The aim of our project is to strengthen the motivation of education staff at schools, students and parents. To increase the quality of distance teaching and learning environment. There are 6 countries; Romania, the coordinator, Turkey ( 2 schools from different cities, one kindergarten and a secondary school), Italy, Greece and Czech Rep. As it is known, we have been facing the difficulties of Covid19 Pandemic for a while as a whole world. Ministries of Education all around the world try to struggle with the problems resulted from sudden change. In a total of 191 countries, education of 1.6 billion students, approximately 90% of the total pre-school to high school education level, has been disrupted (UNESCO, 2020a). In line with the principle that education is a fundamental human right (UN, 1984), in order to compensate for the education interrupted by the pandemic, emergency remote education practices have started all over the world by showing rapid reflexes by many educational institutions. Covid 19 pandemic revealed that we were unprepared in the first wave and there were many areas open to improvement. In the interviews with our partners, it was concluded that this process could not be overcome in a healthy way, that most of the students are still uninterested in distance education, and half of our learners have both a negative perspective on distance education and a lack of professional competence. In addition to these, it was stated by our partners that the awareness level of the majority of the parents about the digital education process is very low, and the ratio of parents that can support their students in this process is at most %25 in each partner school. In this context, ongoing and permanent solutions should be produced within the framework of lifelong learning in distance educationThe main objective of the project is to increase the motivation for distance education of students, teachers and school staff competences through European and national training, seminars, workshops and e twinning projects ( on distance education, Web2.0 Tools, cyber bullying, New generations, innovative and qualitative digital materials, and online lessons). We will create a booklet with an ISBN number including lesson plans and activities prepared for online learning. We will have a workshop on innovative and qualitative digital materials. That will enable teachers to reach better materials more easily. We will organize parents' seminars in each partner school to inform them about distance education system and their role in this system. Students will have 6 zoom lessons including all the partner countries' students and they will have the opportunity to try the activities and lesson materials prepared by our teachers during project activities. Teachers, students, and parents will be more competent and aware of the distance education and digitalisation.Description of the Project: There are 2 LTT for teachers (about Web2.0 tools, how to prepare lesson materials for online lessons, cyber bullying, games to be used in online lessons and new generations, Z and Alpha). The teachers will be given Europass Mobility Certificate. There will be 4 TPM, where we will discuss about the plans, drafts and final versions of final products as well as exchange the experiences and idea for the project activities. There will also be 6 student zoom lessons and they will also create a digital chorus by meeting on zoom. At schools we will organize parent seminars , a workshop and E+ Fairs. We will implement project's activities, the gained knowledge, monitor it, evaluate and diseminate the projects results.Short Description of the Results:The main results will be: A booklet including lesson plans with an ISBN no, digital chorus uploaded on canal youtube, googlesite including Lessons prepared with WEB2.0 tool, a report of workshop about innovative and qualitative digital materials, PPP about games to be used in online lessons, 2 training materials, project's website, and TwinSpace. All our tangible results will be OERs. After the project, teachers from 6 partner schools will be more competent about digital education, cyber bullying and new generations, linguistic, ICT, international entrepreneurship, innovative thinking and writing European projects. Students will gain new competences in areas of digital education and their motivation and attitude will change positively. They will also become more confident, open minded and responsible for the future life. Parents will be aware of their roles during digital education. The project will have an impact on teachers, students and parents( they will be more open to innovations, new changes , eager to work in the international groups), parents, local educational government, local schools, regional, national European Institutions which will be informed about our project activities and results. All project activities will go on after EU funding ends.

SummaryThe report (Rocard et al., 2007) published by the European Union in 2007, emphasized that young people’s interest in the fields of science, technology and mathematics has dramatically decreased.They concluded that Europe's long-term innovative capacity will be reduced significantly if effective action plans are not taken.Children and time changed a lot and we as school, teachers and system should keep up with the changes. We expect students to be active, innovative, independent, creative, but as research showed we don’t really give them the opportunity to develop all these skills. The changes are happening so fast that we are actually preparing students for jobs that might not even exist yet.This is why it is of vital importance for students to acquire the 21st century skills like creativity, communication, intellectual curiosity, critical thinking, media literacy, collaboration, planning and problem solving.Goal of the project:With this project, we aim to increase STEM literacy in our schools.STEM that has brought an innovative perspective to the education has been given importance by the whole world in recent years and it mainly involves the interdisciplinary approach of Science, Technology, Engineering and Mathematics. The STEM model integrates them into a cohesive learning paradigm, based on real-world demands. What differentiates the STEM model from traditional education is cohesive learning, which shows teachers and students how the scientific method can be applied in everyday life, by developing the type of thinking based on solving problems by applying real-life solutions.In partner schools, to realize the miracle Japan created in 1980 and South Korea in Asia in 2000’s-we are obliged to raise an innovative, entrepreneurial and creative thinking generation who are interested in STEM fields.In these days when we witness the Industrial Revolution 4.0, the country of 'technological superiority' requires being strong and can be achieved by qualified work force in this field. Developing our students in STEM and Coding fields and creating a process in which students can benefit from Europe’s experiences in STEM within the framework of exchanges of good practices. By means of our collaboration with our European partners,we will enable our students to raise with the 21st century skills like creativity, communication, intellectual curiosity, critical thinking, knowledge and media literacy, collaboration , problem defining-formulating and solving that will enable them to be successful in this field.The project activities are fictionalized on sharing good practices among the project partners and adapting all activities to all schools.With the project activities to be realized; A project process in which students, who will make innovations that enrich the life, will be created and project based learning awareness is formed as a result of teachers’ taking theoretical information presented by Science, Maths, Chemistry, Biology and Physics and blending them with the practices of Technology and Engineering. Since our project partner schools do not have an engineering cycle in the classical curriculum, a project process in which teachers develop their skills related to the integration of engineering cycle into their courses is aimed. We aim to create a school atmosphere in which ,- we contribute to the logical thinking of students- students learn team work- we contribute to the increase in their self-confidence- we help them gain self-confidence in mathematics and science and make learning enjoyable for them- skills such as creativity and intellectual curiosity, knowledge and media literacy, critical thinking,cooperative work, problem solving are improved.For the continuation of STEM activities outside school hours and adaptation of cooperative learning by students; micro working groups will be created and activities that will make them compete with each other will be carried out. 10 percent increase in the mathematics, physics, chemistry, biology course grades of the students in the project partner schools compared to the previous academic year is aimed. It is an inevitable fact that awareness of STEM will change students' perspectives on Mathematics and Science. After the implementation of the project, it is aimed to increase the STEM activities by 10% in the course plans of project partner schools.6 LTT activities were planned during the project period. One of these for the teachers, five of them will be held for students. With LTT activity for teachers,participant teachers;-will learn the philosophy of STEM and integration process of it into courses,- will learn engineering design process/engineering design-based science education,- will learn project-based learning in STEM education,- will learn modelling in STEM education-will learn about 3D design processes,-will enrich their lessons with learning outcomes of other disciplines,-will increase their qualification in team working.

Because mathematics is usually communicated in universally understood symbols it may appear that it does not require a lot of language to understand it but, in fact, its reasoning processes are very dependent on vocabulary and syntax. You may be able to write mathematics in symbols, but you need words and grammar to speak sums and equations, read about them and understand them when you hear them. When students do mathematics in a foreign language, the language itself adds a layer of difficulty to something that is already abstract and opaque. The result, as research shows, is that many secondary and tertiary level students, though they may be good at maths in their own languages, perform at below their level of ability when doing it in a foreign language. Conference attendees, academics and policy makers have asserted that the language of mathematics requires special attention and that there are very few resources available for teaching it.This was the background to the Mathspeak project. We set as our primary aim, the production of a language learning resource for secondary school students living in foreign European countries where they were not native speakers. Mathspeak would supplement foreign language learning by focussing exclusively on the language of mathematics. It would develop users’ receptive skills to the point that language problems ceased to obstruct their understanding of mathematics and enable them to verbally express mathematical concepts, appropriate to their age groups, put number problems into words and handle mathematical terminology with confidence. We put together a team which mixed educational practitioners with the creators of educational materials. The idea was that schools in various European countries would supply teachers and students to pilot the material whose feedback would influence the content and style of the course material.There is a well-known, though by no means universal, resistance to mathematics, especially amongst young people. So, in order to address this resistance, catch and maintain students’ interest in the language of mathematics, the writers took advantage of the current popularity of graphic novels and used comic strips to put over the teaching points. They took the form of light-hearted sketches peppered with fantasy and humour. The material was written one mathematical-themed unit at a time. Each unit was made available to the Mathspeak project partners through the AdminProject portal. The units were in three forms: 1. The finished English version comic strips, 2 A set of comic strips with no text (the blanks), 3. A document with text only for translation. When the translation was complete it would be transferred to the blanks by the IT experts at Danmar Computers. Partners were supplied with tests for the purpose of getting objective data about whether or not students were learning from the course. Most of the partners also used the original English version for the purposes of teaching English as a foreign language. They fed back assessments of the materials which informed further writing.Unfortunately, the Coronavirus pandemic intervened. In the middle of the project, schools closed. Though the Mathspeak project was temporarily suspended, our plans for piloting were seriously disrupted. Even when work restarted, our partner schools remained closed. Some partners were able to continue piloting in a limited way by incorporating Mathspeak into their online teaching. Other partners did not have this facility available. However, the writing and translating continued and the material was completed. 32 students participated in the piloting process, which was not an unsatisfactory number in the circumstancesAs schools have slowly returned to comparative normality, teachers have begun to use Mathspeak and, as we had hoped, news of it is spreading to other institutions. We are continuing to promote it and thereby bring it and the educational issues surrounding it to the notice of policy makers and syllabus designers.

FRAME:In today's world without using digital tools, in teaching subject specific field is impossible since our students use digital tools more and more at all. Regarding this, integrating digital devices, school administration software, and applications into the classroom serve to improve learning and boost good study habits. Bearing this in mind, innovating the teaching is become imperative due to emerging corona outbreak, schools across the EU turned into online teaching to ensure safety of the kids. During the rise of online classes, teachers have tried to explore new ways of encouraging students to self-direct their learning. In this regard, academic lessons, such as Science, Maths, Language, History, etc are relatively taught through the use of digital tools. However, the social interaction required lessons, such as PE have not been taught effectively since lack of adequate, appropriate, effective and inclusive digital tools to teach PE online. Bearing this in mind, according to our desk research, conducted on 300 PE teachers, 5.000 students and 98 schools (across the partner countries) showed that during the covid outbreak the PE did not go well because:- The current PE curriculum was designed in person and/or face to face education, which does not address the needs,- The inadequacy of physical education teachers who are not familiar with teaching PE online,- Lack of digital tools for physical education designed for online PE,- Lack of motivation kids taking part in PE lessons online,Thus, the covid outbreak showed us to rethink, reshape and redesign the current PE education, find new methods, adjust our teaching methods and/or techniques to address the needs of the teachers and students. In line with these, the following objectives are identified:OBJECTIVES:- To design a need based online PE education curriculum, which addresses the current situation and future of PE, - To strengthen PE teachers' profiles and ease how to teach PE online through the use of digital tools,- To produce a digital education package, which addressees the needs of PE teachers, schools and kids. - To increase the motivation of the kids participating the PE online.- To cooperate and network with associations representing schools, NFE centres and NGOs to create a more modern, dynamic, commitment and technology based PE education. - To promote virtual training virtual trainings for PE teachers. - To incorporate digital online technology into PE-specific teaching, training and learning,- To pilot PE digital educational resources with non-formal methodological approach The project aims to address the challenges identified above by providing PE teachers skills and competencies and young kids motivation the attitudes and skills needed to participating PE lessons through online. STOP+ will achieve these goals through:OI: Curriculum on teaching PE online.O2: Web-platform, eLearning modules and tutorial videosO3 Tooll-kit for PE teachersO4: Webinars and seminars promoting how to teach PE online. BENEFICIARIES:- PE teachers.- ICT teachers.- Students aged 10-17. - Schools at primary and/or secondary level in VET and general level.- Sport staffs/NGOs.METHODOLOGY:The project foresees to implement blended learning approach with blended/hybrid materials.Regarding this, we first of all develop the current PE curriculum, namely we blend the PE to online tools.Then, we develop a web-platform, comprising eLearning modules and tutorial videos to ensure distance learning and self-learning. Then, we produce a tool-kit as a pondered and improved collection of the educational tools employed in the local and international phase of Piloting.This toolkit is a guideline and comprise a series of lesson plans, tools, tips to teach PE in the new normal and online. We arrange virtual trainings for PE teachers, students, educators, educators and parents of the students. To educate the PE teachers and test the effectiveness of the education package, we organize staff training. To arrange milestones of the proejct, we organize 4 face to face transnational meetings. To reach out wider teachers, students and education communities, we use eTwinning and SEG, namely our cooperation mainly keeps up virtually. DEVELOPMENT(s):As outcomes from the implementation of this project the PE teachers, students and participated organizations will be able to:From PE teacher perspective, they will straighten their profiles and will learn how to use digital tools teaching PE online. From students perspective, they will be motivated taking part in PE online From schools' perspective, they will have a more, modern, dynamic, inclusive, need-based, digital and commitment PE resources.This transnational cooperation will contribute to the solution of problems we face and create a more long lasting impact in the areas we want to record improvement by sharing ideas and methods while operating and networking at transnational level.

<< Objectives >>Specifically, in our project, we are going to focus on: - gaining analytical thinking skills- allowing the students to see the relationships between events or situations- helping creative thinking and systematic thinking- increasing problem-solving ability- helping students understand the machines’ working logic- making a difference not only in students’ profession but throughout their lives- promoting teaching coding- developing the capacity to understand coding and robotics<< Implementation >>Teachers will be sharing innovative methods and exchange good practices during LTT meetings.The Project activities will assist the students in finding an appropriate place as a bridge between their identity and the European values.Students will take part in project activities, both during and outside the classes, being involved in all stages of the project, and contributing to the creation of project outcomes.<< Results >>Teachers will develop themselves professionally thanks to training, seminars, meetings, and conferences. They will have a chance to observe the education system of their partners and apply the positive sides to their lesson plans.Our methodology will be based on holding Erasmus+ Day, street interviews and surveys, organizing an Entertainment Day, coding workshop, career days, related fun activities and social activities during the project activities and LTT.