"The program ""Innovative use of ICT to improve students learning"" will take into consideration that ICT is one of the 5 basic skills, and is an important tool in students learning. It will make teaching student-centered, active, experimental, collaborative and challenging. ICT is important in our pupils’ everyday life, allowing them to make sense of the world around them and to manage their lives. Through this project we will try to use new and modern ways of teaching and implement the use of ICT in our teaching. We believe that schools need to change their way of teaching from the traditional ""read, remember and answer questions"" - way, to the modern way based on 21st century skills. OECD use the 4 C's to sum up the 21st century skills: creativity, collobaration, critical thinking and communication. Main objectives to:- develop and share best practices, strategies and working methods between the schools - exchange activities and methodologies between schools -ensure the participation of all pupils without exclusions due to religion, origin, sex, physical abilities -increase the performance levels of students in all schools -promote the development of teachers’ skills and confidenceSix partner schools from Poland, Portugal, Italy, Czech republic, Slovenia and Norway will work with the following topics:1. Programming2. ICT in matematics3. Robotics4. ICT in reading and writing/ Digital art5. Serious games6. ICT and 21st century skillsWe will share good excamples and learn from eachother. During the joint staff meetings we will learn and inspire eachother to use ICT as a natural tool in a modern school.Pupils will:- learn how to use ICT as an important tool in different subjects- learn how to use ICT as a tool in the work with 21st century skills- students with learning issues will be able to use ICT as a tool to improve learning- attend a school where the use of ICT is the normal way of working- use ICT on a daily basis confidently, which will allow them to participate fully in the society - gain new experiences and permanent knowledge through innovative teaching methods and extended learning environments that the class and the book cannot offer-have many opportunities to enrich their knowledge of the culture and history of their country-expand their knowledge of other European countries, their culture and way of life. This will help them to gain awareness of their European identity and to see themselves as future citizens of the great European family.-show respect and tolerance towards other cultures-improve basic and transversal skills in communication, creativity, collaboration, critical thinking, research, presentation-develop their language skills in their mother tongue and gain fluency as they will be asked to describe, express their thoughts, analyze, discuss and communicate through the activities of the project-use the English language and ICT to present their work and communicate (create digital presentations, write e-mails, letters, chats on e-twinning, video conferences) with their European peersTeachers will-share good practices and experiences with their European colleagues and will gain confidence to use innovative, effective methods in their teaching -inspire and motivate students through more innovative and modern use of ICT-enrich their toolbox with new methods of preparation, teaching and evaluation results of a lesson plan-strengthen their educational, communication and class management skills -improve their skills in using English and ICT-Become acquainted with the European educational systems, culture, civilization and lifestyle of other people and will overcome any prejudices and obsessions against different groups.SchoolsThe project will motivate the school organization to improve their way of teaching. The experiences gained from the observation of others’ work will be adapted to the practices of each school in order to improve the quality of education provided to all students.We hope that the project will contribute to the upgrading and enhancing the level of cooperation between school staff."

EuroDigiCultHer is a school exchange partnership between six schools from Croatia, Greece, Hungary, Italy, Portugal and Spain. The digitisation and preservation of Europe’s cultural heritage is one of the key areas tackled by the Digital Agenda for Europe. European Commission launched Europeana, a platform for digital cultural heritage in 2008 in order to preserve cultural heritage, promote a sense of a European identity and give support to teachers in integrating digital cultural heritage into their teaching. With this project we want to launch the initiative of implementing digital cultural heritage into teaching of different subjects among partner schools and other European schools and popularise Europeana among teachers and students. The integration of digital cultural heritage in the classroom is increasingly important as the 21st century technology brings further opportunities for digital teaching and learning and developing students' creativity through ICT tools. The importance of digital learning grows and with this project we want to enrich the curricula of schools involved and provide teachers and students with new methods and materials. Participants that will be involved in most project activities are around 25 students and around 25 teachers from each partner school, other than that a big number of students and teachers(around 1000) from all partner school will be involved in some project activities since they will take part in creation and implementation of teaching scenarios in different classes. There will be one short-term joint staff training event in which 3 teachers from each partner school will take part in order to learn about Europeana, ways of integrating digital cultural heritage across curriculum and different ICT tools for digitising. There will be five LTTAs attended by four students and two accompanying teachers from each country. Each LTTA will have a different topic( Video/Audio production, Digital storytelling, Graphic design, Gamification, VR/AR). During mobilities students will among other activities create digital items using the cultural heritage of the visited country, exchange experiences, visit cultural institutions to see how they are digitising cultural artefacts. After each mobility a 24-hour EuroDigiCultHer Hackathon will be organised on eTwinning during which participants but also other European students and teachers will create a digital collaborative product using their cultural heritage. The methodology used will include both theoretical presentations and practical workshops(for teachers and students), creation of teaching scenarios by teachers, implementation of these scenarios across curriculum of all partner schools, creation of digital items by students, study visits to cultural institutions, combining physical with online learning. The project results include one structured training for the staff on implementing digital cultural heritage across curricula, twelve innovative teaching scenarios created by teachers who attended training,five trainings for students about ICT tools organised in each partner school, students' creative works such as digital stories, videos, audio files, posters, brochures, digital games, VR/AR items , five EuroDigiCultHer hackathons organised on eTwinning, one digital booklet containing teaching scenarios, students' creative digital works and practical tips on integrating digital cultural heritage across curricula and eTwinning project website. The impact we want to achieve is launching the initiative of using digital cultural heritage in teaching and thus mainstreaming the use of digital cultural heritage in European classrooms across curricula. We want the partner schools to become hubs of digital innovation in terms of digital cultural heritage. Through project activities we want to enrich teachers' pedagogy and methodology knowledge and skills and thus influence students' ICT skills that are indispensable for their future employment. Overall, we aim at raising both teachers' and students' cultural awareness about the importance of preserving cultural heritage in digital form. In the long run we want partner schools to serve as best practice examples to other European schools and for them to share their valuable experiences, knowledge and skills regarding digital cultural heritage. These long-term benefits will be achieved through continuous and systematic dissemination during and after the project.

"In the framework of the project entitled ‘’From ""MYTHOS"" to ""LOGOS"": Educational approaches to the European folk myths and legends’’, we used European folk traditions, myths and legends in a pedagogical manner and we associated them with scientific subjects taught at school. Our basic aim was to contribute to students’ contact with the immaterial cultural heritage of Europe, to preserve it through its integration in the learning process, but most of all to convey the system of values of traditions, myths and legends to the new generation. We worked (presented, analysed, studied and discussed) on a great number of myths, legends, traditions, morals and customs of seven (7) groups, which came not only from the six (6) partner countries (Greece, Italy, Portugal, Poland, Lithuania, Romania), but also from other European countries. The teachers of the pedagogical teams of each partner country applied innovative teaching practices and created teaching proposals based on the selected groups of myths, which they connected to different subjects, such as Literature, Biology, History, Chemistry, Physics, Geography, Music, Home Economics, Social Studies, Foreign Languages and Ancient Greek. Taking advantage of the extension of the project we added one more group of myths related to the Covid-19 pandemic to the six initially planned. The teaching proposals include exercises – activities, which give the opportunity to students to work both in groups and individually, so that they can enrich their knowledge and develop their special talents.With the help of their teachers, the groups of students produced educational material for each group of myths, including creative writing activities, art activities (painting, collage, wood and clay constructions), educational games (crosswords, pictograms, cryptograms, puzzles, quizzes) and presentations with the help of digital technology (power point, movie maker, flip book). These educational activities were based on the principles of experiential and cooperative learning, interdisciplinarity, holistic approach to knowledge and use of digital technology. In order to connect our project with the educational community, we participated in student conferences, festivals and international competitions, we organized conferences and we created posters, which we distributed to educational institutions and organizations. For this reason, products of our folk tradition workshops were shared both within and outside our school communities. In order to ensure the sustainability of the material we produced, we created a digital repository where we gradually uploaded the deliverable material concerning each group of myths. Our goal was to offer an open access educational resource to the educational community with high quality and easily accessible material, which will continue to exist after the completion of the project. Also, three of our commonly produced assignments were granted an International Standard Book Number (ISBN). We asked our students to cooperate with their parents, grandparents and elder members of cultural associations in an attempt to convey knowledge through generations in an experiential manner. This contact laid the foundations for future cooperation, which will be useful for the smooth operation of our schools. Furthermore, we invited scientists to speak to the students about specific scientific subjects. During the project we established cooperation and interaction among students of all school partners through the creation of a common myth, which was based on elements of myths and legends of each partner country, as well as on our living historical reality.We are certain that we have completed our project underlining the value of the European cultural heritage and the value of folk tradition, myths and legends, especially when they are connected with school subjects. We laid the foundations for the formation of the identity of the European citizen by discovering the common elements of the European civilization. We reinforced mutual respect and understanding through our differences, which is a fundamental value in a multicultural society, where our students will live and continue to be creative. We also managed to inculcate the values of equality, justice, tolerance and solidarity in our students. Furthermore, we incorporated students with learning difficulties. We helped our students develop social and technological abilities with the use of ICT, enrich their linguistic skills both in their mother tongue and in the English language and develop special talents, which they had not discovered before the implementation of the project. We enriched their critical and creative thinking through creative activities and we strengthened their learning motives due to various pleasant activities based on myths and legends. During the project we helped our students overcome their fears and everyday problems, as we chose texts and activities, which promoted models of moral behavior. We took advantage of the pandemic in order to discuss the fear of disease and death, so that the students would have the opportunity to express their feelings regarding this difficult and unfamiliar aspect of reality. The implementation of the three-year project (2018-2021) enriched the professional experience of the teachers, who were able to interact with teachers of other countries and to become familiar with other educational European systems. The teachers acquired new knowledge through their contact with the cultural heritage of each partner country. They were also able to use new technology and promote the teaching process. In conclusion, we were able to make the project ‘’From ""MYTHOS"" to ""LOGOS"": Educational approaches to the European folk myths and legends’’ not only one of many learning obligations for our students, but a point of reference in the life of all the students who participated in it."

The project is about history, food, games, dances, traditions and legends. It involves schools from fives countries: Greece, Poland, Portugal, Slovenia and Italy. Each school has chosen part which suits the school best. In Greece, we will work on history, in Portugal on food, in Slovenia on games and dances, in Italy on holidays and in Poland on legends. We decided that all these five aspects will offer the students a broad perspective of what they are, where they come from and what their roots are.Our general aims are: - students find out different traditions from countries participating in the project;- students will notice connections between traditions in European countries;- students reach to the roots of our traditions, see how they changed, what influenced them over the years and what can be done to preserve them for future generations; - students improve their communication and social skills;- students develop their skills in group work;- students will develop their key competencies.Our specific aims are:- Each student involved in the project knows at least dish, one game, one legend and one tradition from a country participating in the project;- Students learn about connections between the mentioned above and can talk about them;- Participants see the value of your history, traditions, dishes and appreciate intergenerational dialogue;- Each student will learn at least one IT tool for their learning process.The project target group are students aged: 12-15. There five countries involved and in each mobility, there will be six students and two teachers travelling.Each school involved in the project has its own potential and will run the part which suits its the best. Therefore, in Greece, the participants will work on historic sites and reflect on the refugee issue. In Portugal, we will have a close look at each country's dishes and cook together. In Slovenia, we will discover our games and play them together and also present and practise our dances. In Italy, we will share our knowledge and traditions about celebrating different holidays. And in Poland, we will present our legends and use our imagination to create a legend from our cooperation.In the project, we will use many IT tools offered by the e-twinning website, competitions (Euro Master Chef in Portugal and legend competition), blogs and video blogs but also we will run lessons (on refugees, on eating traditions) and also after lesson workshops to give the opportunity to get grandparents and parents to be involved in the project. The participants will have the chance to develop their social skills, work in international teams, improve their language and IT skills. They also will be given the chance to stay abroad for five days and experience what it is to be a part of an international class.Besides the gained knowledge by the participants, it will give them a broader perspective on what it is to a European. It will also give them more motivation to learn foreign languages. It will give the participants the chance to share teaching methods, lesson plans. The results (photos, blogs, videos, games, lesson plans, workshop activities) will enrich the teachers' libraries and will be used by them in the next years.

"The partnership consisted of schools from seven countries (Romania, Portugal, Turkey, Greece, Croatia, Italy and Czech Republic) with a rich contribution to European spiritual and cultural heritage. The “Unesco Heritage” Project brought together our desire as teachers to teach our students how to be taught by the past and recognize the importance of sustaining, preserving and appreciating it. We are all part of a whole; we should cherish what unites us.Cultural heritage is under severe economical and social pressure. It was imperative that we campaign for its defense and preservation as something unique and unrepeatable. It was a social and political urgency since contemplating about our past can only lead to better educated decisions about our future.We aimed to raise awareness so that governments, pressured by public opinion, change their misleading politics concerning heritage. We considered that it was the school’s duty, as a teaching and educational institution, to instill in the youth and in the school community, the values of defending and preserving our cultural heritage thus creating active and interventional citizens. We believed it was urgent to awake consciences, educate to change mentalities and create a new generation of concerned citizens who can relate to their roots, heritage and realize the need to preserve it. This project intended to stimulate the pursuit and consolidation of knowledge in our youth. In a playful and innovative way, we tried to motivate the students for a lifelong learning and instill in them the importance of school in this process.Our work proposal also aimed to develop good practices leading to the consolidation of concrete objectives in the Social Entrepreneurship, since the main purpose of it was to change mentalities and attitudes to historical heritage, helping to enhance conservation ethic. It was intended to provide the conditions so that the younger generations could educate themselves on the importance of the preservation of our cultural and natural heritage, which, moreover, constitute our collective memory. We proposed to develop creative and innovative ideas that seek to minimize the social problem of forgetfulness and lack of sensitivity towards historical values.Cultural heritage is not to be taken for granted. We needed feed it , preserve and cherish it as a true life form.We accomplishrd the activities planned by our partnership:1. A common web page for communication (forum for teachers, school presentations, photos and a forum for students) and dissemination.2. Workshops on new educational tools and strategies .3. An intercultural festival in one of the country.4. A final international symposium with articles published in printed and electronic format.5. Development of new “European cultural identity” curricula by engaging the students in motivating and educational activities that resulted to accrued, cooperative knowledge:- created a mini-puzzle with UNESCO national monuments and national symbols, as a board game, and in virtual format.-created an on- line competition for a European map with students’ painting, (Unesco tangible heritage).-created a photo-hunting European electronic-map, using photos of Unesco tangible heritage monuments.-used an e-twinning camera for improving this new curricula and develop common evaluation tools to measure the satisfaction grade of the students.-developed electronic lessons using IT tools.Our goals were mainly student focused as we aimed to:-Instill ""good practices"" in heritage preservation.- Provide the younger with a sense of belonging, to a European community with strong cultural identity and continuity through the knowledge of the Unesco World Heritage-Provide the conditions for multicultural experiences that promote respect for social, linguistic and cultural diversity. -Consolidate a sense of European citizenship through cultural and linguistic exchange.- Exemplify the principle of communicating vessels between the Local, Regional, National and European History.- Based on the historical research, develop communication skills, ICT and foreign language skills.- Develop data processing and linguistic skills by giving the students hands-on experience on planning and organizing a common project. -Implement projects within social entrepreneurship -Development of transversal skills for European students.- Prove our willingness to integrate good practices and new methods into daily teaching activities and thus enhance the professional profile of a dynamic and committed European teacher. We proposed that every intellectual output to be openly accessible to the general public through the internet and in printed form. Also a lot of dissemination activities were organized in each country through digital presentations, crafts fair, festivals, interviews, blogs, e-magazine, articles, media coverage. Now the project and web page can be open to other cities in Europe."