"Primary Schools from nine European countries join in the project “Europe – Twelve Points! A European Song Contest”. It involves about 2500 children aged 5-12 years. The project’s focus is on music – traditional and modern - which is used as a platform for cultural awareness and intercultural dialogue. Through their locations, the participating schools represent the diversity of European music – from Iceland to Turkey, from Spain to Romania, a variety of musical traditions and genres will be explored and experienced by the children. They will learn about their own country’s musical heritage and view it in relation to other European countries. While dealing with various musical styles, the teachers plan to address the diversity in today’s European classroom, discussing inclusive teaching practices as well as enabling children with different educational needs and cultural and economic backgrounds to participate in all project activities.During the three years of the project the children from all participating schools will engage together in a large number of musical activities supported by modern technologies. In the beginning of the first year of the project each school will send a ""musical box"" to travel around Europe. This box contains a story book with a story connected to music, information about the school and the country, and a sounds quiz with typical sounds from the area. Schools will document the travel of their boxes as well as other project results on eTwinning. Then the children will record a CD with typical Christmas songs that can be learned by children at all schools. ""Our favourite European Christmas songs"" will be chosen by all children. Then a folk songs and dances DVD/CD will be produced, again for the partner schools to try out and learn. The year ends with an online National Anthem Quiz produced by the pupils.The second project year starts with a Pop Music Project in which the children compare and discuss their favourite Pop music online. This is followed by a National Composers Activity in which the pupils make PPT presentations about famous composers in their countries and learn about those in their partner countries. A numbers songs project for younger children collects songs in all languages teaching the numbers. In the end of this year there will be a flashmob dance designed by children, in all schools at the same time.The third project year starts with a project on traditional musical instruments in all countries and then the preparations for the European Song Contest begin: music will be composed based on what was learnt in the course of the project,and rehearsed and the Song Contest event planned. This event is to be supported by webcam and judged by a jury, with members from the wider community in all schools.Class partnerships and meetings between students are an essential part of the project in order to develop friendships throughout Europe and promote Foreign Language Learning. So, each class will have a partner class to communicate with, and 15 classes will meet their partners, getting to know each other and playing music together.The teachers will collaborate at transnational project meetings, planning project activities, evaluating results, exchanging teaching methods and ideas and gaining insight in each others’ schools and school systems.The whole project is reliant upon close cooperation between the different schools with the focus being on both difference and similarities. It aims to make children aware of their place as members of a wider European community which flourishes more when all members work together. Travel to partner schools will raise awareness for mobility in Europe and encourage the children to cooperate and communicate with people from other nationalities. The possibility of discussing inclusive teaching practices on a European scale is a great asset for the teachers and is a step towards common European educational standards."

<< Objectives >>What we seek to achieve through this project is to create an educational program to help students with disabilities, such as physical and/or mental impairments to utilize 3D printing technology to cultivate basic and digital skills and encourage students to increase their imagination so they can participate equally just like all other students, and students in general schools will simulate their routine and try to implement the activities in the way that students with disabilities do.<< Implementation >>A map about opportunities and challenges in primary and secondary regular and special needs schools to identify the educational subject and the problems faced by schools with special needs from the 3 participating countries.Curricula of three different projects: a.3D printing technology, materials, and applications, b.3D modeling, design, and open-source software, c.Photogrammetry and 3D laser scanning. An educational learning and training program in 3D printing in primary and secondary school<< Results >>This project will make available the potential of 3D printing technology for students of primary educational level and aspiring to foster basic and digital skills, to motivate their interest in schooling and teaching procedures and to reform the educational system. By participating in 3D printing and other technology courses, all students are prepared for access to higher education, vocational training and lifelong learning without discrimination and on an equal basis with others.

The goal of mathematics curriculum for primary and secondary schools in European Union is to help students apply their mathematical knowledge and skills to solve problems and make decisions. However, there is a large number of students that faces learning difficulties with mathematics. 6% of students lack of mathematical skills, and specifically lack of arithmetic ability which seems to rely on different cognitive processes. Technology might play an important role in overcoming the above difficulties. Actually we assume that technology and more specifically 3D printing technology could aim students understanding and adoring maths. 3D printing is an innovative technology. An emerging problem is the cost of the filament. In order to solve the above cost problem, recycle seems to be an answer. The procedure of use waste in order to transform it to a filament, could reduce environmental pollution and might contribute to decrease the 3D printing cost. According to European Strategy on Plastic Waste in the Environment signifies that “the inherent characteristics of plastic create specific challenges for waste management”. The aim of 3D-ReMath is to help students understand better maths and become familiar with technology and the procedure of recycling. More specifically students could collect plastic (plastics caps, or bags, or pens, etc.) and then by using a proposed framework for transforming plastic to filament, suitable for 3D printers, they can use this material to print 3D objects which help them to overpass difficulties that they face in mathematics. 3D-ReMath aims pupils to understand maths, to reduce-reuse-recycle products and finally get them familiarized with an innovative fabrication technology. Activities of this project include: • A map that identifying maths disabilities and group them to categories based the grade of each disability. • Nine (9) curricula for teaching maths to students with disabilities, for recycling procedure, for 3D printing. • A framework for converting plastics to filament suitable for a 3D printer. • Three (3) face to face trainee programs for teachers. • A portal will be developed in order to upload materials of the project a communication spot between all partners and all stakeholders. • An overall report, with evaluation results and proposals about learning education methods and tools. • One (1) international conference entitled “Overcoming learning disabilities using technology and ecology”. 3D-ReMath will encourage students to use maths in their rural lives, skip any possible “fear” concerning maths and understand much better the theory of maths. 3D-ReMath Project will increase their imagination and empower their skills of problem solving and creativity as long as increase their ability of thinking-designing and producing. Teachers will be encouraged to introduce a “new world” to their students, a world that include non-fearful maths, positive actions of re-using plastic and non-usable items and the feeling that they can produce a new item by themselves. Participant Universities will gain from the 3D-ReMath Project due to teachers’ training sessions and the participatory design. Universities will develop their collaborative and communication skills and they will actively interact with the members of the 3D-ReMath Project (students, teachers, researchers, etc.).

Technology, Education and Culture form a knowledge triangle. Technology nowdays seems to be the accelerator of cultural education. Children at very early age are notice the existence of technology through personal computers, laptops, tablets, smart phones. According to Donohue (2015), technology and digital media, have become a part of the children’s world. Both teachers and educational researchers state that technology assist pupils to reveal new horizons, to understand concepts, beliefs, attitudes, easier than previous years. Culture is an ongoing learning procedure and based on statistics, is a difficult process. Ball (2010) notes that developing a cultural understanding of a person begins from an early childhood stage. The culture in each society is unique and it consists of language, norms, values, beliefs, religion, social gatherings, rules and methods, statements and sub cultures (Manohar,2008). The most important specification of culture is that it' s allocated to the society where it has been formed (Vidal,1926). Child culture is particularly defined as the knowledge shared by a large group of children in a specific society (Ibrahim, Younes,et al, 2007). Children are born into their society's culture and thus become participants in it (Thyssen,2003). Our children live in a digital world overflowing with information and communication technology tools. Pedagogical use of digital technologies in preschool and primary school acquires wide use. However, the current pandemic of the COVID has highlighted the urgent need, to take actions in terms of digital transformation of education and training systems throughout Europe. Additionally, the COVID crisis particularly affects the cultural and creative sectors. The impact of the COVID-19 on the cultural sector is social, economic and political and it affects the fundamental right of access to culture and the protection of a diversity of cultural expressions. The project also aims to support students a) on the development of the ability of research and invest on culture and knowledge and b) in the transition to digital education through the use and familiarization of new digital technologies.Project will take actions that will help raise awareness on the importance of European cultural heritage through education, learning and participation of pupils in activities of manufacturing 3D monuments using 3D printing technology. With the help of 3D printing, pupils will be able to learn and create on their own, various cultural heritage monuments from EU countries, thus contributing to the dissemination and the promotion of culture among the collaborating institutions. 3D printing is an innovative technology that will encourage pupils to increase their imagination and empower their skills and creativity as it increases their ability of thinking - designing and producing. Via 3D printing kids will learn the concepts of measure, scale, sketch, manufacture and they try to print small or large objects, identical objects, or objects with small differences from the initial objectFurthermore, in this project we will seek to keep alive aspects of culture, which are slowly disappearing. The absence of cultural aspects implies changes to social economic and environmental conditions. It is important to use 3D printing and to teach children about different aspects of art, different civilizations, different structure of societies.All above, implies to the implementation of a project based on the values and beliefs of STEAM concept (Science, Technology, Engineering, Art, Mathematics). Academians and school teachers will work together and develop a portfolio of educational tools, in order to teach their students Art (Cultural Monuments), Engineering (Manufacture 3D Monuments), Mathematics (measures and scales), Technology (3D Printing) and Science (Work and Think like a researcher)Activities of this project include: • Three curricula for the concepts of 3D printing and one for cultural monuments at education• Two face to face (or distance learning) trainee programs for teachers. • A portal will be developed in order to upload materials of the project as a communication spot between all partners and all stakeholders. • An overall report, with evaluation results and proposals about learning education methods and tools. • Organizing transnational (on line & face to face) meetings for: a) the acquaintance of students and teachers of the involved schools, b) the presentation of areas and the promotion of cultural monuments, c) the exchange of know-how regarding the integration of the concepts of culture and 3D printing in three different national primary education systems, according to the experience of the schools involved.3D4CE will increase pupil’s imagination and encourage them to learn about the monuments and the culture of the 6 European regions using digital tools adapting to the new post-COVID 19 era, promoting tradition and cultural heritage.

<< Objectives >>To raise awareness of water literacy of the students between the ages of 13-16, to encourage them to have sustainable and responsible consumption habits, and to learn about being a world citizen.-. To have students obtain STEAM skills in accordance with the needs of the 21st century such as creativity, information literacy problem-solving, critical thinking and resilience.- To raise an understanding of water pollution, water shortage, water conservation, and sustainability of water resources.<< Implementation >>Project activities will contribute to the accomplishment of the objectives since they consist of the effective, innovative and creative practices of partner institutions and collaboration with stakeholders. Upon their return, participants will share their transnational experience and best practices with their colleagues and this will allow Project to be widespread thereby promoting its implementation in the institution. Contact persons will meet online every two months through Google meet.<< Results >>Concrete results:Water Literacy Toolkit for teachers, students and adults Project website, eTwinning projectPromotional productsInteractive posters, brochuresThe Future of Water PlatformInteractive story, infographic study