The project “Our Planet, Our Future!” came about after our school, Midsund skule, took part in a Government initiative to help clean the cost-line of Norway for rubbish. During the same period, the pupils became aware of the problem with plastic waste in the ocean, after reports about a dead whale which had died because of consuming plastic waste. Because of this, we wanted to create a project where pupils at our school, in collaboration with pupils from other schools in different countries should learn about the environment, pollution, climate change and sustainability in food and food production. We also wanted the pupils to learn how political decisions were made and what influence the decision-makers. Could young people influence political decisions when it came to climate and pollution? It was also important for the project to make young people aware of how their own choices have an impact on the environment, and for them to understand that the young people of today are the leaders, politicians, employers and workers of tomorrow? Hence the title of the project, “Our Planet, Our Future!” Through different activities, interaction and exchange of practices in the partner schools, we managed to raise the understanding and knowledge of environmental issues, how they were dealt with today, and how we can solve various problems that were influencing our pupils’ future. Through the tasks, they also learnt vocabulary and expressions related to the topic and for the final meeting, they had prepared for a debate, where they were supposed to discuss more than one side of the environmental issues. Thus, they were going to learnt about how to form arguments, debate techniques and to understand that others had a different opinion to themselves. Also, this should have been great opportunity to practise their language skills in the language of cooperation for the project, English. However, the debate was cancelled due to Covid-19 The learning objectives had been developed so the pupils could learn vocabulary related to each topic. They learnt about recycling, energy and energy sources, consequences of the melting of the ice caps and the perma- frost and how the ocean was affected by pollution. Furthermore, they learnt about the rain forests, their own carbon footprint, sustainable food and food production and about political and economic issues when it came to the environment. The partners for the project are from Poland, Greece, Italy, Spain and Norway. Some of the partners have collaborated on different projects through eTwinning, and Poland and Norway had previously been on an Erasmus + project together. The learning activities and tasks were developed so that they could be implemented in the school curriculum for use in the project and for the future. Hence, the project could continue developing after it had oficially finished.

Technology and digitalism which are the biggest and indispensable parts of 21st century has had many effects on education so far.While we were discussing the pros and cons of digitalism , the world and European countries had to face a major epidemic which has prevented us from being able to teach face-to-face to our students,so distance learning process has become the major education requirement.All the world and European countries are in an education-oriented discussion to ensure that the new generation, which will be the basis of the future, receives the necessary training under this pandemi.Considering the data of UNESCO 75% of students had to pause their formal education so the high rate of young people benefiting from distance learning tools throughout Europe is the most basic support to realize the main priorities of the project.Countries and schools that can evaluate this case most efficiently will be able to raise their young people better, survive this course with minimal negativity, and will be ready for the digital world of the future by turning the new new into an advantage and provide the necessary transformation in education.We are all aware that digital transformation in education is inevitable under these termsThe Digital Dimension of ICT Project focuses on the needs that will enable the pupils to go through the healthiest, most efficient,high quality and equipped with new content that digital education can provide will create a difference in their distance learning -educational progress and future professionals.Another requirement is that chosen teachers who have the sufficient infrastructures and backgrounds will also get the necessary qualifications for the digital transformation in education and convey these skills to their own teaching environments.Absorbing EU values for mutual tolerance and work collaboratively as EU schools will add value to our projectThroughout the five planned LTTs ,MEs ,an O1:Poland-(the main coordinator) C1,E1,O1-/Turkey(Emirdag)C2 ,E3,O1-/Romania C3,E2,O1/- Turkey(Nevşehir)C4,E4,O1/-Greece /C5,E5,O1.During these flows about 64 pupils(the ages of 13-15) plus 54 teachers will take active part and focus on prioritizing the distance education ,the innovative approaches -techniques that are expected to take place as alternatives of future training which are within EU goals of education on using ICT effectively plus social,cultural and language competences -to bring a different perspective in local, national and European dimensions and taking the right steps for equal opportunity for all pupils and teachers.Initially becoming a respond the needs to acquire and develop mobile applications to primarily measure the gains in Mathematics, English and Science courses based on the common achievements in the curricula of the participating schools adapting these apps for the innovative approach of teaching and learning stages.We all aim to turn the widespread use of mobile phones to the advantage of pupils between the ages of 13-15, the target group, in creating and implementing new mobile applications to develop their digital skills,having the advantage of reaching and measuring real, necessary information as well as the protective features in terms of cyber security.These applications will be open to public use in the needs of all project stakeholder.As the intellectual output of the project integrating holograms and 3D glasses to distance learning and digital classes to achieve a three-dimensional teaching and learning environment will be created both for pupils and teachers.Mixed and augmented reality can be used in distance learning and digital classes as an alternative method which students explore a virtual environment using computer, keyboard, mouse, or some other input device, for example a wireless controller so students can touch and manipulate objects generating a greater understanding of them, also interact with data sets, complex formulae and abstract concepts which could be more difficult to understand through teacher’s verbal instructions. For many students, in fact, learning by doing is easier than learning by listening.MR and VR provide a more engaging, fun and effective learning experience than all other traditional methods could be used for all school subjects.Via Windows Mixed Reality hardware with 3D headsets (supported by windows10- easy to use and provide)project pupils and teachers will experience revolutionising three-dimensional distance education process and exchange these good practices with all communities and schools around which are open such innovations.The project intellectual output, activities and results will be introduced by multiplier events.All the project activities, results, ebook, DVD, intellectual output will be published on the project website, eTwinning, Scientix EU webpage, Erasmus project result, Erasmus Corner, School Education Gateway for sustainability and dissemination steps