"<< Background >>WHY WE APPLIED: The coronavirus period has turned our education system upside down, changed our teaching learning methods and even if we have adapted in the best possible ways, there are still many improvements that need tobe made in terms of educational approaches in realities from the 21st century. The new reality imposed social distance and the only method of communication remained through the internet, period, in which online lessons have partially replaced regular courses. Although we hope to eliminate this virussoon, we are convinced that the practices learned this year will continue to be used, and their development is necessaryto support teachers in the teaching process.IDENTIFIED NEEDS: With this project we address the needs of teachers as well as those of students. Based on the analyzes in the partner schools, we realized that teachers have faced the same problems in the last year, namely finding, applying the most attractive materials and resources to capture students'attention and extend the duration of students' attention to classes. We all consider it a priority to develop the professional skills and digital competencies of teachers, in order to meet the new challenges regarding teaching techniques and methods and increasing the student’s motivation in their own education.The following quotation and the given 3 explanations also emphasize the importance of the use of ICT, RC, AR in educational processes ""If you have to make a choice, it's more important to learn to code than to learn a foreign language,"" says Apple CEO Tim Cook. 1. Coding enhances creativity, teaches people to cooperate, to work together across physical and geographical boundaries and to communicate in a universal language. (https://bit.ly/3vi8nKz) 2. Robotic coding (RC) strengthens skills in creative, computational, analytical and critical thinking. Children learn to think algorithmically and, in a design-based way. 3. ""AR has been recognized as a technology with great potential for facilitating learning. Students are able to freely navigate in a virtual environment, observe the phenomenon from different perspectives, and interact with selected virtual objects. Visualization and interaction provided by AR have been successfully used to improve spatial abilities and to help learners to understand abstract concepts""(Ibáñez et al., 2014). (https://www.econstor.eu/bitstream/10419/205143/1/full-4.pdf) So, the project partners from Spain, Ireland, Romania, Finland, Norway, Netherlands, Turkey and Czechia decided to initiate this 2-year partnership to answer for these identified needs.<< Objectives >>Our project responds to the identified needs, with the general objective 'Contributing to the modernization and digital transformation of education, enabling the creative use of digital technologies and strengthening technological literacy'.This will be achieved by developing coding and familiarization skills with the use of augmented reality and virtual reality in teaching-learning classes on the main topics of interest that we have established at the partnership level.The objectives set:O1. at least 80% of the project participants will acquire ICT, RC, AR skillsO2. at least 80% of students will improve their creative, computational, analytical thinkingO3. 80% of students improve their motivation to learnO4. at least 60% of the selected students will actively contribute to the creation of lessons using ICT, RC, ARO5. 100% of teachers will use the lessons created within the partnershipO6. 100% selected participants improve their cooperation skills in a team, communication in EnglishO7. 100% participants improve their intercultural awareness, tolerance, respect for other culturesThis will be achieved by developing coding and familiarization skills with the use of augmented reality and virtual reality in teaching-learning classes on the main topics of interest that we have established at the partnership level.The main activity consists in training teachers and students on ICT, RC, AR. After completing the training, partners will be provided via eTwinning or other platforms to obtain additional information about ICT, RC, AR. Their students and teachers will create educational materials that they will promote in their school and present them to other partners during transnational events.Educational topics will cover - Science, Geography/Tourism, Cultural Identity, Foreign Languages. There are topics that cover the content of school subjects, areas of interest for students, which will become more attractive, personalized. Lesson plans will be implemented, feedback will be gathered to be improved for the final form and disseminated on the project site, eTwinning, EPRP and thus gain a wider audience at European level, so that more students and teachers benefit from these.<< Implementation >>Following preliminary preparation phase of project, every partner will hold an implementation plan elaborating tasks, responsibilities and details. The mentioned plans will be discussed at 1st TPM and the extensive implementation plan of partnership will be prepared based on that discussion.Plans are as follows:- 3 TPMs- 2 LTTAs for teachers & 3 LTTAs for students- 2 Intellectual Outputs- 8 Multiplier Events-Activities to promote the project and make it visible, such as Erasmus corners and various posters at school, having the news and articles published in local/regional/national press, doing presentations at various meetings of each school and continuous posts on Instagram, Facebook and project website- Forming the project teams (i.e. teachers and students), defining their tasks and responsibilities- At organizational level, preparatory meetings will be held for project participants, educators and students.All partners will hold seminars and workshops for dissemination of Project activities, results and IOs to local teachers, students, parents and local authorities-Among partners, communication on details and procedures about 1st TPM, place of meeting as well as options for accommodation and transportation in Spain-Forming a finance plan falling in line with the Erasmus+ Program's financial rulesAll Project teams will discuss finance plan over financial rules, eligible costs and implementation expenses. -Meetings by each team to make task distribution based on details of relevant part of Project “Tasks and Responsibilities”-Meetings to debate primary Project activities (the ones which will facilitate the fulfillment of Project objectives and expected results written in application form)-Making teams, consisted of teachers and students, prepared for their tasks and responsibilities and for such Project topics as preparation and organization of meetings, visits, workshops, activities and documentation of and information on technological literacy and digital objectives which will promote learning of students. Students team guided and led by their teachers will obey their roles, tasks and responsibilities.-Meetings by teachers and students teams on general organization, coordination of presentations done by students, documentation of and information on technological literacy and digital objectives, preparation and organization of meetings, visits, workshops and activities-Organizational activities by each partner for TPMs and LTTAs-for travel to abroad, participants will be trained, informed and supported and learning activities will be prepared-Organizing and implementing Virtual TPM in Turkey: tools, materials and rooms and/or classrooms (which will be used) will be prepared and teachers will ensure the coordination. Assessing it and its impact on participants-Coordination at each organization: coordinating activities, follow-ups of meetings, progress assessment, preparing midterm and final reports of evaluation-To prevent any kind of potential risks and occurrence of any weakness related to Project implementation, there will be regular progress assessment (every month) based on analysis of digital materials quality, plan of activities, results gained and indicators established for achievement-Preparing finance plan (the responsibility of Project coordinators and if any, accountants of each partner)-Analyzing and assessing Project results following LTTAs. Assessment will be based on measurement of Project impact on target groups. Assessment tools will be questionnaires, digital materials analysis, and discussions to be held at each partner organization.-Project website, facebook and instagram pages, ScientixEU announcement and eTwinning–Twinspace will be created and administered-Implementing dissemination plan (designed for results gained) at local, regional, national and European levels-Monitoring if deadlines for activities are obeyed.-Preparation of final report by coordinator<< Results >>1. INTANGIBLE RESULTS:1.1. PARTICIPANTS- Raising awareness of the importance of CR and AR in education, their application. Knowledge and experience in robotic coding, AR and various digital tools, methods and techniques of teaching - innovative learning.- Gaining skills transversally. Effective use of various innovative works, manual based and effective learning techniques, digital methods and technologies and to solve real-world tasks.-Interdisciplinary approach, development of English language skills, ICT, promoted through CR and AR.-Increasing teamwork skills and enthusiasm by communicating in English, by joining the experience of intercultural learning and exchange of ideas.- Participants will get to know each other better and will be more aware and able to compare cultural differences by joining international meetings and activities.- Increasing the motivation of the participants in the teaching-learning process - Feeling of European citizenship tolerance, enhanced intercultural dialogue, mutual respect, empathy for others.1.2. ORGANIZATIONS- They will increase the image of the organizations in the community- They will be registered in the system of prestigious organizations of the European organizations- A new international system will be formed ready for future cooperation.2. TANGIBLE RESULTS:2.1. ORGANIZATIONAL- management-monitoring plans- work plans and activity diagrams - medium-term agreements between partners- dissemination plans- satisfaction questionnaires, evaluation and evaluation reports,- work drive of the project- final reports, feedback, testimonials2.2. SPECIFIC TO THE PROJECT SUBJECT- IO1 - Coding and Robotics Education Platform- IO2 - The Course Content for Interdisciplinary Introduction of Robotic Coding and Augmented Reality- 24 lesson plans - digital products (e-book, e-journal)- 2 Brochures with the results of LTTA activities for teachers- 3 Brochures with the results of LTTA activities for students2.3. DISSEMINATION- Erasmus + corner in each organization- Promotional materials with the project (banner, rollup, flyer, etc.)- Dissemination platforms (eTwinning, project website, Facebook, Instagram, Scientix EU, EPRP)- Newspaper articles- Materials to promote the 8 ME"

"<< Background >>Our project intends for the youngsters of generation Z and their educators to manage and control technology and to so engage in activities jointly with their peers all around Europe, socialize and emerge as self-fulfilling individuals in the society by transforming their digital literacy to digital competences especially when we consider the long- term online education and we are planning to help the educators to fullfill their needs and come over their contemporary challenges.Digital competence is an evolving concept related to the development of digital technology and the political aims and expectations of citizenship in a knowledge society.The developed educational materials in our project is going to focus on creating a broad variety of topics including programming, video making, digital literacy, English, environment, culture, history, customs, hygiene and first aid and creating a device/approach that is easily usable to ensure wide implementation.To deal with the way in which new digital trends influence the underlying conditions for schools, pedagogy and subjects in the e-permeated society, a society also increasingly unpredictable and uncertain, not only “digital literacy” but also ""digital competence"" becomes not only a key factor in enabling participation in education, as well as employment and other aspects of social life, but also a means of gaining some understanding of the world. Collaboration between professional groups and networking between groups of schools - together with those from the creative and cultural sectors to stimulate European awareness and empower people of current and future generations- will contribute significantly to expediting the process. It requires some prioritizations for which the individual school managements must assume responsibility.We are going to try to introduce and share the good practices and experiences and create it as a sample and keep the sustainability within the project and after the project ends. Another specific objective of the project is to help the youngsters and their educators to thrive in their academic performance.We also aim at enabling them to become capable of managing the technology through digital competency development trainings, which we will be delivering on the basis the analyses that will be conducted jointly by project partners as a part of preventive actions, which is a significant means of combating addiction, and social support activities.It is the objective of our project to contribute to the upbringing of young individuals and their educators and the teacher trainers who:know how to prioritize and solve the problems they encounter in their lives, have learnt how to think systematically and develop plans, easily understand the logic of operation of digital devices, can correlate events and situations and separate bugs and errors in any given situation, and have high level of creating Computer literacy, media literacy, digital literacy and digital competence which are all concepts that highlight the need to handle technology in our digital age. However, when it comes to teachers’ digital competency, there is a need to develop a more pedagogic-didactic content for digital enhacessement in order to deal with the way in which new digital trends influence the underlying conditions for schools, pedagogy and subjects. In the e-permeated society, a society also increasingly unpredictable and uncertain, “digital literacy” becomes not only a key factor in enabling participation in education, as well as employment and other aspects of social life, but also a means of gaining some understanding of the world. We want to have the task of defining digital literacy and developing a framework and tools for digital literacy development in European educational settings.<< Objectives >>Critical, creative and selective competences have to be developed and trained in a targeted way and throughout the entire secondary school education. The need therefore exists for a broad initiative in terms of advanced teacher training courses, and it must be tied to the general professional didactic development process. Collaboration between professional groups and networking between groups of schools will contribute significantly to expediting the process. It requires some prioritizations for which the individual school managements must assume responsibility.planning.When it comes to introducing digital learning into the curriculum, educators can’t bury their heads in the sand. Instead, it is up to the government, online providers, parents, and teachers to work together to support and protect pupils online. Find out more how you can create a modern classroom to encourage digital literacy with a free, no-obligation. And we are planning to help the participants to gain the prospects of how to be a digital competent educator and supporter.The overall objective of the project is for teachers to learn how to effectively integrate technology in the classroom and ultimately reach the students to empower them to be creators of technology, rather than being only consumers.Also we would like:To become familiar with the Digital Competences for Educators and our European collaborative project that foster digital competence, such as Code Week, SELMA, or eTwinning.To explore different instruments and strategies to develop digital competence in their curricula and integrate digital technologies in the classroom.To discover innovative tools and approaches to increase student´s motivation, also via the use digital technologies.To develop teachers’ awareness and self-reflection about their digital competence by exploring tools such as TET-SAT or SELFIE.To become part of a community of enthusiastic teachers to interact, exchange, share best practices and participate together in the EU Code Week 2022 initiative.We are planning to create an online platform that will exhibit the best examples of creative and digital collaboration of works and will endure the sustainability during and after the project.<< Implementation >>A modern digital society educator must continuously enrich and complement their digital competence by working with the growing digital generation of aboriginal children in the digital society.To open up to the outside and thus move from a pedagogical project , there are many positive points:European mobility;Knowledge sharing and exchange of teaching practices for teachersAcquisition of new learning methods Improvement of language skills Discovery of new culturesTo train the teachers in each school of the country in open educational resources in school subjects—a single collection of digital educational resource.To raise the qualifications of teachers in e-learning methods, involving teachers in developing scenario lessons within the produced digital environment of the project, including basic ICT competencies of teachers in the professional standard of teachers.To enhance the program of developing a new system of teacher certification, taking into account the key competencies of active work in the digital learning environment based on the use of information training systems.To transform the schools in the digital environmentTo create: open educational resources (OER)Massive open online courses Educational platforms (learning management system/LMS)Electronic textbooks (smart book/e-book)Electronic libraries (e-library)Open licenses (e.g., Creative Commons)Mobile training and mobile educational servicesCloud educational systems and Internet services Web 3.0Digital video communicationsGlobal mediaAutomated management systems of educational organizations (e.g., the ACS of schools, “smart systems”)Electronic portfolios and personal electronic offices of participants in the educational process<< Results >>The traditional gymnasium/ school libraries and study centres must be transformed into the schools’ digital resource centres, and the professional librarians in the schools ought to be important players in the digital competence development. We will try to help the educators to gain these competences.Digital competence is an evolving concept related to the development of digital technology and the political aims and expectations of citizenship in a knowledge society. It is regarded as a core competence in policy papers; in educational research it is not yet a standardized concept. We suggest that it is a useful boundary concept, which can be used in various contexts.We expect to achieve the deep meaning that the essential component of digital literacy when it comes to the field of pedagogy is deep learning, of which there are six core skills: With collaboration, the participants will gain:1- the ability to work collaboratively with others, with strong interpersonal and team-related skills.2- creativity; being able to weigh up opportunities in an entrepreneurial manner and ask the right questions to generate new ideas.3- critical thinking, being able to evaluate information and arguments, identify patterns and connections, and construct meaningful knowledge and apply it in the real world. 4- European citizenship, the ability to consider issues and solve complex problems based on a deep understanding of diverse values and a European view.5- character; traits such as grit, tenacity, perseverance, and resilience; alongside a desire to make learning an integral part of living.6- communication; being able to communicate effectively through a variety of methods and tools to a range of different audiences.We expect that we will try to teach how to improve digital literacy at schools in order to: -collaborate with the colleagues around Europe-focus on the curriculum-create modern classrooms-make lessons digital-review the acceptable use policy: to ensure that everyone is aware of the online safety rules and expectations and establishing monitoring and evaluation processes to ensure - understanding of, and adherence to, online safety policies.-create digital ambassadors-engage the teachers and the students"

"<< Background >>6 partner school teachers who met through etwinning conducted a SWOT analysis in their schools, made the needs analysis of their schools and students, and found that 70 percent of students had learning difficulties, especially in science and mathematics lessons.In our project, it was decided to work with the Irish university to create a fun learning platform with games by a professional research center.During the pandemic process, we were especially exposed to distance education and it was observed that learning in the kitchen, which is the most effective way in science teaching, is inevitable and constituted the main goal of our project.In the age of technology, our project idea has been formed on the need to increase the digital literacy of our students with the highest equipment and to benefit from the experiences of partner institutions and to include students with learning, social, gender, economic, etc. disabilities in education and to benefit from equal opportunities.The necessity of presenting science and mathematics with a fun method to our students who moved away from the physical environment of the school during the pandemic and developed negative feelings towards academic lessons also contributed to the formation of our project idea.The core of the project is that maths and science should be taught in a more enjoyable way. We would like to motivate pupils to learn ""Science"" through the introduction of the world around them.It is focused on increasing and making more pleasant and enjoyable the learning of Maths and Sciences. Science and Maths contribute to develop in the students a logical-deductive mind and planning skills (competences) which is one of the main competences in active citizenship. Moreover, sciences and maths help abstraction processes from ""doing"" to ""thinking"" so enabling students, especially foreign students or students with special needs, to be integrated in the activities.<< Objectives >>The project idea is student-centered and focused, and the position of the project aims to strengthen the academic success of the institutions.With fun mathematics teaching and science experiments, students will be motivated to learn more, and teachers will be able to teach skills and competencies with different teaching environments.They will do so through the exchange of experiences and international cooperation.Many of our disadvantaged students will take part in project activities and these students will reach equal and fair learning environments and contribute to their being active European citizens.Our small eco-friendly works;contributing a sustainable Green lifestyle to provide for a safe, just global community.In addition it will develop and enrich pupils’ understanding of the concept of ""small changes in their daiily lives"" in an environmentally-threatened world.The teaching and learning environments of our partner schools will improve, the cooperation between institutions will be strengthened, student academic skills will increase, and the students will develop thinking and action skills for the prevention and resolution of environmental problems.Moreover the workshops and trainings will address problems of development of key competences; entrepreneurship; social, civil and intercultural competences; counteracting aggression and violence among students .It will strengthen the feeling of belonging to the school culture, fight against dropping out of school.The partners will include as a goal of international cooperation of kids - social and cultural awareness and problem solving between them, their roles in the group work (leader, follower, thinker, doer,..., Kids cooperation as a bully prevention, social skills on international level.To extend students´ communicative, social, problem solving skills on international level and this way help them become “european citizens” realizing and pursuing their own culture. For students to be able to cooperate beyond their comfort zone of known environment<< Implementation >>The following activities are planned during the project process:1. Education and information meetings of school staff2. Student and teacher collaboration via the eTwitting platform during extracurricular lessons and special interest groups.3. Short-term student and teacher mobility.4.Online meetings with school coordinators to exchange views on student selection criteria for mobility5.School coordinators meeting for project initiation, planning and dissemination (Teachers in key roles of the project will participate in all mobility)6-Intellectual Output and Multiplier Event7-TPM-implementation and coordination purposes. We will get the chance to observe the working environment and facilities of the hostingorganization thus creating a stronger partnership between partners.Project leaders and coordinators or the persons responsible for final reckoning of the project with the Leader and Partners will be taking part in them.So, the expected outputs during the project will be:- creating materials to promote our project on social media (Instagram, Twitter, Facebook pages), but also the outputs will be concrete outputs such as video, web page, booklet, calendar project’s logo, pencil calendar t-shirt, etc. dissemination by using (hymn, mascot ... ..articles in the schools' websites, in the local press; flyers given to visitors during the Open Days or the Erasmus+ Days. The ""pass a message"" activity, initiated on the Etwinning twinspace, will be accentuated to reach and share the practices through a large public in the school;students will be encouraged recycling, gardening,bike riding ,planting trees,save energy sources at school and their daily lives.-Activities between the mobility - presentations, give information to colleagues about the project and mobilities, activity preparations for next mobility, sharing the results with peers, erasmus sign and a big bulletin board at schools, erasmus corner where the common country flags and information about the previous and next mobilities , photos are also useIn order to facilitate understanding of the great challenge of academic cohesion at the personal level and in the European context, experiences of a new and inclusive approach will be shared. (scientific, mathematical and pedagogical approaches)<< Results >>The most valuable output of our project will be the education platform to be prepared by the Academy for International Science and Research, and this platform will make an impact on a large audience.The exchange of ideas, applications of science and mathematics, STEM methods and techniques will be made at the international level. Teaching and pediatric support competencies of the fewer opportunities students will be strengthened. It will support the improvement of future employment prospects and socio-educational development of students who thrive with basic, cross-functional, soft, entrepreneurial, foreign language and digital Web tools.Besides schools project leaders Maths and Science teachers of partner schools will support their professional lives have training upon the coordinators school’s method; with the Heyne Method, which is the basic teaching approach of the country, and Greek schools working on the basis of experiments and arts.The school from Turkey share its school methodology in the fields of Maths and Science through Inquiry Based Teaching and invention Method. Croatian and Polish schoosl will apply integrated theme teaching -using life experiences in classes. Swedish school Maths and Science skills as foundation of STEM. Students will be exposed to learning a foreign language and their foreign languages and ITC skills will be improved, young students will be encouraged to develop innovative, entrepreneurial ideas and actions through successful mentorship.In addition, the following specific results will be obtained;1. Strengthening the competence of teachers' academic careers through participation in international mobility and practical cooperation in the field of education.2. Establishing long-term friendship and international cooperation for students from partner schools.3.Improving the quality of partner schools by developing or applying innovative elements in learning and teaching environments4. Establishing a long-term partnership and sharing knowledge among teachers.5. Increase our skills through other experiences from different schools and countries.6. Create a school connected to the world, to other centers: open, dynamic, flexible, innovative and international.7.Enhancing pupils' competences to act responsibly towards the environment as Green European Citizens, leading pupils to recycle and discover sustainable methods of reducing waste, saving energy and water at school8.At a European and international scale, the project will affect the development of innovative and tested methods and tools that cross borders.There will be sharing of knowledge and practices in the field of Mathematics and Science. The project is an example of a unique approach to improving teachers' teaching qualifications.9.It is a project that will provide high quality educational services and make it easier for students to adapt to the increasingly modern world and prepare them more qualitatively for the future."

<< Objectives >>- Producing digital tools and cyclic escape room games for the acquisition of green and circular skills- Increasing the capacity of youth operators at local / national / international level to give circular economy trainings- Increasing employment opportunities for young people with fewer opportunities by promoting circular work- To produce innovative tools / materials based on digital and gamification to gain cyclical skills.<< Implementation >>CE+ project will implement and maintain 3 main activities.1. Management activities: It covers the processes related to the creation of project management tools and plans.2. Application Activities: Preparations, virtual seminars and production of escape room games, pilot studies, instructor training are included in this section.3. Dissemination Activities: It consists of distribution, use and dissemination activities in order to deliver the results of the CE+ project to the target groups.<< Results >>* CE+ virtual seminars, handbook and escape room games* 600 educated people attending virtual seminars* Enhanced green and circular skills that will contribute to the quality employment target of the EU Youth Strategy* Strengthened profile of young people with fewer opportunities for employment* Increasing opportunities for personal development of young people / youth professionals* Increased capacity of the consortium for non-formal learning materials / tools / contents

The ACT project focuses on learning, teaching and using foreign languages and new technologies and being adequate about using digital competencies. It cannot be denied that it is compulsory to keep up with the innovations in the field of digital literacy in order to be able to use it in a positive way. It is very important for teachers to include the usage of ICT in their yearly plans and the syllabus.Through this project we aim to provide the participants with the motivation to learn and improve the level of a second language they have been taught and to familiarize themselves with the languages of the other participating countries. It is obvious that knowing a foreign language is the key skill to start communication and collaboration. Also we would like to provide opportunities to the participating institutions to be internationalised in their studies and to lead the students to success in life through achieving their dreams, being academically successful and efficient lifelong learners. Thanks to this collaboration, all the participating countries will be getting more used to looking through each other's perspectives, improving tolerance and empathy. We intend to provide students with hands-on learning environments which they could use to learn by themselves in the future. All the technology based tools will be promoted to be used for improving the language skills they have been learning and increasing motivation to learn foreign languages. The project plans to teach students how to discover their self-motivation and confidence and improve themselves through the activities related to learning languages and using digital tools. Using technology in the education in the world we live in is of utmost importance, as it is possible to reach the knowledge with just a single click. All schools agree that nowadays students lack key competences like communication skills, interpersonal skills, and wider ICT skills.All schools will address these deficiencies and will try to improve key competences of students and teachers alike, using English as the target language. Furthermore, the project will improve the quality of teaching and learning via training sessions and workshops with experts in these fields of knowledge. As educators, we believe that it has a crucial importance to keep up with technological changes, especially in the field of education which changes very rapidly in order to be an engaging and aspiring teacher. This project is a very good chance to learn and practice new skills, to make long lasting relationships with 6 different countries in Europe and Asia, to polish foreign language skills and to learn more about people with different backgrounds and religions.