<< Background >>Technological devices have been replaced by traditional teaching methods in the 21st century. Mainly, as all partners, we discussed on Skype and conducted an online survey for educators. The result was 86% that we all need to improve and reshape our teaching practices related to the innovative implementation and competence of the Flipped classroom model and Web2.0 technology. Flipped classroom method is an alternative way implemented with technological tools. In particular, all our partners also need to acquire key competences to enhance their digital skills/digital readiness and reshape their teaching implementations due to they faced challenges to maintain education during Pandemic term. We need to go beyond traditional way of teaching and learning. In this approach, teachers and students work together in a collaborative way. Traditional teaching methods do not meet the needs of students. Students are more involved with innovative technological materials in this century and they are digital natives. Thus, teachers need to give students the opportunity to motivate them to learn effectively inside and outside the classroom. They need more time to spare for implementation and let students study with pre-recorded videos or lessons at home. Therefore, they are prepared to engage in activities and the teacher will have more time to solve problems and implement them. Students will have the opportunity to improve their abilities to analyze, evaluate, assess, and understand. That is, in order to learn effectively, they will discover their learning strategies and achieve academic success. This will therefore enhance the 4Cs abilities of both teachers and students such as creavity, communication, collaboration and critical thinking. We aim to allow the participants to track new and innovative implementations in the teaching and learning process. Through our LTTAs we strongly believe that all partner countries will compensate their needs by working collaboratively. Exchanging good samples will give all partners opportunity to reshape their teaching/learning process at international level. Besides, with acquired key competences, innovative approaches, thus teachers will raise more qualified students for future employment. Students will meet various implementations and get motivated to learn this will reflect to their academic success. In addition, we will acquire an European vision through cross-cultural integration and our organization will gain European value. Participants will improve their language and interact with a variety of languages and cultures.Involved participants are secondary level teachers, students age 14-17, university staff and trainers. Target group of the project is secondary level teachers, students age 14-17, university staff, students, NGOs, decison makers, Ministry of Education, parents and local community who deals with education. Coordinator is Poland, partners are Germany NGO, Latvia, Turkey/Mersin, Greece University, Turkey/Antalya.<< Objectives >>We would like to achieve;* Gaining skills of the 21st century and 4C abilities such as cooperation, communication, creativity and critical thinking;* More positive learning/teaching atmosphere in and out of the classroom through digital tools;* Integrating technology and gaining innovative innovations into the lessons;*learning how to use Jing, Toondoo, Padlet, Google Classroom, Classroomscreen, Pixton, Wordle, Prezi, Popplet, Kahoot, Toontastic, Voki, Quizz, Quizlet, Mindmap, Cram, Padlet, Powtoon, Storybird, Animoto, GoAnimate, Mystery Science, Discovery Education (for science lessons), Sterra (for geography lesson), Moosiko (for music lesson), Nearpod (for reading activities in real-life context)-CK12-BrainPOP (for students discovering, creating deepen understanding related to the topic), Albert and MobyMax tools, Moby 's Interactive Lessons and Quick Question modules.* Learning how to create modules for each lesson,* Tactics for implementing new approaches in teaching/learning;* Active and desirable learners with creative teaching materials for learning;* Saving more time for implementation and problem solving activities with the Flipped classroom model;* Give students the opportunity to learn both inside and outside the classroom;* Reshaping and enriching teachers'/students' habits with digital literacy,* Support teaching/learning process with our production result mobile application and e curriculum, e-guidebook and pre-recorded lesson videos, digital tools, e-games, tests, educational materials;* to open new horizons for the teaching and learning process;* to acquire abilities for lifelong learning;*to hand over dissemination materials with EU logo (agenda, bags, tshirts, mugs), leaflets and broschures (100) from each country,* enhancing students creativity and problem solving skills,*creating various educational materials to integrate our curricula,*increasing academic success and students' motivation to learn;* meeting the European objectives for improving digital literacy for long-term learning;* rising participants' digital skills and readiness %60;* Gaining value and developing enriched curriculum institutions for our organizations;* Get through almost 2000 people to make awareness to our project and European founded projects;Therefore, we will add innovative educational methods to all partners' curriculum.<< Implementation >>-Kick off meeting (TPM) in Applicant Partner in Poland-Etwinning social clubs and project groups for school partners-The project website platform-The community for Science Education Platform (scientix eu)-C 1 Germany NGO will arrange LTT for staff training events and get support from their proffesional Staff, strenghten technological, scientific and management capabilities EU in the field of ''Flipped Classroom Model and Web 2.0 technology'' (All partner countries)-C 2 Greece (University) will arrange LTT for staff training in Greece-C 3 Poland will arrange LTT for students and teachers and do workshop in Poland-C 4 Turkey/Antalya will arrange LTT for students and teachers and do workshop in Antalya-C5 Latvia partner will arrange LTT for students and teachers in Latvia-The partners who are arranging learning teaching training activities will prepare pre-documents before the learning teaching training activities.-Creating production result mobile application and e curriculum with Flipped Classroom and Web 2.0 technology.-Applicant will arrange Multiplier Event-Applicant Partner will arrange a conference in Poland for training centers, universty staff, around schools teachers and decision makers about the project title at regional and national level.-Preparing work plan activities for eTwining project, Science education platform and the project groups in partner countries (for school partners).-Each partner country will arrange 5 seminars, 5 online webinars, 5 workshops, share and promote project activities at local and national level.-All the partners will arrange regional activities raising awareness and volunteering activities permanent to found awareness in digital literacy, Flipped Classroom Model and Web 2.0 technology.-All partners will organize Role Model Activities in each LTT activities. Role Model who has success about digital technologies will join every LTT activities like seminar, lesson, talks.- Turkey/Mersin will create a DVD which includes interviews, meeting activities, evaluations, monitoring activities after every meetings and LTT activities.-The project e-guidebook will be prepared by Germany, Turkey (2) and Latvia, it will include all project activities, outcomes, materials .-All the partners will do workshops to other school teachers, students, parents, trainers, decision makers, university staff and students, and local community to share their experiences and knowledge.-All the partners will prepare regional activities raising awareness campaigns and volunteering activities about the importance of digital content and literacy, Flipped Classroom and Web 2.0 Technology training.-All partners will share their activities, materials and outcomes with www.scientix.eu.web page.-Second meeting (TPM) will be arranged by Turkey/Mersin partner to evaluate project activities, whether the projects reach its goal and searching the success of the project.-Final project meeting (TPM) will be in Poland.-Collecting and summarizing the best practices carried out with all project partners.-Seminars for teachers, parents, students, university staff, trainers, decison makers, local authorities at local/national about project activities and the results of the project and also the to present concrete outputs of the project.-Final report will be prepared and present to the national agency.The budget control will own to each partner country and will be responsible for their budget to coordinator country and to solve unexpected probable risks and the activities they will done.Timing of the project is very important and all the partners will adhere to project timing and never request for changing for the dates of the activities.If something unexpected emerge it will redetermined.In the project process all the partners will be in contact everytime.All the partners budget will be ensured by their NA and each partner is responsible to their National Agency about the budget control.<< Results >>With our project we expect several results which will affect teachers, students, institutions, stakeholders of our project;Teachers;*acquire new pedagogic skills to be benefitted during their instructional practices both inside and outside the classes,* they will be capable of using Jing, Toondoo, Padlet, Google Classroom, Classroomscreen, Pixton, Wordle, Prezi, Popplet, Kahoot, Toontastic, Voki, Quizz, Quizlet, Mindmap, Cram, Padlet, Powtoon, Storybird, Animoto, GoAnimate technological tools etc.*participants will be able to use various technological tools for various school subjects such as Mystery Science, Discovery Education (for science lessons), Sterra (for geography lesson), Moosiko (for music lesson), Nearpod (for reading activities in real-life context)-CK12-BrainPOP (for students discovering, creating deepen understanding related to the topic), Albert and MobyMax tools in which students respond in real-time through Moby 's Interactive Lessons and Quick Question modules, and teachers can instantly see the results for the entire class as well as with their peers.*take over new roles in educational process where they will perform more as guides or facilitators than as the sole authority,*Improve the ability to use English with regards to developing constant relationship with partner institutions,*cope with obstacles the educators faced during Covid-19 for maintaining education through enhancing their digital skills,*learn about systems of education in frames of innovative approaches and methodologies,*learn about new technologies used in partner institutions, countries and companies on the labour market,*acquire information about practical skills needed on international setting and benefit them to become more international,*improve skills in using advanced tools in ICT in the development in multimedia materials and using effectively digital tools,*cooperate with colleagues from different cultures and establish contact with their collaegues from other countries for future projects,*learning the effect of team work as collaboratively,*improve skills of ICT in everyday life and 21st skills for lifelong learning,*have greater confidence in Flipped Classroom applications with a great digital literacy and benefitting from such innovative approaches at a maximum level, * fostering digital literacy%60*creating production result mobile application and e curriculum based on Flipped Classroom/Web 2.0,*show flexibility to go continuous assessment of professional skills, *creating e guidebook and innovative materials with Web2.0 tools such as educational materials, prerecorded lesson videos, e games, e test, shortvideos, quizez, tests, animations, digital stories, posters on workshops.Students;*enhancing their digital skills and also key competences such as creativity, critical thinking, communication and collaborative skills,*meeting diffrent classrooms and implementations at international level,*gaining 21st century skills and lifelong learning abilities,*cooperating with their peers and improving their foreign language, social and cultural aspects,*gaining EU vision and be tolerant to other cultures,*incresaing their academic sucess and motivation %50,*developing their self-confident, self-respect and self-efficacy.Institutions;*Increasing their visibility at European level and growth % 50,*Reshaping their management system and strategic education plan *Having qualified staff and students,*Partcipating national and international projects,Stakeholders; (teachers and students who do not involve in LTTAs, around school teachers, students, parents, decision makers, local community, training centers, Ministry of Education) *meeting various approaches and implementations by partcipating workshops, seminar, LTTAs and meetings,*getting aware of 21st century skills, the importance of digital literacy in education and 4Cs skills,*meeting EU funding projects and get inspired to plan for future project

"The supplying of rising needs is just possible with using the improving technology. The improving technology have compelled the European societies to the changing promptly in terms of globalization, digitalization, socio-cultural and economic. While every new changing causes a rising of new industries and occupations, the needs havinglabour force that has more different skills and competence have risen. The social developments have causes quickly becoming old of the existence qualifications of theindividuals, and the needs of renewal of the individuals have brought attendantly. The students have different skills and competence to be able to integrate their knowledge to thecomplex situations of the real life. Many research have showed that mathematical ideas are quite important to be effective in people's professional career and modern digital world.The researches reveal that the graduated students who have traditional mathematic education teaching mathematical concepts and connection among them couldn't use these knowledge in real time conditions .Therefore, traditional maths education causes learning disability of the students. Also, the learning disability causes the early school leaving.Our purpose with the help project is to integrate to the real life situations with to help of technology of the students maths knowledge.The real life conditions have integrated framework in terms of disciplines. It is impossible to solve the real life problems with only one disciplinary.So, we have to find a new maths teaching and learning method. While we provide the meaningful learning of our students with this method, we will richen the teaching method and techniques of our teachers teaching method and techniques and we intend to use them project-based learning methodat least %20 in their classes. The World Economic Forum determined the skills ""complex problem solving"" and ""Coordinated with other "" as primary abilities for 2020. With our stem studying that are repeated regularly during the project will be able to improve coordinated studying skills with other people of students.Our project will take place with 216 people's attendance who are students and teachers. It will consist of boy and girl students whose ages are between 13-15.It will be provided equality of opinions-chances among students .It is essential that at least one maths and ICT teacher participate each training and activity of our project. Our project has consist of dividing more lower segments and with piecing together of these lower segments. These segmentsare complete in terms of reporting and evaluation in itself. Every evaluation will provide the effect of new ideas to the project in planning of the activity that will be taken place later. Each of stem activity states the segments. The lower segments that are consisted of piecing together of parts have separated each of others with different data structure, technological approach and algorithm. The participants will experience interactive European learning environment to improve their skills. The teachers will prepare stem lesson plans at the end of thevtrainings .It will be formed a collection including all the materials that will be improved during the project.These will be published related virtual platforms. Teach-meet activities will be arranged to reach new ideas at teacher trainings.We will compose web pages and blogs to improve their set of skills and sufficiencies, to provide getting in touch powerfully based on sharing and to improve communication skills of the participants.We will have provided to be able to evaluate process- driven of the students with becoming widespread in partner schools of alternative measurement and evaluation instruments. It will be given a speech regularly about project training on twitter and followed projects twits with common hashtag.Peer assessment rubrics will be implemented on stem studyings during the whole project and using alternative measurement instruments will be extended during and following the project in partner schools.Stem festivals will be arranged in our schools to exhibit project products every year, and these festivals will reach high level of participants at the end of the project .It will get easy our participants to suit up to the alternation and improvement process with their life long learning skills. In this context, to get data literacy and to increase digital sufficiencies are the most important competences to keep up in competitive economies of the participants. It will developa common Europeanness aspect with their language improvement and to have intercultural understanding of our participants.We aim to reflect the best implementations, to communicate, to create and introduce new ideas with all kinds of real and social media communities that we want to constitute with the participants in the process and following of the project."

Nowadays we face climate changes and sometimes even natural disasters that are more and more difficult to predict. When people hear of meteorological records in some parts of the world, they are surprised. The surprise is often a result of ignorance, but maybe also of the fact that we turn a blind eye on purpose on the following fact: scientists have confirmed that a large proportion of contemporary meteorological extremes is the responsibility of humankind. If we do not hurry up and work on the prevention of our negative impact on climate and environment, our children, our future will not be able to take pride in natural and cultural beauty because it will have been ruined by our irresponsible behaviour towards the planet.Go Green, Save the Blue has been designed on the basis of students’ interest in meteorology and climate changes. We have detected it using an entrance questionnaire. Another indicator is the response of our students to the recent students’ rally “School Strike 4 Climate” held around the world. The basic priority of theproject is raising awareness among students, teachers and local community for climate changes and sustainable development as well as encouraging members of local community to have more physical activity. We would like the people in our local community to become more environmentally conscious, active and healthier. United with partners from the south to the north we wish to start a change in people’s minds, starting with the local community. The project will involve people of different age, education, interests, physical and cognitive abilities and show that each one of us can largely contribute to the improvements in the area where we live. The implementation of this project aims at drawing attention to the importance of physical activity and wealth, which is connected to the healthof our planet. We also wish to show that modern ICT tools and devices can be fun and useful for Earth’s climate at the same time.Through the use of modern digital technology we will increase young people’s interest in science, especially climatology. We are motivated to include students with fewer opportunities from our community in our project and show them they are equally valuable members of society who can equally contribute to the improvements in climate conditions. Interdisciplinary approach to the topic will provide all the participants with opportunities to experience innovative learning outdoors. By developing students’ creativity and critical thinking skills we wish to help students grow as responsible and sensible environmentally conscious European citizens. The project will be presented to 2000 students and 300 teachers of our schools, parents and local community. Throughout the twoyears of the duration of this project the students will do the following tasks: meteorology research, make simple hand-made measurement instruments, measure climate elements for a year and compare them to a 30 year average, realize the importance of meteorology in air traffic, learn how to make a modern weather forecast report, take part in workshops and lectures by well-known meteorologists, explore “urban deserts” (concrete and asphalt areas), get a closer look at science work and research, take part in cycling and planting activities, explore migrations of organisms caused by climate change. Innovative teaching and learning will be achieved by ICT workshops during which students and teachers will make digital comics, work on data in Excel, learn about safe ways of communication on the Internet, connect physical activity and virtual world using a mobile phone app, learn how to create an interactive digital manual using HP Reveal program and learn the basics of GIS. Our project activities, research results and solutions will be digitally processed in the above mentioned manual in local language and English. It will be integrated into school curricula, used in Geography, Biology, History, Physics, ICT and English class and published on all project websites. This will make it available for use in school and city libraries, so that the result of our work enables every person to understand how serious climate changes are and to start the changes in their life. Research results will also be forwarded to the local government with the aim of long-term support for our solutions, raising awareness of the local community, participating in the organisation of a cycling tour and sponsoring “urban desert” greening. We wish “urban desert” greening andmobility without cars to be carried out not only in our local communities, but also round the EU so that its citizens follow our example and contribute to their own health and the health of the planet.

CONTEXTThe Renewable Energy Directive establishes an overall policy for the production and promotion of energy from renewable sources in the EU. It requires the EU to fulfill at least 20% of its total energy needs with renewables by 2020 – to be achieved through the attainment of individual national targets.Given this broader context, we have created this partnership with a view to raising the awareness of students about the necessity to increase the use of renewable sources of energy, which is expected to increase by 7% in the next 10 years all over Europe (according to the revised Renewable Energy Directive). We want them to gain an deeper knowledge of how these sources of energy are used. They will make them experiment with them through STEAM and PBL, draw their attention to the benefits and drawbacks of all energy sources and provide a context for critical and creative thinking, in which students assess, research and analyze, produce tangible outputs collaboratively. OBJECTIVESThe project aims to set the grounds for the 5 partner countries to cooperate and share practices in the area of renewable energy resources and sustainable production and consumption through activities designed for students which are meant to:1. develop their understanding about scientific concepts and processes in the production of sustainable energy;2. develop their overall awareness about alternative sources of energy and how their usage can be enhanced ;3. improve skills and competences through interdisciplinary projects in the STEM field;4. improve collaboration, team work and communication skills of students and teachers;5.develop soft skills – critical and analytical thinking, creativity – in order to foster students’ employability;6. enable teachers to share school models and practices in the areas of STEM, ICT, coding, robotics that can be transferred into their schools;7. improve self-awareness and intercultural awareness of young European citizens, as well as promoting European citizenship and EU policies in the field of renewable energy usage.ACTIVITIESC1 Traditional and alternative sources of energy – consumption and impact on the environmentC2 Water energy and STE(A)M C3 Wind Energy and STE(A)M C4 Solar Energy and STE(A)M C5 Sustainable energy in the future – designing smart, green city modelsPARTICIPANTS120 students aged 15-18 from general education high schools and 40 accompanying teachers of English, ICT, Physics, and Science etc.RESULTS- presentations about renewable energy sources and statistics and trends from the 5 partner countries;- Posters for campaigns encouraging European citizens to use solar energy more;- presentations about alternative building systems;- models of buildings using alternative types of insulating materials;- simulations of power plants;- STEM projects – anemometers, wind vanes, solar cookers etc.- research data and conclusions;- simulations/models of sustainable cities.Teachers will produce exchange reports in which we will include data measuring the quality of the activities, the impact of the activities on participants, pictures and videos taken during the exchanges. Other deliverables: Europass mobility documents, initial and final evaluation forms, feedback forms, self-assessment sheets, student observation sheets, participants’ testimonials, dissemination platforms, eTwinning communication platform, project final brochure “STEM ideas for high school”.IMPACTStudents and teachers develop personally and professionally.Through the project activities, the school’s image will promoted in the local community as an institution that prepares students for the future and aligns to the 21st century needs.The cooperation with the local community will improve through partnerships and agreements with local experts and businesses in the energy field. Local authorities will be invited to attend some of the project activities. These will create the basis for future cooperation among local institutions in other projects related to renewable energy or similar.The schools will acquire/develop an European dimension, which shows openness and flexibility to the ever-changing world of education. This will also increase our chances of developing new projects with current or future partners in the field of robotics, which is one of our next priorities.

"In initiating the project “Culture, Creativity, Inclusion”, the institutions from Italy, Romania, Turkey, Greece, Macedonia, Latvia, schools and NGOs involved in intercultural education, started from the social and educational value of culture; the existence in their regions of similar contexts: multicultural students groups with discriminatory tendencies; their needs in intercultural education as a strategy for social inclusion, for reducing marginalization and to diversify the Curriculum; needs for non-formal education strategies to replace classical teaching based only on the transmission of knowledge, to create a positive working atmosphere, attractive lessons, and ICT resources; a rich national cultural heritage used as a support for intercultural education. Their strategic objectives are the orientation towards innovative, and attractive European didactics.The aim of the project is to increase interculturality, creativity, and innovation in the practices of partner institutions, to develop skills through culture and creativity.Project objectives for teachers as the main target group and for partner institutions:1. To offer the acquisition of innovative and motivating strategies for the social inclusion of students, using as support the national and European cultural and artistic elements.2. To provide the acquisition of types of non-formal intercultural education activities, through the exchange of good practices between partners, during LTTAs.3. To offer the possibility to create, through collaboration, efficient digital resources in learning about European cultural diversity and the appreciation of the common European values;4. To offer partner institutions their professional development, promote attractive non-formal teaching, and support schools in their regions with European digital educational resources.The project's methodology consists of 6 LTTAs that each involves 20 teachers from partner institutions and 6-10 teachers from the host institution, and is based on innovative approaches: theoretical presentations and examples about the educational value of culture; cultural workshops; non-formal approach to a UNESCO monument; cultural theatre and creative workshops starting from works of art and cultural elements in the UNESCO Heritage; examples of involving students in cultural activities and promoting traditional elements: music, food culture, old occupations, handicrafts, folk dance; cultural ICT workshop using the media with a cultural message, to create certain types of videos and the ""Digital Photo Story"" as a final product.Students will only be involved in Virtual Exchanges with partner students and in local activities included in LTTA in their schools; they will be presenters of cultural elements, actors in theater and cultural workshops, promoters of their cultural values.Expected results through LTTAs: the acquisition of information on classroom management for inclusive education, good practices in encouraging the students ’integration; non-formal strategies and valuable multimedia resources for learning interculturality and developing students' creativity; types of cultural and ICT creative workshops; learning experiences to develop intercultural skills; educational practices using as support the national material and immaterial cultural elements of the UNESCO heritage and the traditional elements; ICT creative skills based on the cultural elements; ""Digital Photo-Story"", the final project product; creating E-twinning Space and the project website as tools for promoting and disseminating results.Expected results through the students' participation: superior intercultural competencies, respect, and tolerance for other cultures; new motivations to get involved in the group's life: more oriented towards group knowledge, discovering common and different cultural aspects, an improved position towards the group culture.The project impact on teachers illustrated by their future professional behaviors: the use of a wide range of innovative approaches; integration in their activities of the digital resources acquired through the project, especially of Digital Photo-Story, a valuable product in intercultural teaching, in the process of social inclusion; new professional skills in organizing non-formal activities, using as support the cultural elements and capitalizing on students' creativity; new ICT skills and the interest in their integrating into lessons.Impact indicators on students: more tolerant behaviors towards students of different ethnicities and living environments; new intercultural competences: more tolerant in the interaction with students of other cultures; more eager to get involved in national cultural projects and Erasmus +.The project sustainability can be ensured by developing new projects using at a higher level the results obtained, by integrating the results in the didactics and the Curriculum through new optional courses of intercultural education."