"Our project starting date of was September 2016 and it finished in June, 2018. The main purpose of our project was to create more interactive and powerful learning environments in which learners become knowledge creators, producers, editors and evaluators by training both our students and school staff in terms of web 2.0 tools and using them actively in our courses and personal lives.. It can be described the evaluation of online learning application from a ""content-consumption tool, where learning is delivered to ""a content-authoring tool, where learning is created. With integrating Web 2.0 Tools into secondary education, it can be provided more incentive, enjoyable, faster, cooperative and individual learning. The quality and modernization of education is extensively required to provide students multi-skills apart from basic skills by the help of technological opportunities of global world. The following objectives which we have set out extensively have been succeeded: Improving ICT skills of students at school:Improving teaching staff's ICT skillsArising awareness and consciousness in Web 2.0 Tools effectGetting rid of non-active text-based learning environmentUsing ICT more efficiently in classesUse technology purposefully to create, organise, store, manipulate and retrieve digital contentRecognise common uses of information technology for pupils Each partner school has ensured effective communication, collaboration and organisation at each stage from the start of our project. Distribution of tasks as highlighted initially have been met with ease and each school has actively sought innovative ways to ensure pupils are fully engaged across all our planned The Web 2.0 Tools technology-based activities. In this sense, we have implemented the project “TheWeb2.0ToolsCircle” addressed to 12-16 aged groups of students from 5 partner schools and 1 supporter organization below:1- Zespol Szkol w Jankowie Przygodzkim – POLAND2- Scoala Gimnaziala nr.1 Virfu-Cimpului – ROMANIA3- IIS Francesco Orioli – ITALY4- General Secondary School ""Nikolay Katranov"" – BULGARIA5- Neslisah Imam Hatip Ortaokulu – TURKEY6- Pashko Vasa – ALBANIAThe schools have actively been into the main activities. The implementation activities in the project changed the old-fashined approaches in education and provide more innovative educational environment. Our project included the effects of ICT-Based Method, Research, Peer-Education, Group Formation, Intercommunicative and Interdisciplinary Teaching Methods. The project included important intellectual outputs such as:1- Publishing an academic article analyzing of which and to what extent Web 2.0 Tools have being used in secondary education by an academician having PhD in ICT related area. (https://linditasite.wordpress.com/2017/11/15/web-2-0-tools-circle/)2- Web2.0ToolsBooklet combining 120 effective Web 2.0 Tools for teachers in secondary education in Europe. (https://drive.google.com/file/d/1w6N2eNs-GF7vfQQWploG2SCarVnIPK8t/view)3- Web2.0ToolsPictionary online database including introductory glossary of Web 2.0 Tools with their visuals/pictures for secondary level of students. (https://pictionary9.wixsite.com/pictionary)Five dissemination event has been applied in line with the outputs above: 1- Web 2.0 Tools training for secondary school teachers. 2- One conference for secondary level of students in Storage & Clouds Technology Web 2.0 Tools in education. 3- One short term learning activity focuses on gathering 5 students and 1 accompanying teacher from each partner instutition in secondary education at the age of 12-16 in Polish partner school 4- Disseminating a Digital DVD Packet combining results. It can be found the related TPMs, TLT activiy, dissemination activities etc. that we have done and all partners have participated the Project activities mainly in their local level as we shown in these links: https://theweb20toolscircle.weebly.com/mobilitieshttps://theweb20toolscircle.weebly.com/implementationhttps://theweb20toolscircle.weebly.com/outputsBesides all, Informative staff meetings, selection of lead students, sub-groups trainings, contests, e-Twinning Folcloric Events, Interdisciplinary Effects, competitions, exhibitions, training of lead teachers, “Web2.0ToolsBooklet”, “Research- Research phase” activity, groups and sub-groups’ meetings, “Web2.0ToolsPictionary and other phases and activities of the projects have been actively and effectively finalized. Here are some links from tour website of these events: https://theweb20toolscircle.weebly.com/implementation/aprl-2018https://theweb20toolscircle.weebly.com/implementation/january-2018https://theweb20toolscircle.weebly.com/implementation/september-2016https://theweb20toolscircle.weebly.com/implementation/march-2018Within this frame, the initial project activities and objectives have been carried out."

The teachers of the schools involved in the project noticed that the number of students with difficulties is rising because of learning and behaviour problems. Moreover, disparities are growing and there is a need for adapted teaching and greater involvement of students in their learning process. Our priorities are 1. Supporting schools to tackle early school leaving (ESL) and disadvantage 2. Promoting the acquisition of skills and competences 3. Improving health and wellbeing. Our purpose clearly focused on student success. Six themes were developed during three years. They focused on specific abilities and were prepared beforehand both in each school and in coordination between the four schools to be ready for the short-term exchanges. These students meetings allowed to share our work and enrich it at others’ contact. Our project targeted 500 people: a minimum of four to five classes in each school were impacted. Plus teachers, parents, school authorities, theater specialists, local authorities, firms, nutrition professionals, nurses, local associations and local newspapers. Our aim being the raising of academic standards, students involved will be those who have the most difficulties. The mobilities during the short term exchanges were even increased by at least 50% even with the lockdown due to Covid-19 which prevented the last meeting in France. After evaluating the needs of our students in each school, the teachers teams involved in the project implemented activities. We used ICT to film experiences in science, language or vocational activities. We also used physical education to enhance their autonomy and self-confidence, to strengthen social cohesion. The practice of drama, games, dance and music allowed the practice of basic skills (reading, writing, mathematics and science). The European dimension of our project benefited from the practice of foreign languages when sharing activities on eTwiining and our blog and during the students’ mobilities. Our activities consisted in :Get to know each otherForeign language activities shared before students meet : theatre, creative writing of personal stories of students..., Historical and cultural knowledge of partners. During the short-term exchange: ice-breaking activities, special-needs students presenting our region and habits, languages games, exhibition of tourist guides and books made by students, theatre acitivities among mixed-languages groups, teaching of body percussions, badmindton competition. Olympiad and Eurovision Sports and music activities in order to think about solidarity and rules for a better life togetherDuring the short-term exchange: Olympiad (Sports related activities between transnational teams)Eurovision (songs and choreographies)Award ceremony (Assessment by students’ and parents’ votes) My future jobOrganizing a jobs forum and training to find a jobDuring the short-term exchange: jobs forum. Take care of oneselfActivities to warn about health risk in everyday life and at work. Study of emergency situations and first aid gesturesDuring the short-term exchange: Making of a warning campaign Maths and sciences in everyday lifeMathematics and science experimentations linked to everyday lifeDuring the short-term exchange: Maths and science competition Grand Final : was cancelled because of Covid-19making of a method book with the best of all our activities : was made with virtual meetings Students always remained at the centre of their learning process being personally involved in each activity. The process was reviewed and evaluated regularly using data from multiple assessments – self-assessment, formative and summative assessment. Teachers were committed to a regular schedule to align their decisions and actions toward continuous improvement to achieve the project’s purpose making our transnational project meeting a necessity. Goals :-Give students more confidence in educative systems in order to succeed at school and in their future life. Goal reached = 10 students applied to European mobilities in France.-Improve measurably our pedagogic methods for the students’ benefits. Goal reached = writing of a method book with our successful achievements. -Measurement of students’ progress. Goal reached = assesments were conducted at the end of each meeting.-Disseminating our experience : activities were highlighted thanks to a display on our website and in each school to a larger audience. Goal reached.-Sustainability of the project : Thanks to our website, our webmagazine and E-Twinning, our project will sustain with as many schools as possible. Effective experimentations implemented will be usable to a larger number of educative teams since we shared them all. We added a transnational meeting in Barcelona in November 2019 as we were advised

Our project was designed to function as a guide for students growing up in Europe and is directed to exploring the diversities and problems children can face in everyday life as European citizens. In regard to this aim, throughout the course of the project our students have been working on the following fields: The first obstacle students face is lack of social and emotional skills and for us, school professionals, it is challenging to find effective methods to help them develop it. Some of those methods are creative drama, non-invasive and amusing ways to help children in their journey towards adulthood.Social and emotional intelligence is the foundation of a happy and productive life and social and emotional skills are a prerequisite for successful life. In the world where direct interpersonal communication is becoming less and less common, the school must become a place where students can learn and develop communication skills and adapt appropriate social behaviour. Developing character and human virtues is also one of our goals because if we manage to teach them to be a good people, they can become responsible, tolerant, emphatic, friendly citizen.Civic education is an important part in our project because we think that understanding society in which they live and its functioning is as important as learning civil (children) rights. Additional value will be comparison of civic rules and children rights in different European countries.In our project we included around 100 students of every school. Through different methods and techniques, e.g. mediation techniques or with the help of a feelings&emotions lexicon, the children developed critical thinking, strengthened their attitudes and became able to overcome many problems which they are facing in everyday life, such as difficulties in self-acceptance, peer acceptance (bullying), unhappy home situations or economic insecurity.Creative drama included acting, movement, scriptwriting, improvisational exercises, technical theater and role playing and can be integrated throughout the curriculum. Schooling can be more successful if children are more creative and expressive but also aware of their position in school and society, fighting against early leaving school. At the end of the project, the plan was to establish a mediation club at every school, in order to provide students and schools an infrastructure to continually work on the topics worked on throughout the project, such as peer collaboration, creating a feeling of safety, acceptance and respect for one another at school, practising childrens' rights and being pro-active individuals at their schools and in their individual lives. Unfortunately, due to covid reasons, the meeting in Germany where the mediation workshop was supposed to take place, had to be cancelled. Instead, the schools tried their best to work on the principles of school mediation with the students online. In order to keep up collaboration between the students of our partner schools and to improve students abilities necessary for online learning, some schools tried to stay in connection through online games and tasks that were carried out via the twinspace of the project. The twinspace was rewarded with the National Quality Labels in some of the participating countries.

"The B.R.E.A.D. project was carried out in France as coordinator, and partners in Romania, Poland, Slovakia and Turkey. The duration of the project was 36 months, then it was postpone for an extra 4 months due to the Covid-19 outbreak. We discussed the development of basic skills in this project, which is one of the strategic goals of Europe 2020. In this way, we contributed to both the goals of Europe 2020 and the development of students who have disadvantaged conditions and have difficulties in learning basic skills. We aimed to develop basic skills by using the theme of ""bread"", which forms the forms of civilization, and to raise a new generation that has reading, writing, speaking, listening skills in both mother tongue and foreign languages; we wanted they can use ITC, learn for life, think independently and multidimensionally, make correct decisions. We strived for students to discover their own talents, create their future entrepreneurially, develop a European identity and create a European profile, and be sensitive to social issues. We wanted to strengthen the European dimension in education, increase mobility between countries, establish new cooperation, and try to improve the quality of our intuition and our students by observing and comparing education systems, policies and best practices. We all had many similarities with disadvantaged students, low grades and learning disabilities. We have all tried to act together and develop activities and good practices related to the basic educational skills students need. The students prepared some presentations, visited the bread bakeries and interviewed with the bakers and farmers, and prepared a short movie named ""Journey of grains to our table”, searched and learned the history of bread for e-book, types of European breads, bread-theme poems, expressions, proverbs, folk songs and folk dance, prepared a statistic of the consumption of bread in Europe.The students joined the discussions themed bread waste, observed the duration of mold growth and staling of bread, made a model of bakery and flour mill from waste materials and exhibited, constituted a student council, created slogans, posters and postcards about “starvation-famine”, published a notice and sent them after exhibiting in order to show support and sensibility of European kids.At the meetings, the students read poems themed “bread”, sang folk songs and performed folk dances. They carried out all these events by using ICT tools and some of the techniques and methods of experiment, observation, search, design, freedom of expression, group work, workshop, learning tolerant, analyzing, creative and critical thinking, innovation workshop.Owing to this project, the students gained some long lasting skills for their life and tried tobecome individuals who are self-confident, creative, productive, communicative, innovator, qualified, up-and-coming and could take the right decisions, solve the problems and improved their European identity.Each partner school planned to create innovative, productive, new activities and methods.Our project enabled the participants to learn and improve a foreign language, develop their communication and ITC skills, share the professional competence via innovative and creative methods; the institutions to; develop cooperation and communication with the other intuitions and organizations, have a creative and innovative team, create an image and prestige, determine quality strategies; the target groups to; improve their basic skills on both the mother tongue and foreign language such as speaking, writing, listening and reading and math’s and science skills, be informed about entrepreneurship, learn to use ICT, solve the problems they face, have an ability of making a decision, learn social values, meet European identity, get a sense of social responsibility, approach tolerantly; the stakeholders to; make new cooperation with our schools, have a desire for moral and material support in the future. All partners did their best to popularize the project in different ways. We used the e-twinning project, social network sites, Youtube, local and national press. We also prepared an Erasmus + corner and posters, documents, the logos we used in promotions, Erasmus + Results Platform, and cooperated with municipals, local stakeholders and UNICEF representatives."