When Pisa datas’ are considered , it is a fact that our country’s Mathematics and Science literacy is in the very bottom row of the European standarts. This problem has been the starting point of our Project.We started the project to educate our students with the skills of 21st century.We wanted to learn ,use and exchange our experiences with innovative method , Stem+a . We aimed to teach coding first.So they will have a chance to be a person who knows searching, learning by doing , appliying by discovering.As a coordinator , our directorate consists of 64 schools.So we could reach every school ,teacher and students.During the Project stage , both we had a chance to improve ourself and exchanged the good examples and experiences.In our Project we were 4 partners from 4 countries.Both of them were vocational high school , one assosiation and a directorate of education.During Project we made 3 Transnational Project meeting and 4 Learning –Teaching- Training meetings.Totally 77 people had been benefit from the Project directly.At the end of the Project we all observed that the students who had attended the mobilities were very eager to go university.Their motivation had been incresed visibly.The feedback from the students has proved us that we have achieved our aim.Our main activities were ;1.Stem+A Education & workshops2.Coding Education3. Robotics Science Project Competition4.Summer Courses5.Designing Original Lesson Material6.Seminars7.Video Competition on STEM_A Lesson Implementation.8.Science fairTo make our activities more effective, during the project stage we designed Project logo, brochure and poster.We used the webpage and the social networks effectively.An Etwinning Project had been started.To make better coordination every month the contact people had attended Skype meetings.At the Science Fair , students will interviewed with local TV Channels.An Ebook consists of 50 Stem+a activities had been prepared and sent to all schools ,stakeholders and Ngos.Results and Impact ; The biggest acquisition of our project had been the coding workshops and trainings.Also the number of people who want to participate in in-service courses and number of applications to national competitions had showed us the success of our Project.The biggest gain of our project in our region is to apply the Stem-A model, which is an innovative model and awareness of the importance of coding.Educators were very eager to attend the seminars and workshops.The students who had been our workshops and mobilities had gained an awareness against to skills of 21st century.Not only our students but also our educators had been more conscious about the technological developments and Innovative method ; Stem+AThe largest international acquisition of our Project is to give the students a chance on proving themselves and provide self-confidence.Till our Project , being abroad and attending international science fair and Show their products was a dream for our students but with this Project we made their dreams come true.

Due to the growth of Internet users, especially social networking sites, people should be aware that the phenomenon of cyberbullying is becoming a huge problem, especially among young people who use the Internet from an early age.The main problem that was raised in the project was the lack of knowledge and awareness about the problem of cyberbullying among young people, trainers, teachers, parents and society. Among the recipients of the project the problem was: lack of awareness of threats on the Internet, inability to respond adequately to cyberviolence, lack of predictions of consequences of their actions on the Internet, lack of knowledge about the psychological, emotional and social aspects of cyberbullying, lack of tools and methodologies how to work with this topic, how to educate and prevent, the lack of awareness of the first signs of being a victim of cyberbullying.The recipients of the project were:1. Young people who were the main group of our activities, because they are the most vulnerable to cyberbullying in the network because of being defenseless and inexperienced in social life.The impact of the project on this group concerned the introduction of the problem of cyberbullying and sensitivity to its nature associated with the consequences for victims, perpetrators and the environment. They will be able to react properly to the symptoms of cyberbullying, learn to respect each other and develop critical thinking.2. Trainers, youth workers whose role is to educate and prevent negative phenomena in the network, through the use of innovative educational tools for this purpose.The impact of the project on this group concerned learning educational work with young people, learning about the widely discussed problem of cyberbullying, learning techniques and methods adapted to the topic of cyberbullying. This group of recipients received all necessary resources to work with young people on cyberbullying, which will increase their pedagogical competence.3. Parents who learned how to prevent cyberbullying.The following were prepared for the needs of the project:- Free From Cyber ​​Violence Program - a new, long-term program aimed at preventing cyberbullying- publications, analyzes and recommendations regarding the scale of the problem and threats related to cyberbullying- Internet platform - on which all materials, presentations, online games, exercises, available in 5 languages ​​have been posted- Methodology toolkits for employees working with FFCV trainers (curricula, expert knowledge base, scenario sets)- Training packages (manual, set of scenarios, publication in the form of a comic)-professional and effective workshops for FFCV trainers, brochures and other materials for the FFCV program- publishing good practices and the best posters sheets and evaluation forms- gadgets and promotional materials.As part of the project, the following have been organized:- 3 international meetings, with representatives of partner countries,- 1 joint 5-day staff training in Romania. Representatives of each partner were present at each training. Participants received participation certificates and Europasses.- dissemination events - example lessons, Let's Say No CyberViolence conference- a poster competition related to CV preventionDuring the project implementation innovative tools and training methods were used:all the scenarios and materials for the FFCV program, workshops, new social media profiles using innovative features, comics and other initiatives prepared by the organizations involved in the project.

CONTEXTThe internet has become an integral part of children and young people’s lives. However, the increased time spent online is prompting questions about whether they are in control of their Internet use and if they are aware of the side effects and the causes of the maladaptive behaviours related to excessive Internet use. Even if youngsters are not addicted, recent European research analysis has shown that it is not always or not only the time spent online that makes Internet use problematic and ‘excessive’, but the impact of Internet use on what might be called a ‘balanced life’. Excessive online exposure may affect physical health, children’s ability to stay focused leading to poor school or academic performance, negatively impacts their emotional well-being and it may also be related to lower empathy and social well-being or abstention from physical and offline social interactions. OBJECTIVEON-OFF4youngsters aimed at producing approaches and tools to help teachers and educators to support children to adopt a balanced approach to technology use by gaining a deeper understanding and interpretation of causes, risks, and effects of constant online commitment and by identifying and reacting to addictive formulas related mainly to online gaming and social media use. PARTICIPANTSThe partnership consisted of a company offering bespoke software development services to governmental agencies and private companies (P1-CIVIC), a university (NTU) specialising in Internet Addiction related problems, a technical and training consulting SME (P3-AKNOW), 2 schools (P5-AD and P6-32 School) and a training centre (P4-Emphasis). ACTIVITIESThe main activities of the project included:- Distribution of surveys to understand the needs of the target group- Elaboration of a report assessing the educational potential of the Augmented Reality.- Elaboration and validation of a didactical approach and training material to train children on the identification and interpretation of causes, risks and effects of constant online commitment. - Design and development of an Augmented Reality game based on the didactical approach which will be used by educators to train children to identify addictive formulas of Internet applications (i.e. social media rewarding system activates the hedonistic dopamine system).- Elaboration of a detailed guide for teachers on how to integrate the AR into their classes- Reaching out to schools with the aim of increasing smart and thoughtful and focused use of technology METHODOLOGYAn iterative methodology under which three versions of results were produced in three iterations. After each iteration the results were validated in workshops with teachers and children and based on the conclusions the next iteration was planned. RESULTS - A report on the educational potential of AR technology. - A curriculum that includes training material that aims to improve the quality of teaching and learning with regards excessive online media use and negative impacts to their well-being (EN, EL, RO, BG). - An educational AR Game about understanding addictive formulas of Internet applications and learning how to establish a healthier relation with the Internet. - Online Resources under creative commons license. - Publications, multiplier events, promotional videos, and online campaigns. TARGET GROUPThe target groups comprise professionals (teachers, social workers) working with children of 12 – 16 years. Apart from these direct target groups, the beneficiaries comprise also indirect target groups such as schools, parents, children's associations and organisations, policy makers and educational stakeholders deciding about subjects covered by school curricula, parents, children’s curriculum developers, etc. After the life of the project and subject to the delivery of concrete results, more target groups become relevant, such as commercial organisations producing serious games and AR games for educational purposes, universities with pedagogical departments. BENEFITSEmbracing a balanced approach to media and technology by youngsters includes thoughtful and intentional uses of media and technology, prioritisation of focusing on a single task and not multitasking in educational, work, or social contexts, and recognition of the importance of face-to-face communication, in addition to online communication, in supporting rich social relationships.

"<< Background >>CONTEXTIn this era of rapid technical advancement, there are growing debates around the idea of nanotechnology. Nanotechnology materials are being utilized in our daily lives in many ways, often without consumer knowledge. This key technology is considered not only a major source of innovation in technology, medicine and other fields, but also one of the main challenges for the 21st century. European universities and high-level vocational training programmes already cover this technology extensively but not schools.The European Commission (EC) has explicitly included nanotechnology as a theme in its research funding programmes over the past decade and supported scientists through the European Research Council (ERC). But while the clear priority of the new funding programmes (Horizon and Erasmus+) is to bridge the gap between research and the market, the central tenant of the European research effort remains excellent science, without which there can be no progress. As known, knowledge is an important parameter of the global economy. Also, countries must support research, development, and new job creation based on innovation. NEEDSHowever, although the word nanotechnology will be familiar to many high-school students, the subject is not widely taught in European schools. Attempting a targeted search on the subject of nanotechnology and schools in the EU, returns only one relevant research publication ""Teaching nanotechnology in primary education, Achilleas Mandrikas, Emily Michailidi, Department of primary education - University of Crete, 02/07/2019"". The conclusions from this research state that teaching NST is worthwhile even in primary education and that moreover, Nanoscience and Nanotechnology (NST) provide an appropriate context for the introduction of Responsible Research & Innovation (RRI) in science education.In the near future, the level of a country will be the indicator of that country’s economical power and countries that are able to control nanotechnology will control industry, too. Because of this, the need for labour force capable of using nanotechnology and contributing to production increases every day.TARGET GROUPSDuring the project:•Direct: Professionals (teachers) working with children 11-17 year old, Children between the ages of 11 and 17, Schools, Children's associations and organisations, social workers working with children, Policy makers and educational stakeholders deciding about subjects covered by school curricula.•Indirect: Parents, Universities educating teachers Designers & developers of teaching material for kids, Children’s curriculum developers, Computer & Internet trainersAfter the project:•Commercial organisations producing serious games and multimedia curricula for educational purposes.•Universities with pedagogical departments MOTIVATION TO APPLYThe partnership was formed with a view to deliver an educational package which will address the existing gap in EU schools with respect to the integration of NST (NanoScience and Technology) activities to the existing science teaching setting. In the process, educational content for NST for secondary education will be developed for the first time. The content will be complemented by instructional material and guides for educators to be in position to integrate the content in their teaching and generate awareness among school children about the importance of NST for our society. But this is not the major innovation of the project. The most innovative aspect lies at the creation of a dedicated Minecraft World to support a game which delivers NST related challenges which children can accomplish and in the process learn about NST and its connection to science subjects.The creation of this exciting educational offering is major motivation for the partners to apply as it delivers multidimensional benefits in relation to their mission (for the school, association and HE institute) and their commercial aspirations (for the companies)<< Objectives >>OBJECTIVESDue to the explosion of nanotechnology applications, there is a necessity to update school science curricula (secondary education) by integrating nanotechnology-related concepts that are both relevant and meaningful to students. The integration of nanotechnology in school science curricula comes in response to nanoscientific development and the mission of educators to instil and arouse students’ curiosity in learning about both what is and what will be more dominantly occupying the marketplace [Integrating nanotechnology into school education: a review of the literature, Nadira I. Ghattas & Jeffrey S. Carver]The project aims to increase awareness of nanotechnology among European science teachers, especially for the purpose of making the young become aware of developments in nanotechnology, and of the importance of the subject, to make them include nanotechnology within their career plans.Enabling our youth to develop and understanding and engage with nanotechnology at earlier education levels will be an important step to meet the need for labour force in this area. Our main objective in this Project is to enable our youth to meet nanotechnology at school level, and through this initial knowledge, create awareness about its importance for our society. We strongly believe that NANOWARE will help in meeting EU needs within this context. The fundamental output of our Project will raise awareness among teachers and subsequently school children about Nanoscience and nanotechnology and affect their future career plans positively regarding this subject.Nanoscience and Nanotechnology (NST) have been recognized as an emerging technology of the 21st century. The interdisciplinary nature and remarkable applications of NST have prompted science education researchers to recognize its potential in science teaching. NST have also been acknowledged as a vital field in technology in order to understand the socio-scientific issues of innovations as described by the EU framework of Responsible Research & Innovation (RRI). Nanotechnology is fundamentally a European issue with clear EU goals. The project brings together a range of actors who all have a role to play in the achievement of these goals and so collectively can respond from a range of perspectives and circumstances. NANOWARE objective is to increase awareness of nanotechnology among European science teachers of secondary education, especially for the purpose of making the school children become aware of developments in nanotechnology, and of the importance of NST to our society and economy and subsequently to their professional career in the future. Moving nanotechnology-based activities into the school science setting will be a major achievement of NANOWARE and is a huge motivational factor for the partners. Because of NANOWARE, secondary school teachers will be able to integrate NST activities to the teaching of science subjects taking advantage of the interdisciplinary nature and remarkable applications of NST which have prompted science education researchers to recognize its potential in science teaching. Important by-products also emerge from the promotion of Minecraft as a digital learning space for delivering Problem Based Learning experiences to students which enhance key competences and increase knowledge and awareness among subjects which are important for their future.<< Implementation >>The primary objective of this project is to deliver to the school community an educational package comprising a new curriculum for NST targeting secondary education. The NST curriculum will capitalise on new media technologies accompanied by a specialised delivery environment in Minecraft which will support the delivery of NST related educational challenges so as to support the teachers with the integration of NST related to their science teaching setting. To achieve this main objective the project will satisfy a set of intermediate objectives aiming to provide all inclusive NST related resources to professionals working with secondary education children, such as those below:-Design the NANOWARE curriculum based on the research carried out at proposal level and the classification of NST related material based on their suitability for secondary school science related education.-Engage with secondary education teachers to validate the design before deciding upon the final structure, coverage and modules.-Develop the modules accordingly.-Interact with secondary education teachers to identify the prerequisite knowledge of NST related terms and glossary in order to ease the adoption of the Nanoware package by the teachers and schools. -Connect with teachers through focus groups to discuss the kind of support that is needed by the teachers in order to integrate the NST activities to their teaching setting. -Elaborate challenges in Minecraft. Teachers will be presented with the initial challenges in order to provide their feedback and drive the work towards the elaboration of challenges which are meaningful and possible to integrate to their teaching setting. -Implement the NANOWARE Minecraft world, enriched with resource packs and mods and model inside it the NST related challenges, porgram their logic and connect them to a complete mission for school children-Create Instructional material and a guide with the help of the teachers to decide upon the contents of the educators pack in relation to the use and integration of the Nanoware Minecraft World to the teaching setting. -Validate the results with the teachers under real conditions. -Define a skills and achievements framework for non-formal recognition of NST related knowledge (award Badges) of children which successsfully complete the NANOWARE Minecraft Mission.-Prepare a virtual space, the Nanoware Foundry where teachers will find all the support they need to use the educational package and drive its design and functionality for future releases.It is apparent from these activities that the involvement of the teachers is envisaged from the start of the project. This will break the natural resistance to new ways of doing things for the initial group of teachers that will be involved form the beginning and will cultivate a feeling of ownership as they will become major stakeholders. Their involvement from the start of the project will lead to incorporation of sustainability specifications to their initial design of the results and subsequently their long term viability.A series of targeted knowledge awareness activities with the help of the teachers, the teaching community and the associated partners will lead to the dissemination of project related knowledge and the spark of interest on the NST subject. The envisaged multiple events will be a great facilitator towards achieving the necessary awareness for the NANOWARE Foundry virtual space which will serve as the single point of access to all NANOWARE results and the communication and collaboration hub of the NANOWARE community of teachers and educators.<< Results >>The main outcome to increase awareness of nanotechnology among European science teachers and provide them with an educational package to allow them to integrate NST related activities to the science teaching setting will have multidimensional benefits for the students. Ultimately, the outcome for secondary school students will be a better understanding of NST and its interdisciplinary nature. As a result, NST related professional careers will be considered by more students leading to better employment opportunities for them and to the further growth of the NST industry and relative EU research.Important by-products also emerge from the promotion of Minecraft as a digital learning space for delivering Problem Based Learning experiences to students which enhance key competences and increase knowledge and awareness among subjects which are important for their future. The promotion of digital learning spaces is also a desirable outcome of the project as they offer an efficient solution with multidimensional benefits, especially in situations such as the current COVID-19 pandemic. The Minecraft Massively Multiplayer Online platform has penetrated to almost every EU house that has children of school age and its educational potential remains for the most part unexplored as today we can only find individual educational challenges as opposed to complete educational packages fulfilling a series of learning objectives. NANOWARE can also achieve a significant outcome in this aspect through the promotion of Minecraft as a digital learning space of high educational value.In order to achieve the envisaged outcomes, the project methodology comprises three tangible results:- R1: NANOWARE Educational Pack: comprising the Nanoware curriculum, glossary and online repository, the Nanoware Educators Guide and a Learning Motivation Environment which will deliver the material to the learners.- R2: NANOWARE Educational Challenges in Minecraft: a collection of educational challenges in Minecraft and the Nanoware Minecraft world comprising resource packs and mods for the challenges and instructional material and guides for parents and teachers- R3: NANOWARE Foundry: a foundry virtual space designed to power a community of adopters and provide a feedback loop mechanism to retain an open channel between the implementers of the Nanoware package (partners) and the adopters (school community) with a view to drive the evolution (corrective, perfective, evolutive maintenance) of the Nanoware package, initially by the partners and later on by the educational community itself. The foundry will feature also a recommendations pack for the use of the Foundry space and tools and the Nanoware skills & achievements framework for the recognition of knowledge acquired through Nanoware.These results are produced following an iterative methodology which will allow them to evolve by incorporating feedback from the testing and subsequently the validation of a previous version. An initial version will be first tested internally, and the outcome will drive the development for the next release, the validation release which will be validated under real conditions with representatives of the intended target group, secondary education science teachers. The conclusions from the validation will feed the corrective/perfective/evolutive maintenance of the final project release. Then, the feedback loop between the community of teachers that will use NANOWARE with their students and the partners, facilitated by the FOUNDRY virtual space, will drive the further maintenance of the educational package based on the needs of the NANOWARE community."

The 21st-century challenges – globalization, information overload, rapid changes, virtualization – leads to more and more requirements for learners and educators. The skills that learners need to contribute effectively to society are in constant change. Professional development, at all points in a teacher‘s career, is necessary to keep up with changing research, tools, practices. Most institutions and training organizations look much the same today as they did a generation ago, and educators/trainers themselves are often not developing the practices and skills necessary to meet the diverse needs of today’s learners. They see the necessity to enter the e-learning market and change their profile but they are often afraid of such change -especially mature educators- or the training available do not offer the clear move to e-learning with a simple explanation, good tasks, examples, exercises and comprehensive for trainers knowledge necessary for DL. The project is the response to the lack of programs that offer new skills to the trainers/educators/mentors who work in a traditional way and would like to acquire new skills connected with e-learning and DL. The trainers/educators/mentors with experience usually are afraid of entering new areas and using new tools that require IT knowledge. The outbreak of the coronavirus has shown to the world how important competencies that allow teachers to conduct classes online. The closing of thousands of educational institutions has opened up many opportunities in the implementation of online education, on the other hand, it excluded those working only with traditional methods.The problems of online education and staff skills are particularly important. Poland, Lithuania, Greece and Romania lack experienced trainers who can smoothly pass from traditional teaching to DL (e-learning). The ratio of educators who can be at the same time mentors and trainers is very low and it is about 11% (Lithuania), 14% (Poland), 15% (Greece), 14% in Romania compared to the European average (EU 27) of 32% (Istat, 2016). There is a very poor stat. data referring to trainers' and educators' qualifications and specializations as there are no such registers at the national or regional level. It is connected with the fact that a part of trainers and educators are freelancers or work in education besides doing professionally sth else.Main aims:• Enhancing the quality training of trainers/educators/mentors in DL• Exchange of best practices of partners org in DL• Fostering the provision&assessment of trainers’ key-competences: DL and e-learning training abilities&digital skills which are included in curricula• Introducing, developing&promoting innovative methods&tools in training by supporting personalized learning approaches for trainers/educators/mentors, teaching them ICT in an accessible way offering OERvia platform, open&flexible learning, virtual mobility by introducing an e-learning platform open to all trainers• Promoting cross-border cooperation in education&learning via e-learning as all partners will work on DL and e-learning• Enhancing the professional development of persons working/active in education by offering them new competencies&ability to work on-line by changing their profile • Increasing quality&range of training, ICT-based methodologies&use of OER– by introducing new methods, tools, e-learning, personalized teachingThe project reached the mature people who are trainers/educators/mentors who used to work in a traditional way and wanted to acquire new skills connected with e-learning. Over 300 people participated directly in our events (2x dissemination events in each country, and 4 DE instead of the conference in Poland, one pilot training course in each country). Indirectly, with the help of dissemination tools, we reached approximately 3,000 people presenting our activities. By publishing products on the E+ platform, we expect to reach more people.During the project, a platform was created that included instructional videos, transcripts, quizzes, visual materials, and manuals on how to switch from traditional to online teaching. The project also created a handbook presenting how and how to teach trainers and educators new digital skills.During the project, people had the opportunity to work with new online tools and learn to use in everyday work. This knowledge will be transferred to the oasis used in class. Project recipients were both interested in switching to online teaching and creating classes that combine traditional methods and the virtual work of learners.As a result of the project, the participants acquired new ITC competencies and learned how to train others with similar tools. Our materials are available under free licenses, so anyone can use them in the future.