"<< Background >>With the expansion of economies into a global marketplace, education has critical importance as a primary factor in allowing young adults to enter the workforce and advance economically, as well as to share in the social, health, and other benefits associated with education and productive careers. Technology has been improving so rapidly that it is of great significance for students to adapt to these constant changes in technology. Individual competencies in STEM subjects are getting more important for the occupations of the future which are based on high technology. Therefore, innovative approaches are required in education. The era of the fast moving technology needs to be brought in the classroom, and more teachers need to be aware of the patterns that these students need, in order to capture their attention and make them acquire skills and competences. The critical thinking and creativity can be learnt by the students in order for them to be ready to cope with the challenges of the society. Due to Covid-19 we witnessed the largest disruption to education in Europe's recent history and the percentage of early school leavers and low educated population is drastically increasings again. Before pandemy a grouping of EU member states reached the goal of reducing ESL to 10%. The results in the PISA tests show that students need different models than the textbooks they use in school. Within this scenario the project's partners had identify 3 main needs: Support learners at risk dropout with new educational contents; To enhance the participation to educational initiatives of groups at risk of exclusion by developing educational contents and approaches based on the universal language of Multimedia, that are often one of the only interest of students; To find new ways for teachers of motivating students using the tools that students use everyday.<< Objectives >>With the project we would introduce a new and innovative approach for the teachers in STEM and Gamification education to follow and use as additional teaching material. STEM&GAMES will support school teachers in the use of alternative pedagogies with students at risk of ESL taking into consideration alternative pedagogical approaches: in the last decennia, a growing need for evidence on the value of STEM and game-based learning has emerged. STEM and classroom games provide a variety of ways to impart knowledge through creative, interactive and interesting activities; they can either help teach students a specific subject or help develop important skills essential to life and learning like teamwork and critical thinking, building systems thinking, design thinking, communication, creativity, and innovation. The application of these new features in local environments will allow a continued and concerted action that is expected to produce a change in attitudes and behaviors toward school. STEM&GAMES encompasses the chance for teachers to incorporate STEM and Gamification as the base for class management, implying an effort to learn and master both the theoretical aspects of the framework and, on a more practical level, the use of gamified software for our everyday practice. It will so delivery into innovative methodologies and develope accompanying tools to put these ideas into practice, aiming at improving not onlysubject-specific achievement levels but also transversal skills in secondary education.<< Implementation >>During the lifetime of the project there will be:1) Three transnational meetings at project partners level (Kick - off meeting – Croatia; Mid-project cycle meeting – Germany; Final meeting – Spain);2) Two LTTAs about ESL and Game based learning (one in Spain and one in Italy);3) Analysis of the state of art about gamification in the participating countries;4) Extracurricular activities about STEM and Gamification;5) Six (one per country) Multiplier Events;6) Evaluation and validation of the contents;7) Dissemination and exploitation activities.All the above activities contribute to the realization of the IOs of the STEM&GAME project (Guide and APP).<< Results >>The most important outcomes produced so far are:1) ""STEM and Gaming Aims Meaning Educational Success"". - A practical and innovative guide in all languages of the member countries of the project plus English;2) The STEM&GAMES APP created as a motivational tool to help children start their early journey into multiliteracy;3) Two Staff Training Events (one in Italy and one in Spain) about Game based learning and unplugged activities/Games and tools for learning programming, on using educational strategies of gamification in order to foster creativity, logical thinking, and problem-solving skills.Some of the non-tangible results: 1. Building individual strengths and talents;2. Pupils will feel respected and feel that their individual strengths, abilities and specific needs are recognized;3. Young people at risk of ESL will have easy access to different learning opportunities and targeted support;4. Spread of the need for innovative technology in classroom;5. Development of open-mindedness in educational practice;6. Fostering critical thinking in problem solving situations;7. Learning process more motivational and attractive to meet students’ needs and expectations;8. A better students' success in school and motivation to complete their compulsory education."

"CONTEXTThe current technological era in which our adolescents were born has provided them with the necessary tools and knowledge that are needed in the current general profile of the graduate. Students in general have a passion for films and, as such, we believed that they will take a keen interest in the topic. Another need identified in our schools is for students to become more involved in the life of their communities. At the beginning of the project, few students in our schools were active in the field of volunteering. The 5 partners in the project were schools from RO, PL, IT, LT, TR. It addressed a target group of students aged 15-18 and teachers English, ICT, Humanities and a variety of other subjects. Through the activities developed, the project reached 3 essential dimensions - cultural, educational and professional.OBJECTIVESTherefore, our aim was to improve digital competences and language skills through movie-making, with a keen eye on social issues, highlighting differences and similarities and putting emphasis on fundamental values. The objectives of the project were: To enhance practical skills related to film-making; - To develop creativity and critical thinking skills; - To develop communication and interpersonal skills; - To determine students to actively approach social issues; - To recognise different cultural marks and analyse similarities and differences; - To improve level of English and acquire basic level of other languages.ACTIVITIESWe organised two TMS and 4 exchanges of groups of pupils:1. TM1 – Bacău, Romania (November 2016)2. TM2 – Istanbul, Turkey (May 2018)3. LTTA1 – Tychy, Poland (6-10 February 2017)4. LTTA2 – Vasto, Italy (8-12 May 2017)5. LTTA3 – Kaunas, Lithuania (9-13 October 2017)6. LTTA4 – Bacău, Romania (12-16 March 2018)All the exchanges were interconnected and the work on the project was performed even in-between the 4 planned exchanges, as students had to apply what they learned in the workshops during LTTAs in order to create new or improved films tackling social issues.Each LTTA had a clear topic and purpose:LTTA1 - The purpose was to address the problem of national social issues and to learn about the initial stages of film production, mainly script writing. After LTTA1, participants organised workshops with their peers and taught them about script writing. They then had to prepare scripts and films for LTTA2.LTTA2 - The purpose was to evaluate storylines that address the problem of local social issue and to improve student’s film-making skills. During LTTA2, students worked in multicultural teams and made short films based on the scripts brought by each partner team. After LTTA2, students had to work with the future participants and improve the films made in Italy. They also had to make a new film on a social issue.LTTA3 - The purpose was to present the improved films of the second meeting emphasizing the main film edition aspects. Participants learned about elements of editing, editing applications and learned to identify problems of films which are not edited properly. After LTTA3, students in each country made a film on the topic Gender discrimination, in order to see the different approaches to the same topic, now having gained knowledge of film editing as well.LTTA4 - The purpose of LTTA4 was to offer students the opportunity to get together in order to present and evaluate each other’s work – the films on Gender discrimination – and to collaborate in the creation of the final product – a film entitled “Europe Unites Us"".PARTICIPANTSDirect participants - 76 students (aged 15-18 from general secondary education, state and private schools), 25 of whom come from challenged social and economic backgrounds and 36 teachers (English, ICT, Languages, Geography, History, Maths, Social Sciences/Humanities) attended the LTTAs;- Indirect participants: over 1500 students and 200 teachers from the partner schools.RESULTSAs apparent in the student observation sheets, 80% of students had a good level of involvement, improved their sense of initiative and communication skills. 89% improved team work skills and almost the same percentage improved interpersonal skills. 84% developed presentation skills and 71% became better problem solvers.As resulting from the self-assessment forms, the following percentages of students improved a series of skills:- Practical ICT and film-making skills 86%- Creativity and critical thinking 94%- Communication 98%- Interpersonal84%- English96%- Other languages 57%Tangible results: - over 20 films created by students before exchanges, 4 films created in multicultural groups, 1 film ""Europe Unites Us"", 15 scripts, 1 e-book, 1 website, 1 Twinspace, 1 Facebook page, 5 Erasmus+ corners, dissemination folders, management documents (reports, assessment forms, feedback forms, evaluation and monitoring plan, dissemination plan etc)The project will continue through the collaboration among our schools' film clubs."

"Our social project was written as a result of our Social Media Behaviours Analyze Questionnaire,which we needed to apply at our school.Our questionnaire was prepared and applied after observing our students being interested in their moblie phones,not only in their freetime like breaks but also during their lessons,which showed negative consequences like cyberbullying,negative self-image and body image,less time spent doing healthy,real-world activities,unawareness of effects of Social Media Platforms.After analyzing the questionnaire we evaluated the outcomes in our school.As a result we developed this project in order to experience and analyze social media behaviour similarities and differences between European country students and our students.With comparing the questionnaire results of all partner countries,we want to detect in which way European country students differ from ours according to usage and addicton of social media platforms.If the results of the questionnaires of any of our partner schools are lower than ours,we want to experience the reasons on the spot and transfer the better implementations.Also,we want our students,especially those with fewer opportunities, to experience European culture and life style and give them the opportunity to approach different cultures with tolerance.Students will form new friendships with different cultures and a different language and will suport the sustainability of the project and its outcomes.Especially students from disadvantaged groups will get the opportunity to widen their horizon and express themselves among foreign students.We will form bridges between cultures and lifestyles,with forming strong bonds with Europe.While representing their countries with self-confidence,all participants will gain a rich,cultural,equipped, unprejudiced and concious accumulation with increasing their quantity and quality.Internationalisation will become an important subject in the life of students. Teachers will have the possibility to observe what kind of solutions their colleagues produce to this problem.Turkey,Italy,Portugal,Slovenia,Lithuania and Latvia who met at eTwinning and Erasmus+ Partner Seach Platform are partners in this project.Each partner country school will choose 3 students for each mobility.These students will be chosen according to their interests in ICT and English and their level of social media usage and addiction.2 teachers will attend each mobility.- Each partner school's teachers will carry out our questionnaire which we carried out with our students before and the results and analyzes will be evaluated as a presentation and suggestions will be offered at each mobility.- In order to transfer the good practices,an ICT lesson activity will be prepared by each partner school.- At each partner school,a group of students will prepare a presentation about the decided topics TURKEY: Digital Security-Safe InternetLATVIA: Future's Technology ClassesSLOVENİA: Digital CommunicationITALY: Digital Commerce ( e-Commerce )LITHUANIA: Digital Rights and Responsibilities PORTUGAL: 3-D TechnologiesIn each mobility all participating students will be divided into groups and carry out and analyze a questionnaire,which will be prepared by each partner team about "" Social Media Usage of People on the Streets"" .Our methods will be Game Based Learning,Communicative Method,Colloboration,Motivation and Creativity,Visual-Audial Slide Shows,Student centered Group works,Research and Brain Storm.Partner schools of the project will get information about social network usage of the other schools and transfer the good practices to their own. Necessary precautions will be taken towards teenagers addicted to internet and social media.Partner schools will carry on their relationship even after the project. Our project will have a great impact on many students around Europe.As some of the students will come from disadvanteged groups,this project will be an opportunity for them to learn about European countries,cultures and lifestyles.All students will be able to practice their foreign language with their peers.This project will raise awareness among students at the same age in the field of Social Network Behaviours,Addiction,Usage and Cyberbullying.They will share and spread their experiences and wake up interest towards Erasmus+ projects. While working in a team,students will learn to socialise,express themselves,create opinions,speak in a foreign language and improve their self-confidence."