<< Background >>The role of myths and legends in terms of the principle of education spreading and continuing culture has been important because thesethings have gained a blessing by the society. It is a fact that the way that was used in the education of the child in societies is to explain thevalues in these narratives by telling the stories, myths and legends. These stories have importance such as the function of the tradition as wellas the opposing thoughts, the model function, the mirror function. It is possible to take advantage of these functions as well.Myths and legends are literary works that include love of nature, environmental awareness, joy of life. Myths and legends have creativethoughts and wisdom and intelligence. Due to these features of myths and legends , it is important to give them more attention in educationalsettings. It has been an important source of motivation for our project that myths and legends teach social values to school-age students,contribute to personality development, develop their creative intelligence, create an awareness of nature and environment, and increase theirlove for people and life. In addition, it is another source of inspiration for our project to make the whole process by bringing together the mythsand legends of different cultures and thus providing cultural integration.<< Objectives >>Our project aims to achieve:-To make participants be aware of myths and legends from different cultures-To contribute to the education of the participants through myths and legends.- To make participants learn social norms, social adaptation behaviors through myths and legends- To Contribute to the personality development of the participants-To contribute to the creation of awareness of nature and environmental protection through themes in myths and legends.-To make participants gain a positive stance towards life- To develop the sense of belonging towards their own society by learning the concepts of belonging such as the love of homeland and love ofthe nation in myths and legends.-To develop creative thinking, free thinking of the participantsTo create cultural integration among participants due to the fact that the participants consist of individuals from different cultures.- Improving linguistic skills in the participants- Contributing to the increase of the participants' ability to work together and to express themselves<< Implementation >>The project includes students between the ages of 14-18 who study at project partner schools and teachers and administrators working in these schools. Students and teachers and administrators will participate in country mobilities. The project is a 24-month project. During this two-year period, project mobility will take place in each project partner country. The duration of these mobilities will be one week and each mobility will have a sub-theme. According to the theme of the mobility, activities related to legends and myths will be carried out. These activities will be drama studies, musicals, theater plays, digital story making. Apart from country mobilities, these activities will also be held locally. In activities, methodologies such as learning by doing, acting, drama, showing, pair work, group work, watching, listening will be used. Within the scope of the project, project activities and project objectives will be shared in the project website, eTwinning page, facebook page,Erasmus plus project results an school education gateway. At the end of the project, legend myths, which are also a part of cultural heritage, will be revived. It is easier to give values education to students by using the legends and myths in education. Creative thinking skills of the participants will increase. By using myths and legends, the environmental awareness of the participants will develop and the participating schools will be environmentally friendly schools. Legends and myths will provide cultural fusion. Legends and myths will also make some lessons easier to learn. As a result, the use of legends and myths in educational environment will provide social, cultural and academic development for participants. With the dissemination of these long-term results, legends and myths will not only shape the educational environment, but also perform a social function. Participating schools will have made an important contribution to this social and educational impact with this project.<< Results >>At the end of the project, legend myths, which are also a part of cultural heritage, will be revived. It is easier to give values education to students by using the legends and myths in education. Creative thinking skills of the participants will increase. By using myths and legends, the environmental awareness of the participants will develop and the participating schools will be environmentally friendly schools. Legends and myths will provide cultural fusion. Legends and myths will also make some lessons easier to learn. As a result, the use of legends and myths in educational environment will provide social, cultural and academic development for participants. With the dissemination of these long-term results, legends and myths will not only shape the educational environment, but also perform a social function. Participating schools will have made an important contribution to this social and educational impact with this project.Summing up- Participants will be people who know their national and moral values.- Participants will be individuals who can cooperate internationally and who have achieved cultural integration.- Contribution will be made to the protection of the world cultural heritage.Participants' interest in the courses will increase and their academic success will increase.

"The primary aim of the project was to improve professional competences with LTT activities on WEB 2.0 tools and other technology-based innovative teaching methods, to increase the capacity of each institution. Our partnership believes that we have achieved the main project aim and have realized all activities foreseen in the project application form. During the project lifetime, teachers of our strategical partnership have improved their professional competence with LTT activities on WEB 2.0 tools and technology-based innovative teaching methods. Thanks to qualitative LTT activities, they have increased the capacity of each partner institution by observing in-situation training in partner institutions. Training activities provided an opportunity for the teachers to compare the methods and usage of different ICT tools in partners’ schools and pick up the methods which are useful for their own pedagogical work. According to our project topic, basically our project activities were based on web2.0 tools and information and communication technologies that have been integrated with the teaching and learning techniques of ICT institutions. Also, we learned and exchanged the experience of how to keep up with the new world order toward globalization. Different lectures achieved it during LTT, for example, lectures regarding Generation “Z” and intracultural communication.Thanks to this project, our teachers can create their own e-learning platforms by gathering valuable information on the internet. During the mobilities teachers gained new knowledge and practical skills how to use html, code, slide, animation, website preparation, blogging, testing, questionnaires, content management systems, online meeting, online storage & file sharing, interactive presentations according their needs and represented subject. Participants had also a possibility to exchange experience how to use WEB2.0 tools for interdisciplinary lessons.In the school in Latvia, the project participants also learned the methods for using ICT to work with deaf students and different methods how ti integrate deaf students in ordinary classes.The project also has achieved other goals which were described in the application form: - Teachers got information, how to upgrade their lessons by integrating European and world-class e-learning platforms such as Open Educational Resources (OER) and Open Learning Environments (OEL) into their own and colleagues` pedagogical work;- Gained confidence in being able to cope with cultural and social differences;- Participants have a broader vision of understanding the education systems, policies and practices of different countries.- Developed Key competences such as digital skills and critical thinking, etc.As we expected, our teachers are able to help students to give guidlines how to use different tools when they are doing their homeworks, getting ready for project presentations or other visual work which they have to do within study process - it means, teachers are able to transfer their competencies to their students. In terms of their management competence, the teachers has improved the institutional capacity as well as the development of the their English in European dimension and they can recognize different cultures, communicate with them, and they have improve their communication skills and the development of the vision of Europe was the plus point for them. Our expectation were fullfilled regarding transfer of innovative educational understanding among the institutions, we had an opportunity to observe the European Union concept of ""all equality"" and‘ all different’ in place.During the project lifetime, systematic dissemination activities were realized by all partners' institutions, for example, posts on Facebook, homepage, schools' webpages, eTwinning etc. Also representation materials (like, tea cups, T-shirts, badges, memory flashes etc.) with the symbolics of the project and Erasmus+ were created to attract extra attention to project and its activities. Sustainability of the project results will be assured by continuous usage of newly gained knowledges in partners’ institutions. Also, the project webpage (https://sites.google.com/view/integrationofinformationtehnol/homepage ), and Facebook profile will be maintained after the project lifetime and it will be accessible on e-Twinning as well.We are pleased that THE COVID 19 pandemic had a very minimal impact on the realisation of our project. It touched our partnership only on the last training activity in Portugal in which the Polish school was unable to participate. However, thanks to the professionalism and material support of the hosting organisation, Polish colleagues were successfully virtually integrated into the training activity process.Our partnership is grateful to Erasmus + for the opportunity to participate in a project that has significantly improved teaching processes in our schools."

Diagnose Nature & Preserve Nature is an International project to be carried out in the field of School Exchange Partnerships of Erasmus+. DNPN aims to make the participants and other stakeholders aware of the popular environmental problems and solution while making them improve their citizenship qualities and key competences and also meet new Teaching/Learning approaches and methodologies DNPN consists of variable acts for students and teachers which manages to combine them in good harmony.The main objectives of DNPN are to make all parts:* be aware of environmental problems and work on solution ways;* meet/learn and use new Teaching/Learning methodologies;* be active citizens and take action into social matters;* improve their key competences and skills;* improve their ICT usage capacity;* broaden their knowledge;* meet and learn about new cultures;* take responsibility and gain self confidence;* understand the EU policies, priorities and EU bodies;* spreading the physical Cultural Heritage of Europe.DNPN will be executed by partner schools from Romania,Turkey, Portugal, Bulgaria and Poland in the leadership of the Romania partner.The idea of DNPN firstly occurred in social media and turned into a body in eTwinning platform.All partners have junior secondary school students aged between 10-14, which is the target group of this project.That age group was selected specifically because they are at the beginning of their teens and candidates to becoming adults.This period is when they start to gain their major personal qualifications and habits.We have thought that, if the pupils learn true citizenship qualities at that age, it is likely that they will be better citizens in future.This is also the critical period in which children meet with bad habits and express themselves aggressively.Taking responsibilities, being active, social and self-confident will keep them away from those unwanted incidents.During DNPN, all partners will perform five different Learning/Teaching/Training activities.4 students and 3 teachers from each partner will attend to those LTTAs While students work on environmental problems and their solutions such as Global Warming, Pollution, etc. , teachers will help and guide them to execute those activities by using/meeting new teaching/learning methodologies such as Phenomenal Learning, Flipped Classroom, CILL, Task Based learning, Computer Contributed Learning etc.Searching and analyzing, group work, kinaesthetic learning, learning by doing, cooperative learning and lots of other practical teaching/learning methods will be used actively.Participants will perform live campaigns outside their school such as planting trees, cleaning the beach, having demonstrations... and they will produce products such as sample Solar Energy panels, Wooden household items, etc. which will enable them to be an active citizen.In a world where teenagers are bound with technology, of course, improving their ICT skills is another key objective of DNPN Recording and creating videos, preparing presentations, digital calendars...will help them to learn how to use ICT in a true way.The teachers and students will also meet new and popular teaching/learning methodologies in practice.Whereas they are improving their skills, they will also improve their personality and citizenship quality, evaluate current applications and be more motivated to search, try and perform new ones.Dissemination and sustainability acts, of course, have great importance to achieve the expected benefits in a long term.Therefore, DNPN will try to reach as many people as possible.Cooperating and integrating with stakeholders such as nearby schools, local authorities, media, energy and environment companies, NGOs and parents will be achieved by different activities like having regular meetings, visits, interviews, applying questionnaires and inviting/involving them to the acts in schools.To make the outcomes reach more people, virtual platforms will be used effectively and all kind of documents will be easily reachable and downloadable for third parties.To sum up, DNPN is a project covering lots of social, educational and environmental matters to study on with the aim of:*making people aware of environmental problems and solution;* encourage people and make them capable to take action as a truly social and responsible persons on social matters;*integrating social and real matters to school curriculum by applying new methodologies.To make the benefits last longer, the cooperation between partner schools will continue on eTwinning platform and the results will be shared in Erasmus+ Project results sharing, School Gateway and other virtual platforms.

More than sixty million people around the world are fleeing from war, persecution and poverty. Many who start out full of hope do not reach their destinations.The refugee crisis has grabbed attention worldwide for many reasons, but for us it is the suffering of the children caught up in this mess thatreally hits home. Children of all ages are leaving everything they know behind, traveling through the harshest and most terrifying situations heading to an unknown destination. Many of them have witnessed shocking sights and experienced horrors that none of us can imagine, and they are now far from home, ill, tiredand scared. During the past years, the constant influx of refugees has been the cause of dramatic and fundamental changes in the socio-cultural, political, economic and educational landscape of the European Union. With the rise of racial and xenophobic attitudes towards refugees accross thecontinent, core European values such as tolerance and solidarity came under huge pressure. For this reason, it is becoming more imperative than ever that education should rise to the challenges of today and enable students to realize their full potential as both learners and responsible citizens in the context of a diverse, multicultural changing world. Aware of the complexity of the issue, we formed a team for anErasmus+ project entitled Each Pupil is a Pigeon of Peace. The project brings together 5 schools from Poland, Turkey, Hungary and Romania with the following objectives:• To develop transversal and intercultural competencies against the backdrop of a real-life scenario in a webcomic entitled White Pigeon. It will follow the fly of an imaginary Syrian refugee called White Pigeon who has to travel across partner schools.• to awaken all participants to shared European values such as democracy, solidarity, tolerance and respect for difference by making them understand their own culture better and at the same time provide a new teaching tool to European schools.• to raise people’s awareness of the problem of the refugee crisis and how it should be handled by European citizens trying to find their identity in a changing world.• To enhance intercultural understanding and awareness of the interconnectedness of the world, citizenship education• To take advantage of the possibilities of Web 2.0 tools five different disciplines in the process,• To improve of the participants’ linguistic skills in English.During the prohect as a methodology, learning by doing approach was emphasised by thedevelopment of motivation, creativity and imagination as the means of discovering knowledge.The results of the project can be translated into a full school year course with detailed lesson plans,activities and tests to measure the tangible effects of learning.

"As of the beginning of 2020, we are living in historical days when societies took a serious test in their preparation for digital transformation. This event, which has written its name as the ""Coronavirus Outbreak"" in the history of the world, has fallen into our agenda as a global issue that opens not only the place of tourism and health services in our lives, but also the past and future of education systems.When we look at the studies and plans of the countries (eg Singapore, Finland, Norway, Japan, etc.) that have established the education system in the millennium age and are global pioneers, we can see a common point when we look at the existing structures of the underdeveloped countries: “The education should be provided by the educator (teacher). . ” We cannot see any education system trying to push teachers out of the system. We see that there is a lot of discussion about this, but each time the teacher maintains his position for human-centered education.So where do the debates in this direction lead? Or what is the difference between pioneering societies and lagging societies in education?Answer: ""The tools and methods used."" Yes, the most basic requirement of being a pioneer in education is the development, change and adaptation of the tools and methods used in accordance with the age. While technology changes industries and our daily lives, it is the common opinion of all pioneers working in this field that it makes no sense to provide education in the old ways. In this context, the main target group of our project is the participating school teachers who will directly participate in the project activities. Participants will carry out learning and teaching activities in the form of the exchange of good practices in the project activities, which will be planned both virtually and face to face throughout the project. Project participants will receive local and international training and practice in areas such as web tools, programming, coding, virtual reality. These activities will improve participants' skills to use educational technologies competently. Professional skills of the trainers who have the ability to use technology competently will increase. In recent years, the problem of keeping up with technology or staying behind in terms of technological competence is seen in people who are teaching profession. Today's students, especially the age group called generation z, come from birth by virtue of technology. This generation is a generation that easily adapts technological developments and perceives technology easily. For this reason, the trainers who will take part in the education of this generation need to have good skills in using the tools and equipment they will use while training them. For this reason, the participating teachers of our project will have digital competencies to avoid a technological gap with the young audience they are responsible for their training. The acquisition of digital competence by the project participants will not only aim to enable teachers and students to use technology at a similar level in education. Due to the Covid 19 outbreak, face-to-face education has not been carried out. In this case, the importance of distance education increases. Programs, applications, virtual reality applications to be used in distance education with project activities will increase the quality of distance education. Project activities will focus on using web 2 technologies, robotic coding, distance education tools and its implementation, virtual and artificial reality. 4 teachers or administrative staff from each project school will join the project activities directly and students are not planned to take part in cross country project activities due to covid 19 outbreak. In Ltt activities participants are going to attend seminars, workshops,conferences. As well as teachers working in the project schools are the main target groups, neighboring schools and educational institutions like universities, parents and companies are also included in the project target audience. Since the partner schools have different areas of expertise when considering digitalization, the project's involvement in transnational activities will create an important opportunity for the exchange of good practices. In addition, transnational project activities will enable wider audiences to benefit from the project results by globalizing the project.Our project will adapt the developing technologies of the age to the field of education and will enable the participants to train more efficiently. In addition, the main goal of our project is to ensure that training activities are carried out efficiently in conditions where face-to-face training is not possible. For this reason, we anticipate that supporting our project will be beneficial and add value to education so that training activities can be carried out in the most efficient way under all conditions"