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"The Strategic Partnership ""Web 2.0 Tools In Education"" has brought 8 schools together.The partnership project was set up to follow four major objectives, namely: - Exchanging expertise, collecting examples of good practice- Choosing best web 2.0 tools for using in classrooms- Making an inventory - Collecting proposals for improvement - Summarizing and disseminating of findings First of all, the partnership was initiated in order to exchange ideas and experiences on ICT and web 2.0 tools usage in classrooms. PARTNERSHIPDeğirmenkaşı Ortaokulu – TurkeyTuğrulbey Ortaokulu - Turkey1 Epal Kavalas – GreeceCe Ave Maria San Cristobal - SpainSSOU MOSHA PIJADE – MacedoniaScoala Gimnaziala Petre Ispirescu – RomaniaIIS E. Fermi – ItalyProfessional High School of Economics ""Prof.Dr.Dimitar Tabakov"" – BulgariaThe foreseen tasks and activities of the project were defined in a work plan agreed on originally in the state of application in the beginning of 2016.After approval, the final work plan and time schedule were agreed on by the consortium on occasion of the kick-off meeting in Turkey in December 2016 when the project finally took up its work. In line with the work plan, the partnership started with a Research on the current situation regarding Web 2.0 tools in the partner countriesThe first months also were used to create a colorful project website informating on objectives, partners, activities and outcomes. The design was developed and the structure defined. On time, the website was launched on after 2nd meeting. initially in English.The consortium gave thought on the transversal tasks of evaluation and dissemination. A ‘Quality Evaluation Plan’ including a Snap Shot Analysis and a Monitoring questionnaire was developed as well as a ‘Dissemination and Communication Plan’ as obligatory tools for the project partners. the partners collected various examples of good practice.Besides these regular tasks, the partners took the opportunity at various occasions to inform about the aims and the progress of the projectand to disseminate the results and outcomes.Transnational meetingsBesides the various activities carried out to meet the goals of the work plan agreed on, there were 5 transnational project meetings held in order to exchange expertise and experiences on work-based training issues, to monitor the progress made and to agree on the next steps to be taken and the correspondent responsibilitiesThe project´s work started with a kickoff meeting in Turkey in the beginning of December 2016. This initial meeting was to get to know each other and learn about the partner organisations.The second meeting was held in Kavala Greece. In this meeting project logo was selected and the results of questionnaire is presented. The name of the web site is determined. www.webtwozero.euThe third meeting was held in Potenza Italy. In this meeting, every partner presented 5 web 2.0 tool. The forth meeting was held in Macedonia. In this meeting, the result of the surves was presented by each country. The documents for ebooklet were gathered.The final meeting was in Nallıhan Ankara. Dissemination activities were presented. Ebooklet was revised by everyone and coordinators decided about final reports."

The overall education process has a daunting task ahead: to teach students the 21st century skills, meaning to develop skills to face, adapt and solve problems that are not known yet and which will be visible in some years. The key point is to shift from acquiring knowledge to using it. It is high time for schools to develop their approach adapting to the latest trends in job-related skills and to offer the necessary support to students in considering their career prospects and developing their selfemployability, according to their personalities and competencies. The main aim of our project is to develop students’ metacognition, which is cognition about cognition, while they expand core knowledge and skills. The project objectives are:1. To create the ground for peer learning where participants can exchange best practice examples in the VET field during a two years project2. To enhance the 21st century skills of students of 5 EU school during a two years project3. To build up participants’ ability to foresee career opportunities4. To boost students’ life, learning, and literacy skills, as well as their professional knowledge5. To strengthen cross-cultural communication, respect and tolerance6. To create the setting for participants to apply the new acquired knowledge and skillsThe project is addressed to VET students, and 20 and 8 teachers per country will be directly involved in the project activities.There are planned 5 LTTA meetings.1st – project partner presentation (school, city, country); a comparative analysis of the VET education-economic context-work market in the partner countries; statistics illustrating the unemployment rates in the 5 EU countries; discussions about local and national initiatives and opportunities that help to face the unemployment issues.2nd – seminars/lectures delivered by experts focused on discussing how and what the education should do for preparing students to face a more complex and demanding world; workshops to develop students 21st century skills; exchanging best practices examples on the topic among the partners;3rd – organizing workshop meant to develop students’ literacy skills; group work that help student to adroit with using ICT; exchanging best practices examples on the topic among the partners; promote the use of pedagogical booklets;4th – organizing workshops on how to develop life skills; group work that help students to develop tenacity, critical thinking and creativity; exchanging best practices examples on the topic among the partners; promote the use of pedagogical booklets;5th – organizing workshops on how to help students to immerse on the job market; group work that help students to learn how to write a CV, a cover letter and prepare their personal portfolios, how to behave during an interview; exchanging best practices examples on how to help student meet the demands of the Innovation Age The project is based on student centered approach aiming to develop their life skills (Social Abilities,Efficiency, Flexibility, Initiative, Leadership), learning skills (Communication, Creative Thinking,Collaboration, Critical Thinking), literacy skills (Information, Media and Technology Literacy), so that they can upgrade their own chances to get a job when graduating. An added value to our project will be given by undertaking a pragmatical approach by asking students to apply the gained knowledge in job-seeking exercises.The tangible results are:-presentations of the schools-analysis of the VET education in all partner countries-5 sets of educational materials produced during the international exchanges-1 guide: Employability and skills development of European VET students-presentation of online tools used to identify job opportunities-meeting reports-promotional materialsParticipating to this project will bring multiple benefits to all partner schools. Schools will expand theVET network of contacts, exchange best practices examples and develop the school curriculum.Teachers will develop their teaching approach and will broaden their vision by observing what methodologies and tools are used in other EU schools. This will enable participants to enhance their ways to organize activities outside classes for VET students. Partners will have the capacity to build up long lasting collaboration.The project results will be integrated into daily teaching giving an international dimension of the educational process.The Erasmus+ project will contribute in promoting a positive image of our schools and staff. It is a real proof that teachers are interested in lifelong learning and being updated with the last trends in matter of education.

The starting point of this project is an eTwinning project on the use of web tools in learning English to minimize the social media addiction, reluctance to learning English and lack of motivation to lessons. Participants organized and shared activities with each others in order to blend technology and language learning and integrate them into education. In these activities the pupils have become familiar with web tools like Kahoot, Socrative, Prezi, Animoto, Duolingo, ClassDojo, Flipped Classroom and so on to a certain extent. They had the oppotunity to see each other's good practices with webinars and videos. However, since the activities carried out on this platform do not meet our expectations enough to solve our common problems we think that sharing good practices in real environment -not virtual one- will make us closer to our objectives. Concrete cooperation and communication will be crucial for finding effective solutions for our problems. In this project, our common problems are the students' resistance to learning English, boring lessons and increasing digital addiction. In SWOT analysis, surveys, attitude scales, and case studies, these problems have been clearly revealed. We believe that social media addiction will decrease day by day if the use of educational web tools increase and we will be able to break down the barriers that prevent speaking English fluently.According to 2020 EU Development Plan’s innovation vision and EU educational criterions, digital competency and language proficiency are indispensable for today’s world. Especially new generation was born in a digital era and interactive world. In fact, this situation may include disadvantages as well as advantages. If individuals do not use technology effectively, they may get away from the sociality of the real world. On the other hand, if they don’t have language proficiency they can’t catch up with the world’s interactivity. So, with this project we have both micro and macro objectives to meet these needs. Our main micro goals are to make language learning permanent and fun with digital tools, create a participatory classroom environment, minimize digital addiction by using the internet consciously and effectively, gain self-confidence for using English fluently in class environment. Besides, in long-term we aim to raise individuals who can produce innovation and use the language effectively in daily life and business, raise awareness of world citizenship, create intercultural interaction. It is also expected to gain skills such as collaboration, creativity, critical thinking, self-esteem, entrepreneurship spirit, the understanding of lifelong learning, problem-solving. All these objectives are in harmony with EU Development Plan. So, by means of our project we also aim to conduce to the adaptation of technological atmosphere of the advanced countries.The project is planned as six mobilities by the Portugese coordinator school. The other partner schools are from Bulgaria, Italy, Lithuania, Romania and Turkey. Four students (aged 14-19) who have different socio-economic status, ethnicity, geographical opportunities and two accompanying teachers will participate on behalf of their own schools in each mobility. These transnational activities will be organized meticulously by each partner for five days. Participants will demonstrate various web tools in learning English by means of colorful workshops, share their good practices and find opportunity to come up with concrete solutions to their problems by making brainstorming.Research methodology, case study, qualitative research, problem-based approach were mainly used for this project. Especially case study was very useful where we needed to understand the problem in great-depth and where we could identify cases rich in information. In order to collect data, the surveys, interviews, observations were conducted by experimenting, measuring and observing, as well as compiling from sources. Graphics, drawings and tables were prepared during the reporting phase. Formative and integrative evaluation methods which focus on the process to see the improvement were benefitted from for the evaluation period. Video-conferences, questionnaires, control lists, pre-tests and post-tests played great role during that period. It was also agreed to use communicative and student-based approaches in the local activities and LTT activities.It is planned to be organized seminars, workshops, local media events, conferences, exhibitions and local festivals for short-term dissemination works of outputs. On the other hand, it is aimed to be used some effective tools such as social media, e-magazine, Youtube, website to provide worldwide impact of this project.

In this project we will create new teaching materials based on the creation of real products and real marketing channels. The students and teachers will be working on project tasks where the theory will be focused to give them support and finally, achieve the goals. Teachers will motivate the need to know new things and develop the project through an initial activity that awakens interest and gives rise to questions. Teachers will create a question, the answer to that question will focus the work.During the work, students have to be the protagonists: to think, to choose and to make decisions. During the project students will work in collaboration, communication, critical thinking and the use of new technologies.In the “e-commerce for start-ups” project our participants will roll up their sleeves and by using all the theoretical knowledge they will work on:-Creation of a product (a real one)-Market study - Marketing study- Product box design-Legal base for exportation-Funding- Manufacturing process -E-commerce web page-Customer surveysThe project is composed by six different schools located in Italy, UK, Turkey, Bulgaria, Greece and Spain. All of them are teaching Business and Entrepreneurship subjects in their schools. In this project we will pay special attention to cooperative work and communicative skills. Working in groups in order to achieve a greater learning. Showing the goals via different presentations will reinforce the communicative area. Education will be carried out following the logical process of thinking. Researching projects are a way of learning to learn in cooperation where all the above circumstances will be met.