"Secondary Education must be constantly updated with the issues and social instances of contemporary world. ""InTour: inclusive tourism for inclusive Europe"" addressed the crucial need to open tourist opportunities for people with disabilities, activating teachers and students on the ground of “a right to the beauty for all”. In the world, over 1 billion people are estimated to live with some form of disability. In EU, they are 6-10% of the population, and this data will grow mainly due to the aging of population (source: WHO, Regional Office for Europe). The project was realized through the cooperation of three secondary schools, based in Italy (IIS Luigi Einaudi, Rome, the Project Leader); in Finland (OSAO, Oulu); and in Greece (1st Lyceum, Aigio). It directly involved 80 students, 15 teachers (both in mobility and in local activities), other school staff (Directors, administrative staff), local stakeholders (NGOs, tourist guides specialized in inclusive practices, tourist enterprises) and families. The priorities of the project were matched as following: - “social inclusion”: the project directly involved students with disabilities or special needs and focused on developing strategies for inclusion in cultural and natural heritage sites.- “open education and innovative practices in digital era” were pursued through methodologies encouraging students in working in a European learning environment, using specific digital tools and imagining new tools for the future. - “promoting the acquisition of skills and competences”: at the end of the project, students improved in their vision of disability as a context-related issue. They also developed new eyes on the variety of disabilities and on the relevance of listening and communication as crucial aspects of inclusive practices. Specifically, three international workshops were realized, with both common and complementary goals. In each workshop, a group of local students (12-20 students) joined two teams from abroad (unfortunately, due to the pandemic, the Finnish group did not take part in the last meeting). Common goals were related to the general priorities of the project. Specific goals were defined in strong cooperation among teachers, enhancing local and educational peculiarities. The first workshop was held in Rome (February 26th-March 2nd, 2019). The activity was crucial in introducing inclusive tourism among participants; reinforcing social relationships; fostering the sense of European identity and diversity. These goals were reached through a very dense weekly plan including visits to important museums, archaeological sites and peripheral neighborhoods, debates with experts of inclusive tourism. In Vatican museums and in Traiano’s Market we also had the chance to experience the tour for blind people, with tactile and audio stimuli. The methodology included peer to peer education and cooperative learning activities, managed with a reflexive and problem-solving approach. The second workshop was in Oulu, Finland (November 23rd-27th 2019), focusing on inclusive tourism in real world and in natural areas. Students used apps to record the potential barriers they found during a city tour and they explored a natural park and a reindeer breeding farm. They debated with experts concerning inclusion in hotels and in other tourist facilities and about the relevance of communication. Participants also visited the magic LUMO Festival and Tietomaa Museum, an example of inclusive and innovative Science Museum. In each of these experiences, they were required to reflect upon accessibility and inclusion, in practical terms. The last workshop was in Aigio (September 21st-27th 2021), focusing on technologies for inclusive tourism. The methodology was a mix of IT laboratory activities in cooperative learning, in mixed groups of Italian and Greek students; and in fieldworks and visits in natural and cultural Greek sites, in the city of Aigio but also in the Region of Peloponnese (Olympia Archaeological site and traditional Kalavryta city). Students were introduced to the open-source App Creator, programming some demo of apps for inclusive tourism. In the long-term, inclusive tourism will be at the core agenda of national and European social and educational policies. The project supported participants in approaching the issue as a new, comprehensive way of thinking, instead of considering it as a thematic “niche”. This approach will have the potential to deeply change both institutions and local contexts. The team also tested that a mixed methodology (theoretical, practical and problem-solving lessons integrated with on-site visits and interviews with stakeholders) is especially effective in increasing awareness and pro-active attitudes among students. They realized a specific educational module, that can be applied in other contexts/experiences. Students also declared to be ready to support and encourage other students in taking part in future Erasmus projects."

"From construction to ruler and compass to 3D printing, mathematics at the service of cultural heritage.In Alice in Wonderland, Lewis Carroll, writer and math teacher, writes:""Now, here, you see, it takes all the running you can do, to keep in the same place. If you want to get somewhere else, you must run at least twice as fast as that!""This sentence, for a student, contains two challenges: to translate it into his mother tongue and to understand the mathematical paradox it raises.Mathematics, because of its often discriminatory nature at the time of further study, suffers from an aura of austerity and abstraction. The learning of English, for its part, comes up against apprehension of speaking and the few opportunities to practice it that our students have.""Archi8ure"" aims to remedy these problems through a European cultural and heritage project, which aims to be a bridge between the origins of mathematics and their anchoring in the digital era; a project where the English language will be a vector of communication, allowing our learners to acquire vocabulary and oral fluency.Doing math and English with allies is at the heart of the ""Archi8ure"" project.Three countries participate: France, Greece and Portugal. Ten participants per country, aged 15 to 17, will take part in the project, accompanied by teachers of English, mathematics, geography, computer science, plastic arts and socio-cultural education. A French architect, also a professor at the Clermont-Ferrand School of Architecture, will be an external speaker and will support the students from a technical point of view concerning architectural designs.Three mobilities will take place. The first will be in Greece, the land of origin of ruler and compass geometry. The 30 students participating in the project will make a visual analysis of the Roman vaults. They will then be responsible for mobilizing their basic mathematical knowledge to redraw these geometric structures with a ruler and a compass. Once this two-dimensional work is done, the time will come to create the patterns for these vaults to build them in 3 dimensions out of paper. This work will be carried out in small multi-national groups, in English. This will be an opportunity to anchor mathematics in reality, bringing it back to life and consistency in the eyes of the students, and to use English as a common language. The last stage of mobility will consist of modeling these vaults and printing them in 3 dimensions. The use of the digital tool will also be an opportunity to show the participants to what extent mathematics and English are significant in new technologies. The second mobility will take place in Portugal, it will be modeled on the same model, but this time the Gothic style will be studied, allowing to reinvest the learning of mobility in Greece and to continue progress through a slightly more complex style. 'from a mathematical point of view. The last mobility will be in France. This mobility will give rise to an original architectural creation, mixing Romanesque and Gothic styles, where participants will be able to give free rein to their imagination, under the guidance of the architect. The idea is to build an original and multi-cultural arch with particular attention given to the keystone, a metaphor for the importance of each country in the complete building that represents the project. A half-day will be devoted to the organization of workshops for the creation of models of arches for students from surrounding schools and for the general public, led in English by the project participants. The mobility will end with a vernissage of 3D prints at the Clermont-Ferrand School of Architecture.Through an architectural production, in 3D printing, of a Romanesque vault, a Gothic vault and the creation of an original vault mixing the styles of the partner countries, this project will allow participants to: - reinvest the main mathematical skills of the college during ruler and compass constructions, - develop skills in creating 3D paper models and therefore mobilize mathematical skills in the service of intellectual and manual creation work. - develop skills in the digital field through 3D modeling and printing. - develop English language skills both in terms of rich vocabulary and in terms of oral communication skills.The project will accentuate the feeling of European belonging of all its participants.The benefits will be immediately exploitable by the pupils at their level of education, by the teachers concerning their teaching practices and by the establishments in terms of communication and influence of their establishment."

At the heart of this project is the belief that mobile technology presents an opportunity to create value, improve environmental education and make a genuine impact on teachers and students. Wireless education technologies allow learning to expand beyond the four walls of the classroom and the hours of the school day, so teachers can gain flexibility in how they use precious classroom minutes and how they motivate and challenge their students. In this way we believe that this project can have a genuine impact on students, teachers and communities’ environmental awareness. The specific objectives of the project are: 1) To use mobile technologies to transform environmental education2) To enable teachers to plan and carry out learning activities which integrate mobile technologies into their pedagogies, through the specific lens of environmental issues3) To disseminate more widely the activities and approaches that exemplify how mobile learning technologies can be used to upgrade students’ learning abilities during educational activitiesThe topic of environment and sustainability lends itself to mobile learning applications, as it is an authentic problem with which pupils can engage on a broad subject level. In this project, four schools will collaborate, focusing on environmental issues and using mobile learning applications. Multiple lines of enquiry will be applied, such as political issues, economic issues, social issues and natural scientific issues. The planned activities consist of local activities in the form of case studies, in four stages over two years and four LTT events, which mark the progression of the four stages. The case studies apply a consistent approach across nationalities, in which students become environmental auditors and use mobile technology. The benefits for the project align with three EU horizontal goals:1) Environmental and climate goals2) Innovative practices in a digital era3) Common values, civic engagement and participationThe project aims to address these EU horizontal goals by using innovative mobile learning approaches, so that students become true factors of change - reducing energy use and waste, understanding the key environmental issues in their locality, consuming sustainable food and considering mobility choices. Thus the project aims to enable behavioural changes not only for the students but also for their families, teachers, and all the public that may be in contact with the development and/or results of the project. The project’s focus on mobile learning methods and tools for teaching, training, learning and assessment are clearly drivers of improvements in digital competence. Finally, the project will support the active citizenship necessary to raise awareness about the importance of the topic and the collaborative action among the partner schools, which means a development of social and intercultural competences associated with working together from different parts of Europe.This project is intended to have both tangible and intangible results, producing digital artefacts (YouTube channel, project website, blogs, eTwinning workspace and Social media presences) and to transform environmental education through challenging and changing habits and attitudes towards mobile learning. Our target groups for dissemination are:Students, Teachers and trainee teachers, families and local communities.Students will be the agents of sustainable change, gaining new environmental knowledge, intrinsically linked to their local geographical and community contexts. In this way, the work will be embedded in families and the local community. Our project educators will have sustainable skills and knowledge from applying our exercises of integrating mobile apps in environmental education and in-service and pre-service teachers will take part in workshops organized by project members. At a national and international level, the outcomes will be disseminated in teachers’ workshops. Participating educators will also disseminate the results of the project nationally in magazines and sites for educators, Twitter and Facebook groups. At a European level, each partner will be responsible for the creation and upkeep of one instrument. Metis will be responsible for the project magazine. Santa Maria Marianistas will be responsible for the eTwinning account, while Liceo Statale will be responsible for the Instagram account and the Facebook page. Geniko Lykeio Aigiou will be responsible for the project website and project YouTube Channel. After our last LTT we intend to prepare an Erasmus application for the following year. In this way the project will ensure impact after the KA229-project funding.

"The DREAM project idea was conceived in October 2015 during an Erasmus+ KA1 training stage in Portugal. While working together in workshops, teachers from the three countries, Romania, Greece and Portugal, discovered that Mathematics is a common topic of discussion. Discussions revealed that students and teachers in these countries face similar problems in studying and teaching Mathematics and thus rose the opportunity of forming a partnership. We came to the conclusion that our strengths and weaknesses in Mathematics complement each other: teaching mathematics in Romania is very theoretical, teachers in Portugal are focused on creating practical skills in students, and those in Greece are very skilled in the use of learning platforms. The needs that we identified in our discussions then were: the lack of motivation of students to learn Maths, the lack of interactive methodology that lead to the understanding the involvements of Maths in real-life phenomena, the lack of experienced teachers that can use learning platforms and ICT technologies. As immediate consequence, the high-school graduates do not choose careers in technology. The central idea of our project was to develop an e-course entitled ""Maths in Real-life"", with 6 topics for 6 specific real-life sectors (Finance, Sport, Nature, Art, Architecture and Physics). Real-life applications of Maths would give motivation to students and allow them to access the material anytime, anywhere. It would also facilitate math teachers to have better control of their students' activity. E-lesson implementation would be done as a mix of Moodle/LAMS platforms. In other words, the main objective of our project was to build up a new Maths teaching/learning methodology based on real-life problems and investigations (open-ended math situations), designed by students and teachers together. The activities would involve experimentations, hands-on approach, outdoor activities and mobile applications. We planned to transform the developed material into on-line courses that would be freely available to all interested communities, in order to produce collaborative learning activities. The implementation of this project increased with 25% the number of high-school graduates that enrolled in a technical faculty. Similarly, 25% increased of the number of teachers using educational software and on-line platforms during the teaching/learning/evaluation process was expected. Our proposal would be addressed to students, teachers and training institutes. We expected to involve 300 people in the project, and managed to do so by involving our schools and communities in the activities, that were: A1. The project's operational management A2. Developing on-line real-life Maths lessons A3. Implementation of the new teaching methods and efficient tools for teaching math. The outputs of this project are: O1. Open on-line course ""Maths in Finance"" O2. Open on-line course ""Maths in Sports"" O3. Open on-line course ""Maths in Nature"" O4. Open on-line course ""Maths in Art"" O5. Open on-line course ""Maths in Architecture"" O6. Open on-line course ""Maths in Physics"" O7. Mobile apps on-line course O8. Evaluation of open on-line math course O9. Guide to project practices for educators. The courses were developed by students, under teacher supervision, so that the topics that were addressed would be of interest to students, thus making the lessons more inviting to young learners. These online courses are on our partners website, that is also linked to the official project website. The DREAM mobility project included the following meetings: 1. December 2016 in Romania. Project opening. Personnel meeting. Round table discussions on topics such as Mathematics curriculum and educational systems in the three countries. Training of initiation in the use of learning platforms. The following three mobilities were joint mobilities, student – teacher: 2. May 2017 in Romania, 3. October 2017 in Portugal, 4. May 2018 in Greece. In all three of them students benefited from the workshop type activities, presenting the lessons they had developed to the others, but also taking part in intercultural activities, or other game –type activities, that involved the use of Mathematics. Teachers experienced exchange activities. The last event was the Multiplier event in October 2018 in Romania for a total of 100 participants. The project involved participants from different countries across southern Europe. Some activities during this event focused on presenting the DREAM project and the online courses that had been developed, by making brochures available to all participants. These brochures contain all the lessons developed in the project. During this event the students presented some of lessons to other students and teachers, who had not been part of the project. Thus the results of the common work had an impact not only on local level, but also on interested schools at regional, national and international level."

"The project ""SIT for School: Smart Innovation Technology for School"" stems from the need advanced by the I.T.I.S. ""Biagio Pascal"" and by educational institutions that have joined the partnership in Poland, Turkey and Greece, to focus on students, school staff and families who relies on the education and future of the schools to these educational institutes children, as well as to all stakeholders, the importance of resorting to increasingly digital education, which is able to keep up with technological progress at European and worldwide level.Specific project objectives are:1)to enhance the digital skills of students through transnational exchange activities that make the students players of the action; 2) to create a digital didactic environment, that is able to meet the requirements related to digital skills advanced by school users; 3) to increase transversal skills and the knowledge of oral and written English in participating students; 4) to realize a network of knowledge at a territorial and European level that is willing to support the learner in developing and enhancing their digital skills.""SIT for School - Smart Technology Innovation for School"" is addressed to different direct and indirect beneficiaries:A)the project provides for the involvement of 128 students of classes III and IV (for a total of 32 students for each partner school and 8 students for each transnational exchange), even if the project establishes the active participation of both students who will take part of the mobility than of the entire class group;B)teaching and administrative staff: 2 teachers will accompany the student delegation during each transnational exchange, in order to support students from an educational and emotional point of view. The administrative staff will act as a management support for the realization and the development of the project, guaranteeing the support to the teachers responsible for the project in the economic and administrative management; C) families of students and relevant local stakeholders.The project will last 24 months and will involve n. 32 students of the third and of the forth classes of the Institute and will include 4 transnational exchanges in Greece, Poland, Turkey and Italy lasting 7 days: 5 training days and 2 travelling days which will focus on the following topics:- Activity 1 - technological knowledge on a national level and digitalization analysis in the world of European education;- Activity 2 - the challenges of technology: knowing the digital world and defending yourself against its challenges. Digital security activities and knowledge of the potential and limits of social networks among the younger generations;- Activity 3 - Robotics in my home: robotics challenge among partner institutes. Presentation of examples of national technology excellence on a national level;- Activity 4 - School and technology: analysis of teaching methods in the digital and technological field. Adapting education to the European Digital Agenda.The project partnership can therefore estimate that ""SIT for School"" will produce:- improvement of one point in school results in 50% of students and half a point in another 50%;- activation of training courses and work related learning activities in the sectors of the project for 50% of the participants;- a study period abroad for 20% of the participants: of these, 15% will obtain a linguistic certification;- improvement of the scholastic results in the classes where the teachers at least the 20% of the students - improvement of educational results in the classes in which the teachers serve at least 20% of the students, following the use of teaching methods learned during the project (lessons in foreign languages, simulation of activities through digital support, us of laboratory facilities, virtual exchanges with other European classes thanks eTwinning);- enhancement of the Educational Offer: it will be consequential to the adoption of teaching methods aimed at creating innovative and open educational environments, as well as the activation of extra-curricular activities more careful not only to training needs, but also to social needs, through a greater awareness of cyberbullying;- development of management skills: the administrative staff will have become more familiar with the use of the tools available for Erasmus + in the administrative and accounting management of projects, as well as in the activation of extra-curricular educational courses;- progress of project competences, which can be translated into the increase of candidate project proposals within the Erasmus + framework and activation of agreement protocols with local companies for the realization of internships and dual-training systems - learning and working related to the sectors involved in the project."