"The big challenge will be the creation of an mobile application (due to the possibility of using simple freeware to the development of the app) that allows everyone to communicate and transmit basic information in foreign language. The project ""Technology from everyone to each one of us"" aims to create an augmentative communication tool, from which anyone, with learning difficulties or not, can communicate in countries other than their own, with the use of pictograms instead of written words. The group, through its vast experience, knows that it is much more difficult to make children or people with learning difficulties of different natures able to learn or to read, in opposition to learn a set of pictograms representing words, these pictograms are designed so that the user can intuitively select the desired word/expressions.The institutions participating in the project add different value and complement each others points of view. It was important to find institutions that present diversity, NGOs, Regular High Schools, Higher Education Schools and a Technological School. They will function as comparison elements, control groups at the time of evaluation of the developed outputs. Each give a different cultural perspective due to geographic disposition and social function. We intend to have the participation of different know-how, different approaches and ways to test the applicability of the application. One of the criteria to be accepted in the project was to designate a team of maximum 5 people, able people in the following functions (with experience or hyer degree formation in the case of communication responsible): local project coordinator, budget manager, graphic production manager, pedagogic responsible , responsible for the application development, responsible for communication between institutions (in english), and responsible for activities. The institutions in the project are: High Schools: Agrupamento de Escolas de Aljustrel – PT IES Juan del Enzina–SP NGOs: Bulgarian Development Agency – BG Associazione N.E.T Networking Education & Training – IT Association for Developing Voluntary Work Novo Mesto - SL Professional Schools: Escola de Tecnologias, Criação e Inovação do Algarve – PT Universities; Uiversity of Thessaly – GR Collegium Balticum - PL It is intended that this technological product created mainly for children, is also usable by the elderly, adults, people and children with special needs. The application can be used in any language of any country to communicate, it will use pictograms to translate feelings, emotions, questions, statements, etc. The partners, in collaboration, will develop technologies using pictograms that can activate the audio of the word represented in the native language intended by the users. The pictograms and layout will be common to all the partner projects. All the technology produced will be of free use to everyone interested in it. Any reader or non-reader can use the application. Methodology The meetings will happen monthly using distal communication with the development of the project in all the partner institutions. The learning acquired in the distal mode will be applied in the institutions and evaluated by the different groups of work. The assessment of the applicability of the developed technologies will occur in each partner institution collaborating in the project. Each partner will develop the technology in their own language, which will be used later on by the partners in monitorization activities in loco. Objectives of the project: • Improve the teaching and learning of languages and promote the broad linguistic diversity in the EU and sensibility to different cultures; • Promote improvement in terms of quality, innovation, excellence and internationalization in the educational institutions, namely through the promotion of transnational cooperation between the education and training institutions and other parts with interest in it; • Develop projects in the institutions to optimize the use of ICT as mechanisms that allow the intercultural mobility and share. • Promote the technologic inclusion as a facilitator. • Promote projects developed by the institutions that use technological resources. • Discover the words/expressions most needed to engage in communication. • Create the European Pictogram Communication Language (EPCL). • Create the EPCL Translator (Mobile Application). The application has the ability to continue to grow, to update and to add content, it will never be truly finished, as it can be adapted and customized by anyone with average ICT knowledge. It is expected to impact how we communicate and how young children and those with learning disabilities learn by the use of the application, starting the communication of each and every one in foreign language."

"The project ""Traditions and Rythms to Unite Europe (T.R.U.E)"" will allow the partner institutions to share their experiences, their traditions and to define a common music repertoire during the mobilities and exchanges through the websites and different software applications used for the project. During the project, the students will work a common sound repertoire, promoting the integration of all playing music in international bands.Similarly through their documentary reseach, they will analyse and present the different types of music and local traditions - such as architecture, gastronomy, art of living, customs and local festivals, - in order to broaden their horizon and to develop and improve their different cultural perceptions. Each topic study will be assessed by the release of a final work wich could be the making of a common website, posters videoclips, tutorials, that would attest to the pupils' involvement in the group work ."

"<< Background >>ERASMUS Project TEC++US is a project that started in 2018 with the creation of the EUROPEAN PICTOGRAPHIC LANGUAGE OF COMMUNICATION (EPCL) and the EPCL TRANSLATOR (TEC++US App).After it's completion in the start of 2020 the results showed that after the usage of the tools developed the acceptance form teachers and other stakeholder was high: -Young and adult people without disabilities who manage to use most of the pictograms without prior knowledge of their meaning. 52% exceeded the standards, 44% meet the standards, 4% did not meet the standard. Rate of successes in the group 96%.-Young people without disabilities who manage to use most of the pictograms without prior knowledge of their meaning in a patronized conversation. 76% exceeded the standards, 20% meet the standards, 4% did not meet the standard. Rate of successes in the group 96%.-Young people with disabilities who manage to use most of the pictograms without prior knowledge of their meaning in a patronized conversation. 15,4% exceeded the standards, 65,4% meet the standards, 19,2% did not meet the standard. Rate of successes in the group 80,8%.-Children with disabilities who can use the application to communicate effectively in a foreign language. 0% exceeded the standards, 60% meet the standards, 40% did not meet the standard. Rate of successes in the group 60%.-Young people with or without disabilities who manage to use most of the pictograms without prior knowledge of their meaning in a patronized conversation. 45,1% exceeded the standards, 43,1% meet the standards, 11,8% did not meet the standard. Rate of successes in the group 82,2%.After this evaluation and taking in consideration the commentaries, especially from teachers, the partnership wanted to improve the teachers and educators skills in the use of the new methodology proposed by the sage of the EPCL and EPCL Translator. A series of support material will be created to create an easy approach to the universal designed classroom, with tutorials, worksheets, online material and others the partnership finds of interest after starting the investigations on the better transnational solution to inclusion and language learning.The ERASMUS+ Project TEC++US 2.0 will fill gaps that were predicted in the project started in 2018 and that will improve even more the acceptance of digital inclusion in classroom (physical or online). It will use the know-how already gathered in the partnership, bringing new players to help fulfill the objectives it aims to achieve.The already established network, the materials and tools created for teaching and dissemination, like the web page or Play Store account, are already established and bring added value to the implementation of the project, what give more time to the partnership to focus in the new tools, methodologies and training plan. The activities that TEC++US 2.0 provide will help make the difference for children and young people in language learning and inclusion in classroom, the evaluation made by 280 stakeholders in the evaluation of TEC++US 1.0 show that a great majority of the inquired thought that the EPCL and the EPCL Translator can be used in language classrooms and can help improve the initiation of a new language. These tools are also a factor of inclusion once with the proper training and support materials an foreign language teacher can make the difference in the participation of each and every one of their students in regular classrooms or in activities where language learning occur, like training to refugee students or migrants.<< Objectives >>This project intends to learn more about the development of inclusion of each and every student in language classrooms, in general, to create educational support materials to be used with the EPCL and the EPCL Translator. The achievement of students with disabilities or not is determined or not by the future of schools policies. With the work resulting from this project we'll bring new tools, methodologies and training to teachers and educators so that they can make the difference in their educational systems by preparing students, developing language to each and every one during universal designed teaching methodologies.We hope that throughout the project an exchange of ideas and foundations will be achieved and that will allow the partnership to broaden the vision of the foundations that allow inclusion in different countries, the project aims at the following results:- Improve the teaching and learning of languages and promote the broad linguistic diversity in the EU and the sensibility to the different cultures;- Promote improvement in terms of quality, innovation, excellence and internationalization in the educational institutions, namely through the promotion of transnational cooperation between the education and training institutions and other parts with interest in it; - Develop projects to optimize the use of computers and media as mechanisms that allow the intercultural mobility and share.- Promote the technological inclusion as a facilitator.- Promote projects developed that use technological resources.- Help teachers and educators to better understand the potential of the tools already created.- Improve language blended learning and eLearning teaching with specific activities that can be made online with the use of the EPCL.- Improve the skills of each and every student in language learning.- Improve techniques of language n blended and eLearning.- Create online and printable activities that complement the EPCL and EPCL Translator in classroom or in online learning. (Project Result 1).- Create a training course for teachers in the usage of the EPCL and EPCL Translator in universal designed classes. (Project Result 2).To monitor the progress and achievements the partnership established indicator that each team has to be compliant.Quantitative indicators:Indicator 1 - 75% of students with Special Educational Needs are considered to be better integrated into language classes when using the tools created in TEC++US 2.0;Indicator 2 - 75% of the teachers foresee the pedagogical differentiation, in the planning, in order to answer the needs of each one;Indicator 3 – 75% of language teachers and educators consider that the tools and tutorials created are useful to be used in classroom;Indicator 4 – 75% of students considered with special educational needs improve interaction in classroom/support institution using the universal design activities proposed;Indicator 5 – 75% of migrant students improve interaction in classroom/support institution using the universal design activities proposed;Qualitative indicators:Indicator 6 – Teacher’s perception of the improvement of participation in classroom;Indicator 7 - School provides the specific support necessary for differentiated learning with each student;The analysis of an indicator starts from its creation. In all areas of an organization, indicators can be applied. The main mechanisms for the establishment of strategic goals address the fulfillment of stakeholder requirements, the use of comparative information, incremental challenges and external conditions.We determined five distinctive phases of equal importance: Initiation, Planning and Design, Construction and Execution, Monitoring and Control, Completion. The uninterrupted development and execution of all these phases ensure the success of our project.<< Implementation >>In order to have a successful implementation process there are many tasks between different departments that need to be accomplished in sequence. The project will use proven methodologies and enlist professional help to guide them through the implementation.The process will start with a negotiation in a meticulous process that will define guidelines, deadlines and payment schedule for the entire implementation process with a signature of a partner agreement in the first of three transnational meetings that will occur. After the roadmap is set, the project's scope and what the project can achieve for the educational system and for inclusion of each and every student in school activities a set of activities will start. The main activities of collaborative work will happen either on online project meetings or in Learning, Training and Teaching Activities.There are 5 LTTAs during the 2 years of project with well-defined goals for the project and what each partner hope to gain out by attending them:LTTA C1 - will engage in the field of language learning and inclusion. This activities are needed in order to create in the partnership the know-how of what the needs are in classrooms to work in universal design spirit and what work is already developed by teachers with their students. It will also bring know-how in terms of inclusion and techniques that are already used, so that the proposed materials and activities don't collide with the expectations of teachers and students in the field. LTTA C2 - will bring the know-how of how to produce material that can be used in classroom and how to take advantage of blended learning and eLearning. This training is of great importance to create material that can be used online and to prevent situations like the ones that occurred during the pandemic situation. LTTA C3 - Creating an universal designed tool brings needs not only for the students with leaning disabilities but also for those that are dislocated from their home country or that belong to minorities. The training in the importance of language learning to each and every one is mandatory in this project and the examples that the partner teams will bring to the training will improve the decision making in final products to every team.LTTA C4 - How to promote a training plan for teachers in using the EPCL in blended learning classrooms is very important because teachers are our main objective. Most of the work done in some point to acquisition of language skills comes from school and to motivate teachers to try and use our tools a training plan specific in the usage of such tools is essential. A lack of visual arrangements to graphics, videos and materials is also a big opportunity lost in engaging any stakeholder. It's also intended that every team in the partnership will be able to create tutorial on how to use the complementary tools to the EPCL and EPCL Translator so a training in video editing is crucial so the tutorials are available in every language. LTTA C5 - Dissemination and project results strategy are one of the main goals in all ERASMUS+ projects, in order to all teams present the final results efficiently the partnership considers that it's needed a specific training to promote the project with the target audience.Individual work in the organization will be developed with a plan for checking in the implementation's status, timeline focused on achieving set objectives through various stages of the implementation process.Key players in the implementation process will meet regularly online to discuss the project's progress and will also use the 2nd and 3rd Transnational meeting for this purpose. All partners will test the new results with test groups within their institutions or in stakeholders’ institutions as part of the procedure of implementation. After testing is complete a training programs focus on educating users about the new system and how to use it before the system eventually is ready to go live.<< Results >>The project have established 2 main results that are linked to a necessity that emerges from TEC++US 1.0. In order to improve the usage of a new language of communication, created in the spirit of the universal design, TEC++US 2.0 intend to create a series of support materials that are complementary and will help the usage of the European Pictographic Language of Communication (EPCL) and the EPCL Translator. Such materials will be decided by the partnership after attending a set of training designed to create in each of the participants sufficient know-how in all areas needed (inclusion, language teaching, pedagogy, ICT…) Such materials will be thought in the spirit of the universal design and will be able to be used with each and every one of the students in language classes teaching. The main goal is to achieve participation of all students at their full potential. Like it was already described.This result can variate between presential class activities proposals, online games, online or blended learning activities. Once only in the multiculturalism of the partnership and the eclectic transdisciplinary field of each partner will be truly found what are the best options to take, the project still doesn't close the doors to any option that will emerge. After all activities and materials are set and the teams are working in testing them, a series of tutorials, promotional material and translations will take place.The final stage will be the creation of a training plan using the materials that the partnership proposes in order to capacitate language teachers and educators in the correct use of the EPCL and/or the EPCL Translator in the perspective of inclusion and universal designed activities with participation of each and everyone in the classroom. In addiction it's expected that the project will create an impact on: -language and identity reflection; - minimizing the risk of discrimination (for example in migrants, refuges and minorities);-the inequalities in access to social services; -the importance of home language and the acquisition of the host country language;-language connection to psycho-social well-being; -mother tongue-based programmes to reduce the trauma that migrant and refugee children experience during and immediately following their transition; -language diversity challenges for educators; -inclusion of language learning to each and every student as a part of their rights to education. The outcomes will be important in the four axes defined by the partnership, (QIKE axes):Qualification - Overcome the scientific and technological backwardness, betting on the scientific and technological competences of the teams involved, recognizing the role of communities in the creation of quality products and training in research and development activities.Integration - Although what is expected of the project to impact is not inclusion but participation, it is expected that students with more difficulties will perform better after using the EPCL, EPCL Translator and it's support material. This improved performance will influence the quality of participation, which will improve the level of ""inclusion"" of students in the classroom.Knowledge - To qualify participants for the knowledge society, and bring knowledge in a fingertip, structural measures to raise ICT and language skills by creating a comprehensive and diversified throughout the project and mobilizing the dissemination of Information.Education - Print a new impetus to innovation by facilitating the user's adaptation to the challenges posed by globalization through the diffusion, adaptation and use of new technological product, form of communication and learning."

"Global change in climate and biodiversity – which effects does it have and how can it be countered?As this change affects different regions in different ways, this project involved schools that are located in climatically and geographically diverse regions: Tenerife and Martinique, geographically belonging to Africa and America, with a plentitude of endemic species, a rural town in Southern Germany, a big city (Budapest) and, far north, a town by the Baltic Sea in Estonia. By assessing the status quo of the geological and biological situations in these regions, we found out how climate change affects different parts of Europe (and the world) and how each individual can act responsibly and sustainably in order to curb the change or its effects.An important part of the project was the construction of a motivating app (""CliMApp""). This is a GPS based, interactive scavenger hunt (a kind of geocaching combined with a multiple choice quiz) and relates knowledge about environmental issues to the students‘ local environment and everyday lives. A first basic version of the app was constructed in two international workshops during the first year of the project and afterwards students and teachers kept improving it until it worked without any problems at every school. At the same time, at each school students and teachers identified points of interest (POIs) in their local surroundings which can be related to the topics of climate change, sustainability and/or biodiversity and integrated them into a route which can be traversed with the help of the app. At each POI, the display of your mobile gives you some information and you are asked a multiple-choice question. All schools were visited by their international partners. During these visits, the ""CliMApp"" routes were traversed by the international groups and various activities related to the topic were carried out, among them at least one in which the students gave an active, ""hands-on"" contribution to sustainable development. At the end of the last meeting (in Germany) the project was presented to members of the European Parliament in Strasbourg.The long-lasting effects of the project are ensured through the implementation of a transnational interdisciplinary spiral curriculum. This includes the traversing of the ""CliMApp"" route, which can also be used by other schools, as well as a lasting cooperation between the project partners: In form 7 (or 8) students from students from four of the partner schools get to know each other by exchanging information in their English lessons. Two years later (year 9 or 10), students have learned a lot about climate change, sustainability and biodiversity. Each November, they exchange views and information on these topics with students from the partner schools. This includes watching videos about environmental issues in each partner country that were created during the project, asking questions to the partner school students and answering the others’ questions in one-minute-videos. Furthermore, at each school 2 - 5 students per year are appointed ""climate ambassadors"". These teach younger students an “energy puzzlehunt” established in all schools and help to initiate and foster activities that enhance sustainable behaviour in the school society. We have managed to reach our aims of raising environmental awareness, increasing the attractiveness of science subjects, improving foreign language abilities and skills and of promoting intercultural competence, European integration, transfer of best practice, cooperation between teachers and media competence in the ICT sector. Furthermore, in the course of the project the German and the Estonian partner schools started a process that finally resulted in getting eco-certificates. In the Martinican partner school, which had never taken part in an international project before, the project motivated teachers to start five more Erasmus+ projects."

The project addresses the topic on migration in the past and present and the different countries experiences. Migration is a recurrent political question in Europe, and in the world. A question that raises questions and feelings among the citizens. The project aims to help our students to expand their general knowledge, and have a better understanding of the world they live in by unbiased and science based discussions.During this project the pupils will be able to meet different countries experiences of migration in the past and the present and have a chance to discuss the situation the Europe, as well as the global community, is facing. We will have four meetings, one in each participating country, where the students will learn about that countrys experience. Each meeting will involve five students and two teachers from each country, which means that a total of 80 pupils and 16 teachers will be directly involved. The expected impact is, besides awarness about migration in the past and the present, to promote European values such as Human Rights and Democracy, trengthening Civic skills and enhancing cultural understanding and a sense of belonging to community and encouraging the participation of young people in democratic life in EU, cultural openness and mobility.The project will also strengthen the teachers competence and produce material which the schools can use in the future.