"<< Background >>“If you want to teach people a new way of thinking, don’t bother trying to teach them. Instead, give them a tool, the use of which will lead to new ways of thinking.” (R. Buckminster Fuller, Author & Inventor)Erasmus + project FCL focuses on digitalization after the COVID-19 pandemic and new and innovative ways of learning and teaching in the age of Education 4.0. The activities to be carried out for the development of digital learning resources and contents, and the use of digital learning resources developed at all stages of education and training activities form the basis of our project.According to Digital Scoreboard 2017, more and more people are moving to digital, but only one of two Europeans have sufficient digital skills. To support this, the European Commission published in 2018 ""by the Digital Economy and Society Index, digitization degree ratios EU average is 53.51%. Italy 44%, Poland 45% . In Turkey and North Macedonia digitization rate is below the EU average (10%). Bulgaria 35%, Romania (39%) have the lowest scores after Turkey on the index.The educational needs caused by the COVID-19 pandemic bring along the need for excellent computing and digital skills for both school administrators, teachers and students. The fact that our students stay at home continuously and spent their education at home away from school education is a situation that puts education authorities in a difficult situation and requires breakthroughs in this way. For this reason, our schools want to open the doors to a better digital education and help them act responsibly in this area, while also creating healthier communication ways among their students. Teachers need more schools and ideas when working with computers and digital materials.In this age which the teacher transforms from being a 'teacher' to being a 'guide', inspiration and practical experiences need to be designed for teachers. In particular, the chaos environment in education by the COVID-19 pandemic has laid a more indispensable ground for the digitalization of education. This is exactly why we decided to write the ""FCL"" project on ""Digitalization in Education"", regarding that we needed to share good practices with partnership.In April, we have decided to carry out an Erasmus + project on ""Digitalization in Education"" in line with the roadmap determined within the scope of EU 2021 targets, which is included in our institutions' strategic plan.The project, addressed to teachers of local schools, stakeholders, universities, families and students, involve nine Institutions: schools and Educational and training organizations.Needs for Target Group1- Students of High schoolsDue to inadequate supplementary supports, Ss have lack of social emotional needs, as it has been proved in the analytical report “Strengthening Social and Emotional Education as a core curricular area across the EU” (http://bit.ly/SocialEmLearning )Ss need a curriculum focused on ICT tools and which will require them to use FCL classrooms in following years at schools. It will also help them with the means to improve their opportunities for more success in the future.Needs for Target Group 2- Teachers of High schoolsTeachers at high schools always need extra international supports and trainings as well as in-service training to work effectively and to devote themselves for education in the increasingly digitalized labs and classrooms “Using digital resources for continuous professional development.” (as cited in DigCompEdu 1.4)As cited one of the most important action of Digital Education Action Plan (2021-2027),teachers and educational staff must be equipped to foster digital literacy and tackle disinformation through education and training. This should be done in close cooperation with bringing together European organizations, European technology companies and stakeholders, national authorities, education and training institutions, associated partners, educators, parents and young people.<< Objectives >>The main objectives are to fill the digital competence gap of the participants, to provide them with digital tools and make it easier to develop or update their digital competences, to develop communication and cooperation skills with EU institutions. The practical knowledge gained through this project directly covers digital tools. The project recognizes the importance of promoting partners' 21st century skills, technological skills, critical thinking skills, teamwork skills, and international awareness of teachers and students. We want teachers and students to be more involved in digital education, make a more conscious and positive contribution to digitalization, and realize our objectives that contribute more use of technology in education at the end of the project.As objectives for teachers, we aim to demonstrate what the digital competence and digital competence framework, develop competencies in web tools, increase language skills in the target language, improve communication and collaboration skills in teachers, communicate with foreign teachers for cultural interaction and sharing, improvement of the information technology skills of our teachers and students by ensuring mutual discovery of digital educational materials, help teachers to address the risks, opportunities and consequences of digitization and improvement of the participant's ability to adapt to changes.As objectives for institutions, we aim to increase the capacity of partner institutions by improving their digital literacy levels, develop the democratic educational process and active citizenship at schools; empower institutions in digital education, the ability to use Web 2.0 tools in the distance education process, communicating with foreign teachers for cultural interaction and sharing, helping institutions to address the risks, opportunities and consequences of digitization.As objectives for students, we are planning to increase language skills in the target language, provide economical, easy and fast access to educational content for students with fewer opportunities, use the benefits of digitalization to improve students' learning outcomes ;During the project process, we aim to develop a Guideline for Future Classroom as an Intellectual Output and a Digital Education Needs Analysis , Digital Education Materials and applications and e-Learning Portal. As concrete results, we plan to produce educational interactive games produced with presentations, event / idea collections, feedback on activities, ""FCL DIGITAL"" e-magazine, evaluation documents, participation certificates and web tools.In addition, we aim to make a Green Travel Plan and make a contribution to the preservation of nature using things less. With green travel, we aim to increase awareness of respecting ecology and reduce the negative effects of human beings on nature through responsible behavior and regulations. We want to reduce, reuse and recycle while travelling.<< Implementation >>The methodology in the implementation of the activities will have a collaborative and participatory path based on communication and experience sharing through 21st century educational approaches.Our project will contain a total of 5 LTT's and 2 Transnational Project Meetings.L/T/T and TPM: They include activities abroad where the participants will receive training on digitalization and share the best practices of partner institutions. Kick-off TPM- Preparing for Documentation will be held in Poland in March 2022. Participants will receive a training on ICT Tools in Learning and Training Process in Italy in June 2022. Then, Bulgarian School will host LTTA on Innovative space and time concepts concerning Future Classroom in September 2022. In Romania-Targu Jiu we will organize a L/T/T on E-safety for Teachers in January 2023.In North Macedonia we will organize ""Use of E-learning Platforms and Open Source Multimedia Tools in Education and Digitalization"" in April 2023. The participants will join the LTTA on the Gamification in the Classroom which will be held in Poland in September 2023. In Turkey, Poland and Romania we will organize Multiplier Events on ""Teaching in the Future Classroom!"" in January 2024. The final TPM-The Documentation of the Whole Project and Sharing of the experiences and outcomes will be held in Turkey to discuss the achievements, results and sustainability of the project in January 2024. Final TPM and the Multiplier event will take place at the same time in Turkey. Final TPM will last two days and Multiplier Event will last one day, so representatives of partner institutions will stay for 3 days in Turkey, in order to take part in the ME as well, as guest speakers, along with Turkish experts. Participants will explore ICT tools in a practical way. Hands-on workshops and collaborative group work will allow participants to understand and assimilate the content actively. Intellectual Output: As an Intellectual Output, a guideline (the Guide for Future Classroom) will be created with the leadership of Romanian partner to serve as an inspiration to other schools and teachers. A clear guidelines may help them to have the correct image of the Future classroom for planning and creating the future classroom. Intellectual Output will be studied throughout the project with the collaboration of partners. The topics will be distributed among all partners.The areas where partners are responsible for the implementation of the activities are: All partners will design their own proposals for the project logo, Romania will hold a logo contest using Google Survey. An Erasmus + Corner will be created in partner institutions. On the eTwinning page, a video, questionnaire, photo album, games will be created with web tools related to each event. Information will be collected with mixed teams to create e-journals, project final product and project calendar. The website of the project will be created by Bulgaria (with a eu domain name). TMPİBFL will create the project's blog and follow the posts, create and update the Twinspace page.DISSEMINATION- The toolbox for teaching and assessment of skills- Dissemination of the project in local/regional/ national media, project website, school websites, school magazines ,Erasmus Days, Artsteps Virtual exhibition, preparing certificates using teacher or certificate program, Playing Kahoot Games, some materials(Tshirts, Pencils, Cups, magnets-our logos on it etc.- Dissemination activities at local, regional, national and European level.SUSTAINABILITY:-Our Project Partners have already a very specific potential network and users who the project results will be promoted to(especially schools, teachers, students, Universities, policy makers). In addition, the project results are planned to be included in the schools where the project partners are located and in the education programs and curricula of these schools.<< Results >>The most important result will for sure our intellectual output, the Guide for Future Classroom. This output aims to bring the methodology and tool developed in this project closer to all schools that can access the project languages, by step-by-step guide for the implementation and creation of the Future Classroom.Tangible results: e-magazine (FCL DIGITAL), an e-book, a website with all materials revealing the works of the project, project logo and posters, a virtual exhibition with artsteps, promotional poster, videos and brochures, presentations, teachers wakalette platform, feedback on activities (Zumpad,videos), Twinspace page, eTwinning and European QL's, learning diaries, hands-on activities, interactive lessons, seminars, start-up and evaluation surveys.Intangible results; In short term, the project will ensure the communication on digitalization, the necessary training for the digitalization division of the personnel working in partner institutions, the transfer of education and training techniques, the arrangement of the necessary knowledge of the educational organization arrangements to be made in order to increase digitalization in schools. In long term, the project will help the partner organizations to create awareness on digitalization, achieve a suitable interdisciplinary form that ensures the full integration of digitalization into the curriculum. The experience and good practices of EU institutions will be transferred, the professional competencies of participants will increase. The project will add prestige to the institutions involved in the partnership and become one of the exemplary institutions in the field of digitalization, and increase the quality of education and academic success.All the objectives and results concerning the activities of our project are directly related to the digital tools that are the topic of our project. Since the topic and objectives of the project overlap, the results of the project will be measurable towards these objectives. The project partners are aware of the importance of the lack of technological skills, critical thinking skills, teamwork skills and international awareness, which are the most important aspects of teachers and students that need to be developed in the 21st century, and the project idea created for this problem. Participants will gain knowledge and skills for the use of digital tools needed in the digital age and will develop their competencies in this field. We anticipate that teachers and students will be more involved in digital education and a more dedicated contribution to digitalization. Technology will be used more widely in education at the end of the project. All partners are willing and ready to develop these aspects of teachers and students.Participants will participate in group work activities and workshops with colleagues from different social and cultural backgrounds. In this way, we work not only on digital skills but also on soft skills such as communicating with new people in a new environment. Participants will learn how to use mobile applications and tools in the teaching process. Through competence, knowledge and the skills gained by trainers will benefit from a new set of tools and strategies to safely develop their digital citizenship. At the end of the project, the participants will be able to use digital tools in their work, establish effective digital communication between participating teams and target groups, and become more visible at national, regional and international levels. Within the scope of combating Covid-19, our schools will make a striking contribution primarily in terms of educational materials, digital applications and programs, different teaching and learning methods and techniques involving out-of-school students and teachers.The project results will be disseminated at local, regional and European level. These activities will start disseminating our project from the beginning to the end of it."

"The topic of our project is to reduce the amount of wastes in the environment and our schools and to investigate the causes of throwing so much garbage .And to raise awareness of the need to reduce the amount of wastes that we throw away and to provide to recycle or reuse the wastes. For this purpose, we started to prepare a project because we had wondered what other countries were doing in these issues. Some schools from Portugal, Poland, Italy, Macedonia and Sweden joined us to share their ideas for this project. The common feature of these schools was that they were either eco-schools or they had worked in the national or international areas before. Especially the Swedish school ""Backegårdsskolane"" had ""environmental school certificate"" in Gotheburg . In this project, we worked with students from 10-15 years old.At the beginning of the project, all partner countries formed their school's trash map and prepared surveys on the formation and collection of these garbage. The goal was to find answers to the questions about what kinds of trashes were accumulated in schools and how they were accumulated .And also to collect these garbage, separate and to provide to recycle them. For this reason, eco teams of students were established in the schools. As a result of the evaluation of the questionnaire, the team students regularly checked the classrooms and gave them some marks for the criterias that we determined before. As a result, the cleanest classes were selected and these students were rewarded. Thus , the amount of waste in the classroom was reduced and the clean environment awareness of the students was increased. The collected garbages were used for different purposes in different courses during two years, different designs were made. the products were exhibited to all the students of the school and to other schools. At the same time, different groups of teachers and students often visited the city's recycling centers and made some presentations about the recycling.Students interviewed with people of different ages and social groups and tried to understand people's level of consciousness on recycling. These interviews were evaluated and as a result, each country wrote a script to make a short-length film. Best screenplay was chosen at the meeting in Turkey and was filmed by every country for Swedish meeting. Also each school wrote short stories about recycling and the best story was awarded in Sweden. During two years, experts made informative presentations on recycling at schools.At the end of two years we noticed that the waste in the trash cans we put in to separate the garbage into different parts of the schools was seriously reduced and they were separated. In the interviews we made at the end of the project, the students and the parents said they separated all their garbages and reused some of them. In this way, we raised the environmental awareness of our students ,parents and teachers. Thus they realized the importance of separating the garbages."

Sometimes congenital sometimes under environmental conditions, people face many disadvantages, such as mental and physical disability, hearing, vision, language and speech insufficiency, special learning disabilities, autism and attention deficit, economic difficulties, ethnic and cultural discrimination, illness, parental separation. The quality of education which they receive in the schools determines the quality of life of disadvantaged individuals.The disadvantage of many students in today's schools is not even noticed. The students who are noticed their disadvantage cannot receive appropriate education according to their interests and needs. Because there are students who develop normally in the center of the educational processes of today's schools. We know that; Every student in an disadvantageous or normal carries an ore in them. Our schools cannot transform the ore within the disadvantaged students into jewel. Maybe one of our students who has the potential to change the world is now waiting to be noticed in our schools.To be included in the scope of inclusive education with the right diagnosis for disadvantaged students is a need like bread and water. As partner schools, we want to support our disadvantaged students in completing their education cycle. We want to protect the right of our children who continue with different disadvantages to life for a fair education. In this respect, we want to bring a broad perspective to all stakeholders of our educational ecosystem, which do not isolate disadvantaged children from their peers and support the culture of co-existence more.As partner schools, we aim to transfer the best practices and examples in international standards in the areas of management and staff competencies, curricula, teaching methods, tools and environments into our education processes.For these reasons, we have come together with 5 partner schools that carry out wonderful activities related to the education of disadvantaged students. Each school is almost like a piece of a puzzle, we are creating a very beautiful picture when we unite.As partner schools, we first turned our idea into a project in eTwinning. We then prepared this project to transform our virtual collaboration into physical mobility. We aim to carry out this strategic partnership project in synchronization with eTwinning.In our project, we planned five learning, teaching and training activities. Each school will host a Learning, Teaching, and Training activity. A total of 16 teachers from each school will participate in these events. In addition, we have planned 24 local activities in each school independently or jointly.Together with our disadvantaged students, we will ensure the participation of our students who have normal development, parents and all stakeholders of our educational ecosystem. In this way, we will create common awareness on the education of disadvantaged students in all stakeholders of our educational ecosystem.In order to improve the quality of the planned activities, we have established four different teams working in coordination with each other in each school. We have made the task sharing among our schools and teams. We have established an independent selection committee in each school for the selection of our teachers who will participate in the Learning, Teaching and Training activities.With our project Our partner schools will;*overcome the problems of discrimination and integration experienced by our disadvantaged students.*improve the capacity of disadvantaged students on the types of disability and diagnostic techniques.*be able to redesign the learning environments according to disadvantaged students.* include the new generation educational models that come with inclusive education to the teaching processes.*support the educational processes of disadvantaged students through new applications such as Individualized Education Plan and Support Education Room.*be able to use the new generation of digital components, artistic activities and sporting activities as a powerful tool for the physical, spiritual, emotional and social development of the disadvantaged students.At the same time;*Our schools will share their experiences with our project on online platforms such as eTwinning, SEG, EPALE, EURYDICE, enable the exchange of good practice and examples in the international area and contribute to the creation of a common education culture in the international area.* Stakeholders of our educational ecosystem will gain positive attitudes about EU citizenship, EU values, racism, xenophobia and intercultural interactions.*It will contribute to the promotion of policy reforms at the local, regional, national and European level and contribute to the achievement of the objectives set out in the EU 2020 Strategy and Erasmus + 2014-2020 Program with the mixed effect of thousands of projects implemented.

"The project "" THE EFFECTIVENESS LEARNING THROUGH SPORTS AND OUTDOOR ACTIVITIES "" unites six European schools from Iceland, Turkey, Italy, Portugal, Malta and Slovakia that have integrated students with special needs besides normal students. Through this partnership, by exchanging best practices, the partner schools aim to increase and diversify the number of outdoor activities in their schools. Our target groups are the teachers from partner schools and the students from the host countries but in this group we especially focus on the ones with special needs which will benefit of teaching and training activities regarding outdoor activities like trekking, climbing, scout’s activities, biking, outdoor activities adapted to water and other. Another group of beneficiary are the parents of the students with special needs and the students from schools who will be encouraged to get involved in local project activities. Also we are planning to create the outdoor activities and workshops by the participation of the guests teachers and the local students of each country in each LTT activity. By the help of these activities, the students will gain new perspectives from foreign teachers and they will be able to develop their English by practising it as a second language. Our main objectives are to increase with minimum 10% until the end of the project the number of outdoor activities included in the curricular offer of each partner school; to train at least 20% of each partner institution teachers for conducting outdoor activities by participating at LTT activities and by participating at further trainings; to increase with at least 30% the level of autonomy and the social skills of students with special needs by teachers' participating in activities and exchanging their experiences and in partnership; to increase the level of wellbeing of the students with special needs from each partner school by involving at least 90% of them during the project activities at their country and to facilitate the approaches of outdoor activities for parents, teachers, special education teachers, NGOs by creating a Good practice guide that will contain a collection of outdoor activities adapted to the special needs students. Six learning, teaching and training activities will take place in five partner countries by the participation of 3 teachers from each school: ""Childhood games"" in Turkey in November 2018, ""Innovative methods in inclusive environments"" in Iceland in March, 2019 and ""Water, earth, air in sports activity"" in Malta in June 2019, ""Sport activities, an opportunity to socialization"" in Italy in November 2019, ""Forest School"" -Discovering the nature through outdoor games- in Portugal in April 2020, Experience Rugby both with SEN Students among Mainstream Students in Slovakia in September,2020. The expected results of the project, in terms of knowledge, abilities and skills, will be: knowledge and experience gained by the participants, stronger confidence and self-esteem of students with disabilities, better language skills for students, teachers and staff that participated to mobilities and improved social awareness regarding disability. We will also benefit of a project's logo, project’s Facebook, eTwinning and web page, recordings of student's performances during various outdoor activities, a project’s Diary and a Good practice Guide, translated in English and in every partner’s national language, containing scripts of the outdoor activities adapted to the particularities of not only the normal students but also the students with special needs."

The project was focused mainly on the connection between science and digital technologies, between modern and traditional world with the direct message on the historical heritage of European countries. The main project aim was to build multifunctional school gardens using raised gardens and composting. The second main aim of the project was to create an open air classroom in the school garden of each partner's school. The intention was to create a place at school where the pupils will develop their digital skills and ICT literacy in a modern way in a natural environment. The classroom will be used not only for science education, but due to modern mobile ICT devices which don’t need the classical computer labs, we want to use it also for ICT lessons directly connected with science lessons as we showed our partners during the 2nd LTTA in Slovakia. The gardens will be the place for education in science and environmental thinking, maths and digital competences (use of mobile ICT) with the focus on prosocial behavior of the pupils. The topics which were the base for the project aims and project timetable were environmental awareness, agricultural skills, healthy nutrition and food sovereignty. These topics were the main leading topics of realized LTTA's. The priority goal was also the increasing of pupils' digital skills through mobile ICT using and creating digital textbooks which will be used in further educational processes. The next intention of the project was the increasing national awareness of pupils, multiculturalism and natural respect of cultures from different European countries. The workshops and open lessons were also included in each partner school. They were focused on acquiring new knowledge and skills with ICT and using created digital textbooks. The acquired knowledge and digital or practice skills will be useful for easier inclusion into today's European labour market. The aim was to support the development of ICT literacy and ICT competencies for the pupils who want to build their future career in agriculture, horticulture and food industry or do their own business in this segment. The project activities will develop ICT skills which pupils can use just in these areas where ICT were not used in the past and therefore there were no claims according to ICT education and skills as it is now. The main educational methods used for project activities and aims achievement were progressive and active methods such as problem based learning, peer to peer, CLIL method, inquiry based learning etc. It was used mainly for project activities and education in a multilingual and multicultural environment. We achieved the development of the language competencies and presentation skills of involved pupils by the using of these methods.The pupils worked in international teams, so we supposed they had to show their self-activity, the ability to make their own decisions and to be responsible for their individual work but also for team work. The project activities were focused on the national crops growing, digital documentation of the vegetation cycle and the effect of the climate conditions on the crops growth in the first project year. We planned to grow the national crops of partners schools during the second project year, but an unexpected pandemic situation crossed our plans and we had to face pandemic restrictions, canceled LTTAs in Germany and Spain as the consequence of closed countries, closed schools and impossibility to work together in school gardens. We were able to exchange our information and knowledge on growing technology and factors of chosen crops as well as seeds but realisation of this activity is still a big challenge for each partner school when the schools will be able to teach F2F directly at schools. Electronic magazines were the final outputs of each realized LTTA and they were published on dissemination project platforms. The sustainable project outputs are almost completed school gardens with raised beds. There will be purchased tables and benches for an open air classroom located in school gardens in spring. The digital textbooks prepared by Spanish and Slovak schools are published for the wide public for free on project web site and schools web sites as well as on Twinspace. They include technology of cultivation and growing cycle of chosen crops together with their use in local gastronomy.