"The proposal is related to the utilization of cultural heritage in education, by integrating the strategy of gamification in the modern school. As technology influences and is influenced by culture, and in this context, dialogue between them is more relevant and imperative than ever. The integration of this strategy is dictated by both pedagogical and socio-economic reasons, which stem from the influence of science and technology in the modern world. The digitization of cultural heritage and its integration into various subjects in school should go with an integrated approach to cultural heritage that, instead of isolating it from everyday life, encourages interaction between it and civil society.The term Gamification refers to the use or integration of mechanisms or features of electronic games in activities that are not exclusively related to the game. The technique that initially appeared in the business world gradually made its appearance in education as well. It is a process that uses techniques and methods that we encounter in games in order to increase the participation and commitment of learning subjects towards the learning process that is evolving.According to research from the Massachusetts Institute of Technology entitled ""Moving learning games forward"" (Klopfer, Osterweil, & Salen, 2009) which examines the principles of gaming and how they can be applied in education, the dynamics of games in Education stems from their impact in three areas: cognitive, emotional and social. The elements that make up the concept of Gamification are the plot, the reward, the status, the community, and the challenge. Taking into account the need to create a balanced relationship between heritage and economic and technological development, and the need to implement awareness-raising, education and training activities of the school community, our project aims to contribute to the awareness of cultural heritage through modern strategies and tools that promote the digital skills of tomorrow's citizens. The project aims to bring together educators, members of organizations and young people in order to highlight a best practice that will be used in the field of education and to train participants in new methods and digital skills. It will take place transnationally, as partnerships can enable organizations to identify and collaborate with target groups, gain expertise and access to additional and complementary resources, and deliver high quality results.This proposal highlights the positive effects of heritage investment in many areas of development and public policy, including social cohesion and the information society (eg through the digitization of collections or gamification).The above will be achieved through the creation and dissemination of digital version and digital application for mobile phones and tablets with integrated cultural heritage sites (objects, sites, ancient theaters, virtual tours) and educational activities in the form of play. The application will be utilized through a pilot implementation in the school community in various subjects and in non-formal education.During the pilot implementation, there will be support for teachers and members of youth organizations in the methodology of utilization of cultural heritage in education through the gamification strategy. Participants will become familiar with the social content of learning and will act as multipliers in their schools and organizations.Project activities include: online cooperation, two short-term Learning Teaching Training Activities, and three multiplier events for the two intellectual products.The project will be the result of a partnership between NGOs, a University institution, Secondary schools and a private enterprise. In particular, the following will participate:• Department of Philology, Democritus University of Thrace, Komotini Greece• NGO I.CO.N (Inclusion in COmmuNity), Rhodes Greece (applicant organization)• School, Geniko Lykeio Iasmou, Rodopi, Greece• SME V.E.M. SRLs, Pellaro Calabria, Italy• Istituto Istruzione Superiore ""P. Mazzone"" school, Roccela, Calabria, Italy• NGO Associació Meraki Projectes de València, Valencia, Spain• IES El Sobradillo School, Sobradillo, Tenerife, Spain• NGO Edrase Chalki, GreeceThe target group is: a) about 60 teachers of Secondary Education from the participating schools who with voluntary participation will be trained and will pilot the tool / digital application that will promote the integration of cultural heritage in the teaching process through various subjects and strategy of gamification b) 60 young people, members of organizations."

"Our secundary school is the result of a fusion of two centres in 2012. Since then, the staff has emphasised the Europeanization of the centre as a priority aim, and therefore, its opening to Europe. Following this line of work, in 2015 we obtained an ERASMUS + KA1 project “We open doors to Europe: good practices and new methodologies as the future of our education” with which teachers received innovative training in the fields of digital skills, non-discrimination and inclusive education. During the 2016-2017 academic year we participated in a European project KA3: ATS2020 Assessment of Transversal Skills. An experimentation project, co-financed by the European Commission in which 17 partners from 11 EU countries participated, mostly educational administrations and ministries of education, as well as a set of 250 schools in 10 countries, including our centre. These needs and proposals also go along with the contact with schools in Italy and Germany with whom we began to consider this project. Finally, in 2017 we coordinated the current project with Karl von Frisch Gymnasium of Dusslingen as a partner.The objectives have been set with the intention of promoting and increasing the knowledge of our students about the most positive characteristics that the countries of the European Union can contribute to our individual and collective development. Coexistence was also a fundamental criterion, and we included the possibility that our students could experience this positive relationship in first person. Thus, the approach of an exchange ""school with school"" was born, involving a large group in this task. We firmly believe that collaborative work includes and enhances greater individual achievement, resulting in the effort that each student must take to make their work profitable. After the pre-selection of students of 1st BACH, we also decided to disseminate this beginning among the students of 4th ESO, that is, students between 15 and 17 years of age, considering that they could take more conscious advantage of all the advantages surrounding the project. An important aspect to favour the inclusion in the essence of the project is the ""awareness of openness"", facing challenges beyond our borders, offering the center an imprint of integration that consolidates our work.We gauged and assessed these attitudes in different conversations and previous meetings held with the interested applicants. During this first pre-selection we shared the activities together, and only 21 students were selected after several meetings and joint work. Thus, the previous activities carried out under the project, such as The celebration of the European Year of National Heritage, the Day of Europe 2018, the days on German culture and language, the visit to the Parliament of Galicia, the exhibition on Mauthausen ... also had their presence. In September 2018 we shared with our partners 10 days of work, visits, varied activities, of which the most significant moments were the visit to Dachau and the visit to the Strasbourg Parliament. The revised history through two very different points of view, which would mean the definitive experience for all. In addition, work in the classrooms of the partner centre, and visits to cultural spaces in Stuttgart, Heildelberg or München, completed our stay in German land.Having arrived at the halfway of the project, it was our turn to guide our partners in their visit to our hometown. In this way, our groundwork was distributed to the students who prepared an informative dossier with the visits and the planned activities. In Santiago, the Galician Parliament and the Cathedral polarized their stay, and visits to the Museums of Coruña and Lugo, broadened their cultural perspective regarding the future horizon of our community and the traces of our past. In our secondary school the impact was very important, considering we are a small school in a small town; and events like the Intercultural Games day or the local authorities reception of our german students meant very positive moments to the whole group. In order to contrast and analyze the consequences of this exchange, the final phase was carried out, and the observable effects that took place in the school centre are the direct result of this collaborative work: enriching the library with a European space section, setting up an informative wall dedicated to the exchange in the playground area, giving continuity to the project through teaching specific subjects with contents relating to Europe (in ESO and BACH), blog, web, ... These are facts that demonstrate that the marked objectives were 100% achieved. Moreover, they were enriched during the development of the project by means of the meetings held with the main agents: management, teaching staff, students and families. An idea that still remains strong in our school center."

In the 2018 International Computer and Information Literacy Study by European Union, it is set that digital competence constitutes an essential skill for participating in a technology-driven world. This also applies to students with disabilities/special needs. Learners with disabilities/special needs cannot participate in civic and social life in today's world without handling basic skills in ICT.Yet, schools and other non formal education organisations do not always support development of digital competences for learners with special needs, both youth and adults. The objective of the project is to exploit digital learning environments aiming to reinforce the development of ICT competences for learners with special needs/disabilities. The project aims to create a learning community where Universities, schools, teacher training centre and NGOs exchange good practices of teaching ICT to students and adults with special needs. The participating parties aim to provide training for educators and enhance the availability of good quality learning tools and resources. This will be done under the pedagogical guidance of the University of La Laguna and the University of Lisbon.More specifically, the project has four objectives: a) short term staff training events during six LTTAsb) pilot studies of educational material and learning scenarios for Special Education at partners c) ICTeam Toolkit (Intellectual Output) for educators in formal and non formal education d) websiteThe project is initiated by Fyllingsdale High School in Bergen, Norway. The partners are Universities, Secondary Schools, a public teacher training centre and NGOs with educational background as follows:Norway1.NGO Mentee, BergenSpain2.University of La Laguna, EDULLAB Research Group, La Laguna3.Secondary School IES El Sobradillo, Sobradillo4.CEP La Laguna public teacher training centre, La LagunaPortugal5.University of Lisbon, Instituto de Educação, Lisbon6.Secondary School Agrupamento de Escolas de São João da Talha, LisbonGreece7.Secondary School of Gennadi, Rodos8.Secondary School of Zipari, Kos9.NGO ICON Greece, Rodos The project takes into account five key propositions for the use of ICTs in education, as identified in United Nations Convention on the Rights of Persons with Disabilities. The six LTTAs that will lead to the design of Intellectual Output ICTeam Toolkit include the following modules1.ICT and SEN2.Assistive Technologies for SEN3.Social approach to ICT for SEN 4.Inclusive ICT for SEN5.Training of staff for specialist ICT6.Toolkit and Website There are also six Multipliers events, related to modules of LTTAs and modules of Intellectual Output ICTeam Toolkit. The transnational value of the project lays on the fact that special education is organized differently for SEN learners, both students and adults. There are cultural differences and differences between schools and non formal education actors. It is essential to take into account the needs and wishes of the learners and their parents. Some schools have auxiliary teachers in the classroom, while others choose to divide into groups. In special education you can advantageously use different aids and special programs. Non formal education organisations usually offer to students complimentary services outside formal education; they also offer adult training. In a project like this, participants will learn and exchange different teaching practices, teaching materials, ways of organizing, collaborative ways and establishing new good suggestions for special education.The partnership of the project fosters cross sectoral and cross cultural collaboration to consolidate insights from formal and non formal education. Universities will implement the training course, will have the pedagogical guidance of the project and will be responsible for Intellectual Output. Schools will suggest and apply pedagogical practices to reinforce ICT skills for students with Special Needs. NGOs will contribute experiences from informal and non formal educational activities and will work with families of students to enrich social aspect of learning in Special Education.The results expected during the project and on its completion is a strengthened capacity of the participating organisations to provide more attractive education programmes for learners with disabilities/special needs. We hope for a more modern and committed school environment where one is ready to integrate good ICT practice and methods for Special needs education into daily activities, and a reinforced responsibility to the challenges of democratic values and fundamental rights, social inclusion, non-discrimination and active citizenship. Learners with disabilities/special needs participate in learning activities that results in basic skills in ICT and thus have an increased opportunity for those of disadvantages.

The project partners considered the four main strategic objectives for the ET 2020 framework and in particular its strategic objectives of improving the quality and efficiency of education and training and that all citizens need to be able to acquire key competencies and all levels of education and training. We believed that schools have a duty in advancing the level of education for their learners and facilitating Tablet Enhanced Classrooms can be a key tool to improving staff and learners skills, increasing their competitiveness in a hostile economical climate. The World Wide Web went through a significant transition (C.2010) in which the emphasis shifted from an audience of predominantly passive receivers to a far more participatory experience that emphasised content creation, collaboration, expressive communication and greater levels of interaction. The Tablet Enhanced Classrooms project was originally a 2 year project which became a 3 year project due to the extension granted due to Covid-19. The project aspired to bring about similar transformational changes in classrooms by exploiting the full potential of tablet computing (Ipads), reflecting the same maturing understanding of this key technology. It too set out to enable and empower its audiences, teachers and pupils, to engage in a greater degree of content creation, collaboration, expressive communication and greater levels of interaction, all within learning and teaching contexts. It is known as TEC 2.0. The project primarily aimed to: *providing an opportunity to jointly work with staff and pupils in developing new methods for developing key lifelong skills and develop intercultural understanding and language learningThe partners, from the UK (Coordinator), Italy, Iceland, UK Spain and Sweden and Spain had a shared interest and geographically the partnership covers a wide European area, providing a European added value to the project which envisaged cross-country collaboration between countries that work within a varied socio-cultural context. The main objectives of our projects were: 1. to facilitate participation in interactive European learning sessions to develop skills and competencies using ICT 2. to develop a collection containing the materials developed throughout the life of the project 3. to develop language and cultural understanding 4. to reflect and identify best practice to share with participating partners and the wider community during and after the project life 5. to develop a common website/blog where learners form each organisation can communicate and build a strong relationship based on sharing, this will improve learners confidence and also their communication skills which in turn will improve a number of skills and competencies both personally and professionally. The partner engaged in a shared collaborative approach when delivering the planned project activities, objectives and results. The project saw approximately 150 staff and pupils engaged in 5 mobilities, 2 physical mobilities in the UK, Sweden and 2 virtually mobilities that replaced a physical mobility in Spain cancelled due to Covid-19. The project included a physical project management meeting in Iceland at the very beginning of the project and 2 virtual meetings which allowed staff to monitor the progress of the project and look at ways in which the project could be delivered despite the impact of Covid-19 on both the project and the schools.The project impacted at various levels from staff to pupils and it has improved the skills of those engaged in teaching and learning in education, which we hope will provide scope for changes directly into the wider community. Specifically, we feel that the project has * Provided a better understanding of learning and teaching contexts enhanced by the use of tablets * Provided direct access to relevant training tools framed within a European context * Improved teaching and learning which supports engagement and attainment levels * Increased knowledge & understanding of sustainability issues, the global dimension and ability to conceive and implement new teaching methods The benefits the project has brought are invaluable and long lasting. The project has allowed changed to the way in which schools plan for tablet enhanced classroom, this in the long term will transform education in the partner countries as well as the in the school settings of those who will benefit from the materials which will remain available to the public beyond the term of the project.

"The project focuses on education and social inclusion of refugees and immigrants. The main objective is to exchange good practices as to how we solve both pedagogical challenges as well as challenges in terms of social inclusion for minority students. As a second motive, we want to focus on how ICT can be used to facilitate better learning and social inclusion for minority students. Finally, the project will give participating students intercultural competence and further improve their English skills. All four participating schools have experience in teaching immigrants and refugees. Our project partners all participated in Erasmus plus KA229 ""School Walls"", a project exploring inspirational learning environments. During our work in this project it became clear that we had a lot to learn from each other in the way we welcome and teach minority students. Over a period of 20 months, one visit to every participant will be organized. With our four particpating schools, this will yield a total of four transnational meetings. These meetings will involve three teachers and three pupils from every school as well as 10 pupils from the school that hosts the visit. In the transnational meetings the host school will organize lessons and activities for the pupils that highlight and demonstrate how the host school works with education and social inclusion of minority students. Teachers from the visiting schools will observe and interact with the students, but also discuss practises in meetings parallell with the students' lessons. Excursions and other activities that will promote cultural exchange will also be organized by the host school.We will conduct in-depth interviews with the students that participate in the project. Participating teachers will also be asked to write a short entry in which they reflect on what they have learnt from the project. A digital guide with best practices will be the final product of this project. This guide will be easy to use for all teachers and schools and we will make sure that it is widely circulated through E-twinning and other media. The guide will be discussed and changes to existing practises will be implemented according to the results of the project at all the participating schools."