland:20 persons.Hungary: 16 persons.Description of undertaken activitiesWe all worked with skills on meeting everyday problems in a creative way, introducing new methodological approaches and involving the students in these new creative learning methods. The aim was to encourage the students to find solutions to problems in their daily living and in their community. At the end of this project it was a success for us all to see, that the students achieved the aim to work cooperative with innovative and creative learning methods. The participating schools were all introduced to a variety of creative learning methods, and during the trainings the coordinators managed to implement both lessons with teachers and students together, and to show best practice. The trainings involved lessons performed by local students and teachers as well as training lessons in universities, technical university, higher education schools and visits to a variety of exhibitions and museums involving the everyday practice and the aim to achieve 21th century skills, enhance awareness of digital design and also creative learning methods.Results and impacts attainedAll original objects of the project were fulfilled.- Teachers have been motivated in lifelong learning and have enriched their professional experience with new teaching methods- Teachers have accieved new competencies and apply new methods thus increasing the quality of education and training;- Teachers have a better co-operation with students, this leading to a better understanding of their personalities and desires.Students:- Students learned about how to work in team and how to manage difficulties and how to become more tolerant and cooperative and being able to take initiatives.- Developed their ICT skills through the use of these modern technologies.- Students experienced to take the next best step in problem solving and life.Institutions:- Expanded the school curricula with new cross-curricular subjects.- Had the chance to exchange experiences and developing activities that promote the development, testing and/or implementation of innovative practices.- Opened up to new ideas coming from other European countries.Longer term benefits:It is obvious that we learned alot about being a member of The European Community, and to see that the challenges are all most the same in the 6 other countries as well. It has also contributed to the awarenes of 21st century skills and how to develop the school for the future.

H.O.M.E.- Help our Mother Earth project was written by 7 schools from Spain, Poland, Romania, Turkey, Italy, Greece and Hungary (applicant) in several activities, for a period of 24 months (01/09/2017 - 31/08/2019). Unfortunately, Greece did not start the project with us, so 6 partners made a project cooperation.The project idea came from the awareness that the environment we live in is getting more and more polluted. That is the consequence of our lifestyle, which does not keep the severe damages we are creating to the planet into account. It is a clear consequence of an almost total lack of that sensitivity that we, as teachers, should help to develop. Focusing on the students it was an effecting starting point to build up a sense of responsibility they might be able to transmit to their families, too. When writing the project, our main goal was to make students more environmentally conscious, to open their eyes for the enviroment problems and find solutions how we can solve them, to expand the colleagues’ methodological toolbox using cooperation among subjects, learning modern methodological strategies and trying them in practice. The other main goal was to include SEN, less talented students or students with disadvantaged backgrounds in the project in order to give them a sense of achievement, to decrease early school-leaving and to be part of an international cooperation.In everyday practice we tried to implement the tasks planned. During the implementation we examined how it is possible to take the enviromental problems into everyday activities, to make the learning process more colourful, to deepen our knowledge and to make the students more motivated. We have tried the theories in practice on local school level, sent the results and reflections to the partner countries, show them on trainings and meetings and shared them on google drive, facebook page and the common web page. We tried the partners’ ideas back at home, compared the feedback on TPMs and exchanged ideas, methodologies.Our task was to involve the students to an active research in the collection of information and scientific data observing and investigating nature, monitoring air and water quality, studying how renewable energy resources are exploited.The important point of the project was to give equal educational chance and engage working on the project as many students as possible, particularly pupils with special educational needs. Moreover, carrying out project theme on different subjects pupils developed a lot of skills such as literacy and numeracy, practical knowledge usage, reading diagrams and concluding. Due to developing mentioned skills students get the opportunity to be more successful at schools on a higher level and get to know and cultivate interests. These actions help them to choose their educational career more consciously and to be aware of the natural environment. Our further aims were to get to know the other nations’ school life, compare the similarities and differences of the education systems, to gain and give good ideas, to make friends between teachers and students from different countries (penpal partners amoung the schools), to learn about foreign cultures and to present ours.For the institutions this 24-month-long cooperation was very useful, it has its direct and indirect impacts.Our collagues participated in the international work with great enthusiasm. They learnt new pedagogical methods on trainings and can use good practices on their practice.Their digital and foreign language competences also improved.Each participating school has, on average, about 250 attending students and 12 teachers involved into the activities.During the project we developed learning materials (lesson plans,presentations and a book for using other teachers) and supported the effective use of Information and Communication Technologies (ICTs) in education and training.In formal and informal learning within the frame of school with new teaching tools, we could achieve the increase of students’ knowledge, skills and competences. We could also force critical thinking, especially through teaching science in environmental problems.Our students had a perfect chance to analyse natural problems from their own point of view and shared their experiences and analysis with their partners who had different backgrounds. Summing up, all the mentioned factors explain why this ecological project is very important for us – teachers and our students. We have a very important mission to carry out for our students and future generations. We have to teach how to protect places in which they live and have an input into saving endangered species from extinction.We have some different partnerships: between the Polish school Zespol Szkol w Karczmiskach and the Hungarian Újlaki Primary School we would like to make a twinschool partnership. With the Italian Piazza Gustavo VI Adolfo school pupils we organised an exchange programme.

Technology has become an indispensable part of our lives. It takes place in every activity of daily life. We live in a digital age and technology is everywhere. The importance of coding that is known for the milestone of this digital age is increasing day by day and all children must be challenged for them to reach their highest academic potential within this technological environment. Regardless of their social background, and with a high level of well-being. During the school day, we have to find time and opportunities for practical and application-oriented forms of teaching that promote innovation. Many countries in the world have noticed certain significant abilities such as analytic thinking, critical thinking, problem-solving, design thinking. In this way, a new education system promoting coding training, robotic studies, STEM education in early childhood is adopted and rearranged accordingly. Thanks to coding in early childhood, it is believed that children’s algorithmic thinking ability, creative thinking, and problem-solving abilities will improve. Because of these reasons and personal development opportunities, coding and robotic studies have become essential parts in childhood education rather than being simply as a profession. STEM education which is one the most important paradigms in the 21st century is of high significance in the way of putting the theory into practice and gaining contemporary skills. It is aimed at raising modernized creative leaders and growing economically. Integration of STEM in national education will enable to rising a new generation with creative, productive and modern skills. In line with these developments in the world, it is aimed at providing students with certain qualifications and skills such as self-confidence, analytic thinking, critical thinking, problem-solving, design thinking, and productivity, thereby sharing the best examples of the related studies with the project partners. We realized that we were all looking for further opportunities for cooperative researches in innovative teaching methods. In particular, we were, and are, interested in the recent innovative development in the use of technology in teaching and we are eager to learn more about it. Some of the goals reached the end of the project.Teachers:• Been motivated in lifelong learning and enrich their professional experience with new teaching methods• New competencies as a result of the training course and apply new methods thus increasing the quality of education and training;• Have a better co-operation with students, thus leading to a better understanding of their personalities and desires.Students:• Learned about how to work in a team and how to manage difficulties and how to become more tolerant and cooperative and beingable to take initiatives.• Acquire new competencies in field learning and logical thinking.• Developed their ICT skills through the use of these modern technologies.• Know how to take the next best step in problem solving and life. It is also aimed at changing our project into an e-Twinning project, thus enabling to coding, robotics and STEM become widespread.