Due to the fact that Syrian refugees prefer our district to live, it has been in the immigrant-receiving position for the first time after many years. This has led our teachers to be caught unprepared for teaching in multi-ethnic classes. There is not any available standard program of the MEB (the Ministry of National Education) that can be applied in case of such an immigration situation. Various trainings have been provided for the teachers in our district regarding the education and training processes of the Syrian refugee children, but these trainings were not enough and the problems continued. The need to strengthen our teachers' competences such as classroom management, empathy and intercultural learning in the light of successful practices has emerged in order for the refugee students to adapt to their new lives and the education and training process in our country. It is clear that this need will only be met through the transfer of successful implementations for education and training of the refugees. The feedback received from the teachers shows that the seminars organized before are not successful enough. We will prepare implementation guidelines that will enable both our institution and other project partner institutions to transfer the successful practices by evaluating the successful practices the project partner institutions use for the education of their refugee students. We will introduce and explain the implementation guidelines for the realization of the successful practices to the teachers of the project partner institutions and to those teachers in the region of the project partner institutions through the seminars we will organize. By this means, we aim to introduce the teachers to the successful practices and to put these practices into effect thanks to the implementation guidelines regarding the education of the refugee students. In this respect, we will ensure a sustainable increase in the quality of the education and training services to be provided for the refugee students. Even after the end of the project period, the teachers will be the target audience of the project in order to continue the effect of the project. Project Working Groups will be set up in order to evaluate the successful practices for refugee students’ education, to get teachers' and trainers' views and suggestions, to put good practices into effect, and to prepare Teacher Implementation Guides that will provide concrete solutions to the problems teachers are experiencing. Three (3) Project Working Groups will be formed. Eight (8) teachers from Ömer Matlı Primary School and Murat Hüdavendigar Primary School which are subject to the Karacabey District Directorate of National Education and 5 (five) teachers from both Berufskolleg Ostvest - Sekundarstufe II and KULTURALIS KAPCSOLATOKERT ALAPITVANY Institute will be assigned to the Project Working Groups. The project working groups will assess and evaluate on site the successful practices of each project partner regarding the education of refugee students. They will get opinions from teachers and evaluate the suggestions. They will then prepare Teacher Implementation Guides to guide teachers. With reference to these guidelines, each project partner school will begin implementing successful practices for two months. Project Working Groups will assess the implementation of these practices and will revise the Teacher Implementation Guides according to the result of feedback. How the ultimate Teacher Implementation Guide will be successfully used will be explained initially to the teachers of the project partner schools and to the teachers in the region of the project partner afterwards. We will share the project acquisitions and the Teacher Implementation Guides on web platforms such as; 1- The project web site that we will create for the project and commit to keep it active for at least two years 2-the web sites of the partner institutions 3-EBA (Education Information Network), A.D.A.M, School Education Gateway etc. Thus, independent of the duration of the project, teachers will be able to access project outputs from any place where the internet connection is available.

"Covid-19 restrictions having closed many schools around the world, have caused us to change our thinking about distance learning. The new challenge for educators is that they have to develop continuous teaching plans and associated teaching methods for students staying at home. This situation, especially while the teaching model doesn’t cause many problems for the theoretical/conceptual courses, creates the need for the design knowledge of high quality teaching materials to realize applied courses. This situation reminded educators the importance of neglected digital education.According to a recent study by the Munich IFO Institute with more than 10,000, including parents, the time spent by children on education during the epidemic was cut by half. 74% of the children spent a maximum of four hours a day on educational activities, while 38% spent only two hours a day studying. It was determined that children's screen usage out of class increased from three hours a day to over five hours. Nine out of ten people surveyed called for teachers to train in online education. The project focused on strengthening teacher qualifications in digital education field.OECD/PISA Director Andreas Schleicher said on German education system, ""Schools need to be able to understand digital media fields to influence students in the right area. After Covid-19, life is more complex for our outdated curriculum. First class people with intellectual maturity to gain skills should be raised”. In project activities, the design teachings of digital materials that support the basic and cross-development of students are presented.Project title is Developing teacher competencies in the field of digital teaching techniques. The project aim is to improve teachers' lost-teaching rates with student-centered techniques in the digital evolution. Because while the lost-teaching level is 21% during face-to-face education, it is close to 50% in distance education. The priority of the European commission for 2019-2024, ""Digital Europe transformation"", can be realized with the Industry 4.0 revolution and the pedagogical transformation of digital education systems connected to it. For example:https://intelitek.com/industry-4-0/The aim of the project is for teachers to adopt an innovative, interactive, result-oriented, skills-based digital education approach. They will comprehend changing student roles inlearning process at the end of the project. In digital field, improvement will be achieved in teaching learning skills. They will develop skill-based objective scales and implement current and concrete teaching evaluation techniques. Adaptation skills will develop from classical education approach to the innovative one.The project starts on 01.03.2021. It will continue for 24 months. the project, a strategic partnership was adopted with 4 vocational schools and 1 higher education institution from 4 countries. The project owner is Berufskolleg Ostvest - Sekundarstufe II - vocational school in NRW state in Germany. University partner Anadolu University,Turkey offers nearly 3 million students in distance education opportunities and offices in 27 countries around the world and is an institution of higher education operating in the 46 examination centers. Czechia (Educanet) is an IT vocational school that follows digital technology in distance education with Google classes, which have educational protocols with technology giants such as IBM and DELL. Romanian (Iuliu Maniu) technical college concentrated on vocational teachings of autonomous driving and simulation software in automotive technologies.GMH MESEM from Turkey is a model vocational school that can develop Android and IOS-based mobile training material for hands-on lessons throughout the distance education process and shares them with local authorities.Transnational mobilities were planned to 4 partner schools for the sustainable effects of project outputs. There are 5 activities targeting the participation of all partners. Participants are teachers, education managers and academicians, each consisting of 3 people.2 TPMs for 2 days will be held as preparation at the beginning and final evaluation at the end. 3 LTTs to be held in the host country consist of 5-day workshop activities. In the project, the target group is 249 teachers who educates 9700 students in partner vocational schools. Indirect target groups are other locally existing vocational schools and EU member school administrators and teachers who will benefit from the dissemination activity. Sharing the outputs with target groups will be provided with a sequence of planned actions. The concrete output of project are e-book, website, recommendation report and e-twining projects.Dissemination tools are conferences, seminars, social media broadcasts and other visual materials. The long-term impact and sustainability expected will be achieved with the pedagogical outputs and the competencies they will create."

"<< Background >>The Covid-19 outbreak continues to negatively affect all aspects of life around the world. In this context, this was the first time that such a large global impact was experienced in education, and in most countries, educational institutions at all levels from pre-school to higher education were quickly closed. Currently, it is known that more than one billion students at all levels around the world are moving away from traditional educational environments. Countries have started to close this compulsory gap in education with different distance education platforms and they are trying to overcome the negative effects of the process on education with the least damage.The unexpected closure of educational institutions all over the world and the start of education and support from digital platforms at home due to the quarantine days naturally caught countries unprepared. While many countries were caught unprepared for mass distance education in this way, the differences in opportunities and digital literacy between different socioeconomic groups in the countries opened the long-term consequences of distance education to discussion. While schools are open, it is worried that the distinct academic achievement differences between children of families with different socioeconomic backgrounds in almost all countries will deepen, especially with the closure of schools due to the Covid-19 outbreak.The call issued for 2021 has impressed us in this sense and pushed us to work to increase the quality of DIGITAL EDUCATION. The importance of using Digital Tools and robotics tools has been expressed by our ICT experts and it has been decided to work on an EU scale.Therefore, this project partnership has been established organizations from 4 different countries including Portugal, Turkey, Germany and Austria. A solid structure has emerged with 3 schools, 1 universities Two Provincial Directorates of National Education and a software company in this structure. In order to achieve the goals and overcome our common problems, we will collaborate on the following issues to be addressed by the project, increase efficiency and make digital education more useful:ISSUES TO BE CREATED BY THE PROJECTThe Covid-19 outbreak continues to negatively affect all aspects of life around the world. In this context, this was the first time that such a large global impact was experienced in education, and in most countries, educational institutions at all levels from pre-school to higher education were quickly closed. Currently, it is known that more than one billion students at all levels around the world are moving away from traditional educational environments. Countries have started to close this compulsory gap in education with different distanceeducation platforms and they are trying to overcome the negative effects of the process on education with the least damage.The unexpected closure of educational institutions all over the world and the start of education and support from digital platforms at home due to the quarantine days naturally caught countries unprepared. While many countries were caught unprepared for mass distance education in this way, the differences in opportunities and digital literacy between different socioeconomic groups in the countries opened the long-term consequences of distance education to discussion. While schools are open, it is worried that the distinct academic achievement differences between children of families with different socioeconomic backgrounds in almost all countries will deepen, especially with the closure of schools due to the Covid-19 outbreak. In order to achieve the goals and overcome our common problems, we will collaborate on the following issues to beaddressed by the project, increase efficiency and make digital education more useful.<< Objectives >>ISSUES TO BE CREATED BY THE PROJECT-Student Centered Education-Innovative and Interactive Digital Education Methods-21st Century Digital Skills-Practical Web / Workbook Digital Tools-Free Online Digital Learning Platforms-E-Guide use-Skill-Based Assessment and Evaluation-Measuring evaluation tool kit-Increasing the use of the eTwinning PlatformWithin the scope of this project, there will be interactions at approximately 200 schools and over 10 universities in the partners' educational districts. There are 4 main target groups:1. Teachers / School Administrator2. Student3. Academician4. Student familiesWith this project partnership, we aim to:* raise the professional competence and digital skills of our teachers by developing their qualifications using various innovative teaching methodologies, active learning strategies androbotic education tools,* measure and evaluate based digital skills,* focus more on developing students' skills by increasing their awareness of 21st century digital skills and core competencies,* increase the awareness of teachers, students and parents against new digital roles as stakeholders of the teaching and learning process,* encourage teachers to adopt a more digital student-centered education approach, to gain awareness of the changing roles of education leaders, teachers and students in thisprocess,* encourage teachers and students to use the eTwinnging platform and project-based learning approach in classrooms,* encourage teachers to adopt a more innovative, more digital, interactive, result-oriented, skills and competency-based teaching approach,* ensure that students have a more interactive and effective learning perspective,* motivate students to learn in a digital environment,* equip students with the necessary digital skills, 21st century skills and basic competencies,* Encouraging students to use free online learning resources in their learning process,* enable parents to support their children by informing them about core competencies and 21st century skills, along with active learning techniques, free online learning resources anduseful web tools* achive innovation and transformation in education and bring education to the 21st century more innovative, interactive and digital student-centered educational approaches thanoutdated educational practices.To achieve our common goals; the local education authorities in the partnership will organize and coordinate project activities and training activities such as meetings, seminars, webinars.<< Implementation >>Our project is an innovation project. This scope is planned in 3 different ways. We aim to teach robotic education applications, web education applications, measurement and evaluation tools according to the gains. We are also aware that the educational practices here are an important tool for digital education. Based on this awareness, 4 TPM, 2LTT and 2 ME have been written in our project. A total of 3 going out activities are the important pillars of our project, which has been spread over 2 years.Our TPM activities are extremely important for project outputs, enumerable content, official relevance, academic and pedagogical conformity. The first of these meetings, which should be held every 4 months, will be organized by different partners in our country. (TPM 1 TR, TPM 2 DE, TPM PT, TPM 4 AU)Our LTT activities will take place at our two separate high school partners. With the participation of participants from each partner, LTT 1 is planned to be held in Portugal, again in Germany Berufs College partner with participant participants from each partner. Our LTT activities are extremely important for the R&D process of our products. It is a testing and development process. There are things to do in this city.Our events, which we call Multipler Events, will be held twice. The first of these will take place in Karabük, the second in our Austrian partner. It will be implemented with the 1-day conference method. Here, our outputs will be disseminated by recruiting local, foreign and virtual participants.<< Results >>The initiation of the project pre-information technology tool, supporting lifelong learning, reflecting pedagogical education content, easy learning infrastructure, digitalization of ""digital education"" courses, mathematics and science achievements, teachers' use of open access resources, problem-solving focused, strong communication. It is written with the expectation that it will create the network and directly serve the EU 2020 strategy.When we look in general, planning in our study is based on transferring the access and gains to the student in mathematics-science lessons in digital education. For the feasibility of the benefit rates of both web applications and other intellectual outputs, it was made by our directorate before the project with field visits. The researches we have conducted and supported by a number of surveys have always revealed that there are some difficulties in ""ACCESS"". And all the planning of the emerging needs according to the expected results. As a result, the following benefits are expected with this study:* Continuing and maintaining digital education, increasing the academic quality of mathematics and science (physics, chemistry, biology) lessons,* Organizing the virtual classroom environment to meet the teacher's needs,* Increasing support service in digital education, robotic applications,* Increasing the rate of full access to measurement and evaluation services,* To ensure that the relevant branch teachers reach the student more easily,* Increased social interaction between schools* The individual can reach the specialized digital support services by sitting at home,* Determining digital / robotics needs about mobile application,* An application that will support teachers,* Teamwork,* Happier teachers,* The ability to associate education with a game,* Teachers who reach students more easily,* Parents who have less worries about gains,* The economic contribution results of all these gains and expected results are the expected results of our project."