It’s nowadays observed by teachers that children somehow lose motivation against school and social life . Children want to spend more time in the virtual world than in the real world. That situation has undesirable effects on their social, physical and psychological development.According to recent researches the average age of children surfing on the internet without parental control is 9 years old(TUIK).Unicef’s statements indicate that the smartphones and tablet pcs have strengthened the culture of being out and uncontrolled in private spaces (2017 Unicef).By considering this data Zeki Altındağ Primary school as a coordinator country has wanted to handle an efficient E-twinning project . Teachers from different countries stated that similar problems are experienced in their own countries too.We think that it would be very useful to create Ka 229 as a Project on these issues. A partnership form has been published with certain criteria at the same time. The Polish, Italian, Maltese and Spanish schools were selected as a partner by Project management squad.We prepared questionnaire with the partner schools and all questionnaires were applied. According to the results of the survey, the rate of internet existence at home of each partner country is average;%90-100. The age of the children owning a smart phone is 11-13 and 6-10 age group children usually have tablets. They can also reach the smartphones whenever they want. The average total of children spend 5 hours on phone, tablet and television in 1 day. They spend less time with friends for their hobbies .Parents want the teacher’s guide to help children keep positive relationships with others.European Development Plan aims that all partner countries should share innovations , common problems they have and information sources.That will be a sustainable and efficent Project to raise the quality of education,social solidarity and active citizenship.It will be the first Project about technology addiction problems by the aid of values education.The only partner schools having experience in Erasmus+ are Poland and Malta.These two partner countries will support with their new ideas,advices and experience throughout this process.The partner schools will keep exchanging ideas via E-twinning and Whatsapp.The projects’ topics and aims were determined by concerning need analysis surveys.The topics concerned in the projects are ; saving kids from internet addiction and teaching them how to use the internet safely and responsibly. The 4 main purposes are;1)Saving kids from internet addiction and encouraging them to use it responsibly2)Supporting child’s mental,physcial,social-emotional growth and also guidance to parents3)Enable children to take up good habits and support them grow healthy with universal human values.4)Sharing the different activities by meetings,visitings and cultural interactions To achieve these goals; Each country has taken responsibility on which they are well-informed.A teacher from coordinator country will lead communication,assessment and web page actitivities.The trainings will be assesed by tests,questionnaires,attitude measurements,individiual and group reports. Five universal values were shared by partner countries ;The value of Love,Respect,Indulgence and E-twinning ,web page,planning and organisitions(Turkey)The value of self-control, preparing logo types and introduction videos and hats(Poland)The value of patience,posters(Malta)The value of friendship and creating blogs (Spain)4 teachers will be assigned to the LTT country activities by the commission according to the criteria. The responsibility of the whole organization in LTT activities will be at the host country school. Our target audience is students, teachers and parents. The dissemination activities will continue throughout the project. Web site, e-twinning, local, national media and social media will be actively used in the dissemination activities. Web site, e-twinning, local, national media, social media will be actively used in dissemination activities. After the completion of the project, sustainable and developable aspects will be determined and new projects will begin to be designed. The summary of the project will be published on the Dissemination Platform.

Schools are becoming increasingly complex as they mirror the current socio-economic landscape driven by rapid demographic and technological changes and by changing family structures and demands. As a result, children now seem to be quite unhappy, perhaps due to too much pressure and an overemphasis on academics, tests and competition. This concern led six schools to join together during Malta TCA meeting in November to collaboratively embark on a programme to address it. Immediately, an eTwinning Project was formed during the meeting among the participating schools to facilitate the introduction of the schools, where we are sharing the students’ work in order to get to know the situation through the eyes of the children. A WhatsApp group was also formed among the school coordinators to facilitate communication and coordination of this project. Should the project be approved, a common survey for parents, teachers and students will be conducted in all schools to better identify what is hindering the wellbeing of the students. The results will be collected from all participating countries, evaluated and analysed. Based on the results of this survey, educators will get an informed understanding and discuss how to address the issues of the students. At the end of the project there will be the 2nd survey where the analysis and findings of the both surveys will be compared and establish the progress and success of the questionnaire and to discern the improvement and the impact in the attitudes of the students. Thus, we will determine the effectiveness of the project. As described in the Timetable section each partner school will start raising awareness on these issues among its community. As part of the partners' responsibilites and roles, various means of social media, specifically, FaceBook Page and Blog Page will be set up to promote the importance of the project. Each school will set up a noticeboard to promote the project work and activities. Monthly updates and findings will be presented on the board to the students and all the educators in the school. A logo contest will be held among all students in participating schools to choose the project's logo. The coordinating school will ensure effective communication, collaboration and cooperation between the participating schools for the success of the project. Together we will carry out the duties and responsibilities for each partner school. Each school will work on topics related to 'Mindfulness and Wellbeing'. They will address these issues by tackling their assigned topics as explained in detail in the application and will organize talks by professionals for students, educators and parents. Specific activities and lessons plans will be prepared and implemented with the students and shared among the schools. Class teachers and subject teachers will plan and involve children in the project through work, events and activities. Besides, parents will be involved in the project through cooperation and interaction throughout the events, activities and questionnaires.They will also be updated about the project via Facebook page, Blog page, the schools’ websites and regular parental meetings that are held throughout the scholastic years. Children will take part in the project activities held on both eTwinning and Erasmus+ project. Throughout the project we will have six mobilities. Members from the project team will help to organise various events and activities during the mobility with the support of school authorities and staff. Training events and workshops in line with LTT activities will be held during each mobility which will help all educators to widen their perspectives to learn from them and adopt effective practices used in the partner schools. The work & lesson plans about the Topics which the teachers prepared and worked out with the students in their school will be shared between the partners. They will be assessed and implemented for two weeks in the project partners’ schools. After each mobility an evaluation sheet will be given to the participating teachers, collected analysed and evaluated. The findings and results will be uploaded on the projects blog and on the eTwinning platform. As a mid-project outcome teachers and students work will be exhibited in all partner schools.These will be shown between partners via Exhibitions which can also be watched in partner country school. With this activity, students will visually express what they have learned during the project. All the planned activities, material and products which will be used throughout the whole project will be gathered to form an educational toolkit for the use of educators, children, parents, stakeholders and experts, play therapists, counsellors, psychologists, Education Welfare Officers and authorities which offer specific support such as to students with autism and ADHD. It will also be shared with entities on National level and help the society in general.

CONTEXT The context of the project was such that schools participating in the project wanted to share experiences that would lead to better literacy levels. The context of the Maltese and English school participating in this project and each brought its school action plan with areas that need to strengthen or consolidate. Objectivesi) The experience in this project provided educators with the experiences need to learn new strategies on the teaching of literacy and this has in fact resulted in an improvement of literacy levels recorded through various assessments. Various educators and stakeholders in implementing the school action plan gained experience in how to better implement different parts of the school strategy of literacy improvement. i) The Senior Management Team (SMT) was able to share ideas of how to plan and implement a school action plan. During the activities organized in this project, the members of the SMT were able to share and discuss what components of their own action plans worked. Through the networking between the different schools, SMT members were able to evaluate and amend these in order to improve teaching and learning. ii) Teachers and Learning Support Educators (LSE's)/Classroom Assistants were able to use this action planning in the classroom. The activities included sharing of experiences and strategies that worked for the schools involved. There were also able to work close to their members of SMT to improve the school action plans. Implemented recommendations included: i) More focused teaching strategies using different modalities to better engage students; ii) Use of teaching strategies that worked with different learning styles/levels of ability in order not to exclude anyone from the learning process; iii) better use of text/books that matched the sounds they know so they develop accuracy, speed, and confidence; iv) better identification of struggling readers This was done to ensure high-quality literacy teaching since partners strongly believe that this raises standards of literacy.Our school was able to provide a professional development experience to 30 educators who in turn were able to influence other educators in the school to work together in favor of a school literacy action plan. Over the 2 years, the school saw an improvement in the level of expertise of its educators. Learning Support Educators also felt empowered in the knowledge gained. This knowledge was such that dissemination with other teachers and parents as possible. This dissemination helped other schools and institutions to implement some of the strategies used in this project. Each of the activities focuses on a particular area:Activity 1: This activity helped education leaders to understand what is required as a school in order to have strong leadership skills but also an effective school action plan to guide all the educators to improvement. Schools discussed the different strategies and difficulties and throughout the activity, they were able to come with a plan for the following months. The experience of excellent literacy results obtained by the school in the UK allowed the other schools to visualize what levels were possible for them to emulate. The intervention of a keynote speaker helped the leaders (being school leaders, literacy leaders, and special education leaders) to better understand the need of having action plans for literacy improvement. Activity 2: In this activity, the staff at St George's Primary school were able to share their practices both during their presentations but especially during the classroom visits. This focused on strategies particularly relevant for Grade 1 and 2. The intervention of a keynote speaker helped to bring all the ideas together. Activity 3: School was able to understand what was required in developing literacy following the implementation of the school action plan implemented and discussed in activity 2.Activity 4: Following strategies covered in activities 2 and 3, it was the turn to learn more about the implementation of spelling strategies. Teachers spent time sharing together strategies that worked. Furthermore, teachers were able to carry out classroom teaching where they saw the teaching of spelling. The contribution of the keynote speaker facilitated and aided the sessions.Activity 5: This activity, once again brought together leaders who were able to evaluate progress made through the project especially by evaluating the school action plans. Project Results and expected long-term benefits. An improvement in literacy teaching was noted in the school by the SMT and parents. Improved literacy results were also noted, not only at coordinating schools but also in other participating schools. This has in turn had long-term implications since pedagogical practices are still in place and are planned to keep improving.