"The context of the project:The technological developments in the 21st century have sparked a great deal of transformation in education. Especially, technologically equipped classrooms with smart boards enable all students to benefit from e-contents much more efficiently and effectively. Students' devices such as tablets, computers, laptops, smartphones, and e-readers also make them learn and practice the subjects again and again with the help of using them anytime and anywhere. So, the advantages of technological devices make learning more accessible and practical for students. The biggest advantage of Blended Learning Approach is that it offers the opportunity to use both digital technologies and face-to-face communication tools in the teaching process simultaneously. While students and teachers come together physically in traditional education; they can make use of various tests, subject reviews, exercises on the internet, apart from the classroom environment. Thus, a multi-faceted experience emerges from the combination of these two approaches.The motivation for the creation of this project was primarily the need for online education tools and applications integrated into English language teaching. In response to this need, it was decided that ""Blended Learning Approach"", which combines face-to-face education with online teaching tools, would be the most useful and most appropriate method for this project. The advantages of the devices with ease of transport and internet connection in reinforcing the subjects make mobile learning and face-to-face training complement each other. Thus, compared to traditional learning approaches, blended learning provides a learning model with superior features. The objectives of the project:After the impact of Covid-19, e-learning and technological devices have become more and more important in the education sector. So, today's newest and most popular approach is to combine traditional education methods with technology-supported materials or blended learning models. In this context, we want to take advantage of an effective blended learning model in our partner institutions for the objectives listed below:1.to plan blended lessons2.to manage distance education environments (Moodle)3.to make the lessons interesting and keep students motivated4.to monitor and evaluate learning6.to increase the knowledge/skills of teachers regarding digital education7.to integrate mobile devices into the lesson8.to use technology more effectively and safely9.to ensure the continuation of learning outside the classroom10.to exchange ideas while cooperating with European colleaguesThe number/profile of participants:“Blended Learning in English Language Teaching” brings 5 partners from Italy, Portugal, Spain, Turkey, and England forming a transnational cooperation partnership for the purpose of implementing the ""Blended Learning Approach"" in teaching English as a second language. Each partner school was chosen according to the importance they attach to teaching English and digital education. Their experience in eTwinning and Erasmus+ projects is also a priority for this project. The other institutions (Universidade Lusofona - Eurospeak Language Schools Ltd) have multi-competent teams with important experiences in the field of secondary school education, as well as teacher training, ICT and digital learning methodologies and tools.Each school will send 3 teachers to the joint-staff training events. These people are going to enhance their skills/competencies in digital platforms. The institutions, Universidade Lusofona and Eurospeak Language Schools Ltd. will assign 3 lecturers to give the seminars and courses related to the project content in these training events. So, teachers will learn how to make use of digital materials in their lessons during the process of the project. For the other LTTs (exchanges of groups of pupils), the partner schools will assign 5 students and 2 teachers to attend the transnational activities. Students are expected to improve their language skills through the online learning platform site: ""Moodle"". Partner institutions will also organize 3 face-to-face transnational project meetings to discuss the general issues of the project. They will send 3 persons for these events.Impact-long term benefits:Following the completion of the project, the partner schools will go on using Blended Learning Program in their ELT courses.They also plan to use the created methodological materials both on the ""Moodle"" platform and the project website to make them accessible to the visitors who want to learn and practice English on digital platforms.As ""Moodle"" is the most important and vital part of this project, all e-learning contents including audio-visual lessons, exercises, tests, revisions will be shared on this platform. The program will be created to meet the needs of each participating country, and the content of the site can be enriched by the partners"

CONTEXT Our project ‘’Save the Nature Save your Life’ is being carried out since the beginning of 2020 on eTtwinning . The goal of our project is developing works that were carried out on eTwinning, carrying out them internationally and making them reach more people. Our project aims to contribute to prevent climate change process by educational activities and create awareness about this issue. Our project is a five partner project including Turkish, Spanish and Romanian, Nederland schools under the coordinatorship of Italy. Common activities which will occur with the participation of four students between the age of 13-18 and two teachers from each school have been planned. Two female, two male students and one female, one male teacher will participate in each mobility due to gender equality. HORIZONTAL OBJECTIVE Sustainable investment, education and training, quality and efficiency of youth systems: We aim to help students gain confidence in the process of performing activities with their peers of the host institution; improve their teamwork and foreign language skills; improve their awareness about climate change, critical thinking and problem solving skills in the activities requiring hand skills and make them gain an artistic viewpoint .Environmental and climate goals : We aim sustainable permanent awareness and behavioral change about the climate change for our students.SCHOOL EDUCATION New innovative curricula/educational methods/development of training courses: Our teachers will improve themselves in matters of foreign language skills, entrepreneurship and professional sufficiencies. At the same time, our teachers will gain overseas experience and improve themselves in fields of personal growth and professional growth. Each teacher will reflect learning outcomes of their own branch about climate change on the curriculum. The completed works will be shared at the project website and the school website. CONTEXT AND BACKGROUND We planned our project works under six main themes. These are environmental pollution, industrial wastes, water saving,organic agriculture, other living beings and healty nutrition& illnesses caused by warming. Each partner has a duty on which they are strong. One of the aim of the project is observing environmental policies of different countries about each theme and pointing out their own strong and weak aspects of the countries and developing by supporting more qualified institution to less qualified one and contributing lots of students in the host country in the activities.EXPECTED RESULTS 1- % 88 of the students think that waste materials can be used in making products, the aim is increasing this percentage to % 95 in a two year process and to %100 in the long run. 2- %62 of the students think that climate change can be prevented by activities, the aim is increasing this percentage to % 80 in a two year process and to %100 in the long run. 3- %41of the students say that they participate in environmental activities, the aim is increasing this percentage to %100. 4- %54 of the students think schools provides enough information about climate change, the aim is increasing this percentage to %100. 5- Preventing unnecessary energy consumption in our institutions and at our students’ houses and disseminating this awareness. 6- Using recycling materials and creating awareness on it. 7- Creating the living spaces for the other living being, teaching how to do them and disseminating it.8- Improving and disseminating the works in our previous E-twinning project. 9- Creating awareness about reasons of climate change. 10- Creating awareness about the damages which the industrial wastes bring to nature and the preventations that need to be taken about this topic. 11- Making students calculate their annual carbon footprints with carbon footprint activity, reducing carbon footprints and creating awareness on it. AFFECT AND LONG TERM RESULTS: 1- Climate change has been defined as a priority of EU Development Strategy by EU and the comission’s suggestion about climate change in strategy.(i) To reduce greenhouse gas emissions,mitigation and adoptation of global warming and climate change effects and to ensure that global warming is kept under 2 ° C, One of the concrete aims of our project is providing long-term effects to achieve this goal. 2- Leaving permanent effects on individuals about air quality, water quality, waste management, nature protection, control of industrial pollution and risk management, chemicals and climate change topics which appears in EU Integrated Environmental Cohesion Strategy Plan (UÇES) (2007-2023). 3- Making participants reduce by %20 of carbon footprint use in their domestic and individual uses in the long run. 4- Making students gain awareness about clean energy and zero waste. 5- Making students stay away from packaged food and make a habit out of healthy life. 6- Creating awareness and skill to use technology for the right purpose.

"<< Background >>Our project is called Global-Digital Literacy Opposing Big Errors, or GLOBE.This project can be regarded as the second step of an Erasmus project named ""the world is bigger than what you see on the screen"", WOBIGREEN, which was coordinated by Spanish partner. During this project, Spanish and Turkish schools worked together to make students develop a habit of taking a second look on an event or a news they come across on TV, internet or other communication tools. With the breakout of the Covid-19 pandemics, destructive and harmful effects of the disinformation have spread as fast the pandemic itself worldwide. So, we wanted to work on disinformation and make students and people be more aware of the possible dangers of the disinformation with different activities which will lead them to be more interrogative and have more developed critical thinking skills. And also, teachers and students have been forced to have online lessons due to the lockdowns in our different countries. They had many difficulties adapting themselves into this situation as most of them had never used before. Most important problem they have had is plannning an online lesson, creating interactive activities and following students' progress. And we believe that main source of this problem is the lack of digital competencies so as the project partners we have planned activities that will help teachers develop their digital skills.According to the European Comission, “Media literacy, our capacity to access, have a critical understanding of, and interact with the media has never been as important as in today's society. It enables citizens of all ages to navigate the modern news environment and take informed decisions.” We consider this as an extremely important issue for our students nowadays.The rise of disinformation and fake news in recent years, and particularly during the pandemic, has made us consider the need for greater media and digital literacy of our citizens, along with the European Commission’s policy. We pretend to create a toolkit and a manual for teachers for fact-checking resources, academic research and media literacy. Digital resilience helps individuals recognise and manage the risks they come across when they socialise, explore or work online.This is specially important when we are talking about teenagers who, due to their unique conditions, make themselves put in a high risk of being deceived, or even put in physical danger if they fall in the traps of dissinformation and fake news. Media literacy is achieved primarily through experience, rather than learning and it is fostered by opportunities to confide in trusted others and later reflect upon online challenges, that is why we want to create a set of tools and practical environments where students can learn to tell the difference between information and manipulation.Besides, Internet and the social media have become the main communication means for most of the citizens in developed countries, so the mastering of their language and know how to use them has become vital for getting around in the world, socialize or finding a job.We believe the schools must provide child protection strategies that recognise peer on peer abuse or concerns which can take place online, linked to and a part of other policies, such as safeguarding and child protection, learners’ behaviour (including anti-bullying), staff code of conduct. We want to make our students able to recognise ‘victim blaming’ language and recognise that children and teenagers are never responsible for the harm which they may experience, especially given the online context nature of social media technology.<< Objectives >>Our main aim is to create tools so that students can develop their media literacy, and so become critical thinking citizens able not to be deceived by dissinformation and fake news.Besides, our project will also takle:To support social inclusion: The social and financial disadvantaged students will be given priority to be chosen for the Project mobilities and activities.Supporting girls and gender equality: Although women account for more than half of the European population, only 1 in 6 ICT specialists in the EU is a woman so, girls should be given priority to be chosen for the activities, especially the ones on digital development.Develop teachers’s digital competency, distance learning skills, help schools develop digital solutions. Support digital transformation plans and digital pedagogy: We will organize face-to-face and online workshops on web 2.0 tools, virtual reality, augmented reality etc that will help teachers create their own lesson plans and materials and also develop their e-teaching skills. We will have seminars from expers of digital pedagogyWe will get benefit SELFIE (https://schools-go-digital.jrc.ec.europa.eu/about)We will work on creating opportunities for students to develop their digital skills and make them produce ICT materials rather than consume, so we will organize ICT workshops (lego V3, scratch, ardunio, ….) To support sustainability: we will have virtual mobility to share ideas, activities and good practices how to make our activities more sustainable.Supporting disadvantaged studentsFor our mobilities, we plan to use ""green"" transport as far as it is possible, that is why we have chosen the ""most central"" countries in the project map, so distancies will be lower.We will also work on deeveloping an awareness of green business skillsWe plan to develop high quality products (toolkit/manual/web) and intellectual outputsOur products will be reusable and sustainable.Thanks to the previous study and research for good practices, we will focus on more concrete needs and will use the most innnovative ideasVirtual collaboration is being vital and will be the base of our work, and we will have blended traniningWe plan to use euroean youth portal (https://europa.eu/youth/home_tr) and (https://europa.eu/youth/strategy_en)All the work has been planned after a detailed needs analysisWe will foster the use of digital tools of all students and teachers in our schools and we will ensure we make all project activities accessible and that all participants take part in intellectual outputs. Project results should be useable for all partners and communities.We will use https://www.oercommons.org/ in order to access free resources.We will have online and in-situ multiplier eventsEven though our teachers have to use some digital sources and technological tools in their lessons and especially online classes, they have difficulty choosing the best tool and deciding how to integrate these tools into their lessons. And also, they don’t have much capabilities to create their own materials. So the non-governmental organizations can support us with trainings and workshops on how to integrate online tools into their lessons, creating digital content for their own lessons and using digital tools to assess students’ performance, and following students’ progress.<< Implementation >>-first group of activities will be conducted under etwinning project, they aim to develop teachers and students’ digital capacity. These activities will spread through 2 years and we will have one or two activities, seminars, workshops to develop digital capacity. -production of product results: a toolkit for students to learn Media Literacy and learn how to fight against dissinformation and fake news at their schools, a manual for teachers in order to learn how to implement this toolkit, all of it in a Moodle platform embebed in a webpage with free acces for all the educational community.1)The topics we want to focus on;•awareness through hashtags; building a fact-check habit•rumour breakdown; tracking fake news; social media and perfectionism •social media and syndromes (for example duck syndrome, ugly duck syndrome)•activities to develop students and teachers' digital proficiency•activities on how to ask better questions•school’s digital development; simulation of online teaching:•innovative teaching practices; designing educational tools; e-learning.Spanish school will probably have a TV studio where to develop oratory skills, research, creation of contents and video edition.We will regard social media as a whole but we can work on its effect on different fields.And also, tv radio Graphic Design can be covered in the Topic of social media and job opportunitiesWe will ensure cooperation with other institutions (educational authorities who will provide support as hosts during mobilities, local universities that will help dissemination of toolkit/manual and website in their education schools)Our activities will also focus on an increased sense of initiative and entrepreneurship;• increased competence in foreign languages;• increased level of digital competence;• greater understanding and responsiveness to all kinds of diversity, e.g. social, ethnic, linguistic, gender and cultural diversity as well as diverse abilities;• improved levels of skills for employability and new business creation (including social entrepreneurship);• more active participation in society;• more positive attitude towards the European project and the EU values;• better understanding and recognition of skills and qualifications in Europe and beyond;• improved competences, linked to occupational profiles (teaching, training, youth work, sport coaching, etc.);• better understanding of practices, policies and systems in education, training, youth and sport acrosscountries;• better understanding of interconnections between formal, non-formal education, vocational training, other forms of learning and labour market respectively;• increased opportunities for professional development;• increased motivation and satisfaction in daily work;• increased practice of sport and physical activity.Addressing digital transformation through development of digital readiness, resilience and capacity: The project will support digital transformation plans of secondary, vocational education and training institutions. Priority will be given to increase the capacity and readiness of our schools to manage an effective shift towards digital education. The project will support the use of digital technologies in teaching-learning activities. This includes the development of digital pedagogy and expertise in the use of digital tools for teachers.<< Results >>Expected final products toolkit/manual and website."