CONTEXTHumans have always been ambitious and have done their best to dominate nature so that they could have a better and comfortable life. However, to achieve their goals, Humans have been damaging the Earth without thinking about the negative impacts of their actions. Since the beginning of the 21st Century, a range of films have been showing a dystopian future of our planet where environmental destruction and loss of quality of life are key topics. Many countries have signed Kyoto protocol and other international environmental agreements that should not only be deterrent to further environmental destruction, but also make the world leaders engage, design and implement real and effective measures to preserve and protect the Earth. These actions have not been implemented properly and so we as proactive European educators need to start collaborating to help our students to be aware of the real environmental problems we are all facing nowadays globally. In this context, we have designed this European educational partnership project because we wish to help our students get awareness on the serious environmental problems caused by mankind with long-lasting negative impacts on our common home, the Earth. We want to provide them with proactive environmental educational and citizenship values and skills so that they can become responsible citizens really engaged in fighting for a cleaner and safer world for them and for the future generations. Through this partnership, we also aim to make our schools greener by implementing environmental practical policies and engaging all the members of the school communities. OBJECTIVESThis project main objectives are as follows:-To share ideas and best practices amongst the different European partner countries as far as environmental issues and problems are concerned;-To help students get acquainted with a range of environmental topics such as sustainable development, renewable sources of energy;-different types of pollution, burning fossil fuels, renewable energy sources, the 3 R’s (Reduce, Reuse, Recycle), sustainable development, etc;-To increase students’ self-confidence in new and different contexts (study visits, field work, LTTAs),-To foster students’ flexibility and adaptability skills;-To foster students’ engagement in their learning processes increasing their autonomy while doing project work with environmental research, collecting data and presenting results;-To enhance the participants’ intercultural competences and raise awareness of sharing national and European values “United in Diversity”;-To improve social and communication skills in multicultural and multilanguage contexts;-To promote social inclusion within the school communities especially of the minority groups and the disadvantaged students;-To help students gain awareness of the importance and added value of getting involved in the life of their communities which will empower them to become more active citizens;-To increase teachers’ professional and personal development by sharing knowledge and best practices with their European partners.PARTICIPANTSWe intend to involve directly 1000 students aged 14-16. They are a very heterogeneous group: diverse social and economic backgrounds, different nationalities, mixed abilities students, VET or general training students, high and low achievers, different religious backgrounds, minority ethnic groups, diverse geographical backgrounds - rural and urban areas. This heterogeneity is a key feature in our project and we believe it brings added value into it. The fact that we can observe one another and learn from each other about our problems, interests, career paths, opportunities.For the LTTAs participation, 100 students will be selected. MAIN ACTIVITIES AND METHODOLOGYC1 – Water is Life (transdisciplinary approach, water as a source of life, water shortage)C2 – Keep our environment clean (recycling, waste management)C3 – Breathe and Let Breathe (air pollution, air quality)C4 – Global warming issues and renewable energies for sustainable developmentC5 – Take Action: Let’s build a cleaner future!Before each LTTA, students will do a range of activities such as field work based on environmental research on their school situation, on the context of the local community and their country. They will also interview their school peers, parents, relatives and members of the community about the environmental subject to be addressed in the LTTAs . Students will also establish contact with local authorities and NGOs so that they can learn about local and national policies and, consequently, how schools can become actively involved in proteccting the environment. The results of the students’ work will be shared during the LTTAs. During the LTTAs, the students will have the opportunity to showcase their work not only to their peers but also to all the participants. Besides, students will also have a relevant part in the teachers coordinated a

"Water is one of the most essential element of any kind of life on earth and in both quality and quantity we are facing a difficult period in the coming decades. Clean water bases are diminishing while the demand for water is increasing which unpleasant fact is recognized even by world leaders. This led to serious and strict commitments at the Paris Climate Change Conference last December. The climate agenda clearly states that climate change threatens to undermine the ability of countries to achieve sustainable development. Similarly, water is a cross-cutting issue that affects all aspects of development, including health, food security, economic development, ecosystem services and biodiversity. The particular focus on water, climate and resilience during the Paris Climate Conference aims to encourage cooperation and initiatives in the area, both between countries and between different civil society actors. The latest objective of the United Nations' Sustainable Development Goal 6 is about ""clean, accessible water for all"". The teaching and training activities and their outcomes are to set a standard for this very important goal, and we wish to reach the High-Level Panel. We wish to show how educational institutes and the local communities behind them across Europe can promote Goal 6.As teachers we cannot sit back and watch the future of water, we have to be proactive in its preservation for the upcoming generations. The most influential way we can act is to create a meaningful educational program/project that educates students about its strategic role in life. However, the educational methods and approaches should be varied and as modern as possible as we feel the traditional classroom methods may not be sufficient for such a wide topic. Thus we aim to create a multidisciplinary and hands-on approach to teaching that can only be achieved when discovering the various fields of area that our partners can offer based on their special skills/expertise.The basic priority behind the project is to lay the methodological foundation of ‘good practices’ together with the teachers involved in the project.We aim to create a methodological model, which enables us to make an interdisciplinary educational program for the ages of 15-19 at secondary level as this age group will be the main focus range of our project activities. With the help of the program students will understand the importance of water, and how much it intertwines all fields of life. It is also essential for students to comprehend the vulnerability of water bases and the diminishing quantity of resources as well as the need to find ways of sustainable water management. Furthermore, students will also realize how important it is to work in a multinational project, as the very same rivers and water bases are often handled by other countries as well, as they pass through borders. However, water does not recognize borders or political treaties, and by approaching this vital element of life from various perspectives the school subjects covered in this application hopefully become a real, tangible experience which might help with a better understanding of sciences that otherwise may look too abstract for students.The international work is called into life with a clear intention of seeing the participating teachers become better educators, as they share the knowledge from their own expert area with others. The educational areas, subjects that we aim to develop are language skills, language teaching, history, geography, biology, chemistry, economics, environmental studies, water management studies, and maths."

CONTEXTThe production and development of Energy from renewable resources in Europe is advancing to an important policy issue and demands legislative regulation.With the new Directive, it is required by EU to fulfill at least 20% of its total energy needs with renewable ones by 2020.That is to be achieved through the attainment of individual national targets.Five (5) exchanges with students are scheduled, one in each partner country.Each one will be attended by 20 students from partner schools and 8 teachers, together with 10 students and 5-6 teachers from the participating/host school.A specific topic is assigned to each exchange:1.Traditional-contemporary sources of energy – their impact on the environment2.STE(A)M and Water Energy 3.STE(A)M and Wind Energy4.STE(A)M and Solar Energy5.Renewable-Sustainable Energy Source – designing future smart, green city modelsWithin C2-C4 – statistics about this type of energy in their countries are presented by each team and the production of energy at small scale through STEAM projects is simulated.All the exchanges will contain direct observation data from energy production, outdoor activities and meetings with experts in the field, who will provide the participants with an in-depth understanding of the advantages of each type of resource, shortcomings, problems along with their possible solutions.The first exchange is C1, in which a general context and lead-in to the topic seen from 5 different perspectives is provided by the sts.The conceptual cycle is completed in the last exchange, where making students develop forward thinking, by advancing their skills in innovation is attempted.With this project, the need to develop alternative energy consumption is becoming more aware by the sts; by carrying out experiments and projects, a deeper understanding of science and engineering concepts could be gained, which is then transposed into the students’ self-made creative projects. OBJECTIVESThe project aims to set the grounds for the 5 partner countries to cooperate and share practices in the area of renewable energy resources and sustainable production and consumption through activities designed for students which are meant to:1. develop their understanding about scientific concepts and processes in the production of sustainable energy2. develop their overall awareness about alternative sources of energy and how their usage can be enhanced 3. improve skills and competences through interdisciplinary projects in the STEM field4. improve collaboration, team work and communication skills of students and teachers5. develop soft skills – critical and analytical thinking, creativity – in order to foster sts’ employability6. enable teachers to share school models and practices in the areas of STEM, ICT, coding, robotics that can be transferred into their schoolsACTIVITIESC1 Traditional and alternative sources of energy – consumption and impact on the environmentC2 Water energy and STE(A)M C3 Wind Energy and STE(A)M C4 Solar Energy and STE(A)M C5 Sustainable energy in the future – designing smart, green city modelsPARTICIPANTS120 students aged 14-17 from general education highschools and 40 accompanying teachers of English, IT, Physics, Science etc.RESULTS- presentations about renewable energy sources and statistics and trends from the 5 partner countries- posters for campaigns encouraging European citizens to use solar energy more.- presentations about alternative building systems- models of buildings using alternative types of insulating materials- simulations of power plants- STEM projects – anemometers, wind vanes, solar cookers etc.- research data and conclusions- simulations/models of sustainable citiesTeachers will produce exchange reports in which they will include data measuring the quality of the project.

CONTEXTAccording to reliable statistics, nearly 52% of students have admitted checking their Smartphones before even getting out of their beds. They carry them around every day, as an integral part of their existence. They cannot imagine a world without smartphones. In this case, it is not difficult to understand that a school without mobile phones is actually unattractive to them and even their teachers.With advancements in technologies and students getting computers and mobiles, institutions want to transform teaching and learning in classrooms. The comfort of remote access to learning resources and doing it in one’s own space are influencing educators to effectively use online assessment tools to evaluate students and increase student success.For all these reasons we have come together under this partnership. We are five schools across Europe, both vocational and general education who want to collaborate, to learn from each other about how to introduce such online tools in the learning process of students.OBJECTIVESThe project aims to attain the following objectives:- to promote the use of technology in education- to enable teachers to apply innovative practices in the assessment of students- to increase teachers’ and students’ confidence in using the mobile apps in the learning process- to create the opportunity for teachers and students to interact and work together- to gain / improve knowledge of mobile apps used for educational purposes- to produce changes in the regular practices in each of the partner schools.ACTIVITIESWe aim to organize 5 transnational events, 5 student exchanges.During the training event, all partners will present 2 mobile assessment apps. They will provide instructions and allocate time for the students and teachers to practise using them. Overall, there will be 10 assessment tools presented and applied during this event. They also attend a practical course on the Flipped classroom method.Next, based on the topic of the exchange, partners conduct flipped lessons and provide assessment at the end of the lesson using one of the apps presented during LTTA1.PARTICIPANTSStudents in the target group belong to the vocational or the general education branch of studies.Their age range is 14-17. They are both boys and girls, a heterogeneous group with high and low achievers alike. Some of them have average financial background, while others are at both ends of the cline. There are also students coming from disadvantaged groups. For each LTTA there will be 5 students from 5 countries. So totally at least 125 students will participate the exchange activities. The second group is that of teachers. Teachers who take part in the training event LTTA1 are teachers of English, Maths / Science and ICT (8 teachers from sending institutions and at least 2 in the receiving institution). So in an LTTA there will be at least 10 teachers. They will play a key role in the transfer of knowledge to teachers in the school who participate in the next exchanges. Also, teachers will accompany students in exchanges (an overall number of 50 teachers is targeted).IMPACTThe project offers partners the chance to observe current practices in other European schools in terms of use of mobile technology, which they can transfer into their own school both through dissemination and by applying these aspects to their own teaching. Teachers will learn from each other in formal and informal contexts, will collaborate face-to-face and online, exchange ideas, practices etc. which will improve their flexibility in terms of approaches and methods. They will create lessons and use mobile apps for assessment purposes, which will increase their digital competence and confidence. As a result, the classes become more interactive, turning into a collaborative space, while students become more engaged in them. This can only improve the relationship between teachers and students and create a positive learning environment which benefits the entire school.RESULTSWe aim to obtain students’ increased motivation, increased attractiveness and dynamics of classes, increased competence of teachers to use mobile apps in assessment and increased collaboration of students and teachers at European level, improved skills and competences such as communication, intercultural, interpersonal, critical thinking, problem-solving.The outputs include the flipped lessons and assessment instruments used by the teachers in exchanges, students’ collaborative work, analysis about the current use of mobile technology in each school and a similar report produced at the end of the project, presentations of online apps by teachers in LTTA1, creative presentations of schools using online presentation tools, videos created by hosts during the exchanges, photos, feedback forms, initial and final evaluation results applied during exchanges, initial and final questionnaire applied in the partner schools on the target group

All partner schools strongly believe that information and technology literacy skills can be acquired and developed through innovative teaching and learning, particularly involving effective use of digital devices such as smartphone, iPad or tablet, dominating today’s world of internet in many countries. A rising tendency of using digital devices can also be observed at school, however most countries in Europe are still deficient in terms of using mobile apps in an educational context. Furthermore, even though some schools have been equipped with state of the art facilities, teachers have not always given the suitable training to use all the digital devices and tools which makes them ineffective.The reason why we have got together in this transnational project is that we really want to help our students to acquire, develop and improve digital skills. To do this, we will create collaborative work and will observe other European schools more experienced in applying technology based teaching - mobile devices in the students’ learning processes. Moreover, as some of the schools have only begun to get acquainted with this technology-based teaching approach, it is imperative that we shed some light on the huge diversity of mobile apps and web 2.0 tools. OBJECTIVESWe have set some key objectives for both teachers and students (the project privileged beneficiaries) to be achieved through the project activities, which will be developed locally and transnationally. Teachers will be able to:- gain, develop and improve knowledge on mobile apps, Google tools, - practise using digital tools,- enhance digital proficiency,- increase their confidence in using technology teaching methodologies in the classroom,- enhance their sense of initiative and creativity,- develop communication and collaborative skills,- connect with their peers and share experiences and best practices,- improve cultural awareness.Students will be able to:- acquire, develop and improve technology and information literacy, - increase motivation for learning,- develop communication and collaboration skills,- enhance digital proficiency for educational purposes,- practise using Google tools and mobile apps for educational purposes,- connect with their peers and share experiences,- enhance cultural awareness and intercultural competence.ACTIVITIESLTTA1, short-term joint-staff training - course on “Google tools and the use of mobile devices and apps for educational purposes”. LTTA 2 is a student LTTA on “Google tools and their use in the classroom.” LTTA3, student LTTA, follows the same procedure as LTTA2. The topic is “Mobile apps and web 2.0 tools for collaborative learning”.LTTA4, student LTTA – “Mobile apps and web 2.0 tools for content creation”.LTTA5, student LTTA – “Mobile apps and web 2.0 tools for assessment”.Before student LTTAs, each country prepares an activity which will be developed for and with students. Two main target groups are involved in the project: students and teachers. Students’ age range is 14-18. They are either vocational or general education students. Both boys and girls are part of the target group. In what concerns students, they will be the cornerstone of all project activities and they will answer questionnaires, at the beginning and at the end of each transnational events (LTTAs). Twenty students in each country will participate directly in the LTTAs as they will be a representative part shown as evidence of school quality work for the LTTAs. As for all the other participant students, they will be the target of the thorough dissemination activities developed after each LTTA.As for teachers, there will be a total of 52 teachers attending transnational events, both as beneficiaries in LTTA1 or as accompanying teachers in the other five LTTAs. The participating teachers will be mainly Technology (IT), Language and Foreign Language, Science, Maths teachers, though other specialist subject teachers can be involved too.IMPACTTeachers and students will get hands-on experience on how to use innovative mobile apps and tools in the teaching and learning process. This project will obviously impact on the whole school, as participants will become more active and competent in using digital tools. Classes will become more interactive and participants will become more motivated and involved in their own educational processes leading to mid and long term effects - fostering students’ further academic achievements and preparing them either for the job market or going into higher levels of education.RESULTSWe will produce both tangible and intangible outcomes. Within the timeframe and development of the project activities, all participants will become more motivated, more involved in the teaching and learning process and much more digitally proficient. Schools and classrooms will become more attractive and suitable for the purpose of educating 21st Century children, teenagers and young adults