<< Background >>This project aims to promote innovative ways of teaching STEM outdoors in particular to girls and underprivileged children aged 8-16. The rationale is that the target group is underrepresented in STEM occupations and with the project we aim to motivate them to consider STEM-oriented careers. Recent studies have shown that children are better susceptible to STEM subjects, therefore we want to enhance their curiosity with the possibilities that STEM offers. At the same time, we aim at bridging the gap between digital technologies with real nature by designing and implementing combined STEM activities: online and outdoors. As a result, students will not only have knowledge but will also get equipped with skills for solving real complex problems required in today’s world. Another known problem that children face is the application of theoretical knowledge in nature. To overcome such problems, the project aims at defining difficult theoretical tasks and offer various implementations of the theory in the natural world. Through using a guided mobile application, using gamification elements for motivation, students will be able to easily understand the connection between theory and practice.<< Objectives >>The project has four objectives. 1. Creation of outdoor possibilities, for example, trails, for schools and their pupils to engage in collaborative activities for practicing STEM knowledge by using digital tools but outside of traditional school settings.2. Bridging the gap between theory and practice by introducing educational experiences and interdisciplinary approaches to solving real-life challenges. Tasking pupils with real-life challenges will help them understand the relevance of STEM knowledge in daily activities.3. Flexible and inclusive e-toolkit. E-toolkit will offer teachers and students a description of various possibilities for practicing STEM in nature. It will consist of e-materials and a freely accessible mobile app that will help in discovering activities and outdoor STEM trails for different pupils’ ages and interests. 4. Increase the motivation of girls and underprivileged children to engage in STEM activities.<< Implementation >>Each primary school will develop two trails, or six altogether including the STEM activities on each of the trails. All partners will develop a GREEN&STEM e-toolkit (e-learning space) with a description of all activities and trails for all ages. The e-toolkit is an easy-to-use and ready digital collection for outdoor science and STEM activities, with a specific focus on girls and underserved communities. The GREEN&STEM e-toolkit will be a basis for developing a mobile app by FIS. Development of an outdoor STEM educator guide (e-learning space) to engage students with STEM activities. We will create a project webpage (by FIS), a Facebook page, and a YouTube Channel (by SIM) and organize multiplier events for the promotion of the project results.<< Results >>Established six trails with STEM activities. Preparation of an e-toolkit GREEN&STEM and a mobile application GREEN&STEM. Project promotion and increased motivation in girls and underprivileged children for considering STEM careers by organizing three learning, teaching, and training activities in the partner schools in Slovenia, Spain, and North Macedonia. Organization of three multiplier events for the promotion of the project activities, one in each country. Established project webpage, a YouTube channel, and a Facebook page.

The Erasmus+ project titled ‘’PLAY2ADAPT’’ tackles an issue currently important in multicultural Europe, namely the struggle with the adaptation of immigrants and refugees to a new country. About 5 million people had to leave their country due to wars and political pressures and they were settled to different countries mostly in Turkey. This is a common issue not only in Turkey but also all around the world. Our school is in the area where a lot of immigrants and refugees have been defected from their countries where they live in. By the course given to teachers with the coordination of The Ministry of National Education and UNICEF in 2017, we have learnt that the immigrants and refugees have adaptation problems to a new country. And also, we have observed both immigrants/refugees and Turkish students’ problems in our school and we have decided to write this project to provide the adaptation of these students to a new school life easily and cohere with Turkish students by the help of children games. We think games have no language, in other words, they are an international way of interaction. So, games help students adapt easier to a new country and school. The main aim of the project is to adapt the immigrant and refugee students with their peers thanks to children games. The aims of the project includes raise the student’s awareness of the differences and similarities between cultures and lifestyles; provide interaction between cultures with the help of children games; raise the quality of foreign language learning and 4 main skills both students and teachers; encourage the attitude of team work, communicative skills, and social interaction among children with their Europian peers; develop peer teaching and ‘’learning by doing’’ theories; encourage entrepreneurship in students and increase their employment skills and sense of creativity; explore new teaching strategies, methods and techniques.The project is adressed to students between 10 and 17 years of age, teachers, partner schools and indirectly to parents, universities and local communities in which the school’s functions as well as to all other groups which aim to conduct educational activities in the field of communication and education who seek inspiration and are willing to share our experiences and use project results/products made available through various information channels.The main activities in the project include: initial and final assesment of questionnaires about adaptation of immigrant and refugee students with children games, analysis of data gathered, creation of new products such as DVDs, CDs, brochures, a booklet, a calendar about children games, preparing a booklet about new teaching methodologies, organisation of local festival and educational workshops, simple e-learning publications promoting multiculturalism and raising awareness among participants in the project. The main project results and products include: methodological publications and interactive games connected with the projects' main topic. The main result of the project will change in the attitude and awareness among schools have immigrant and refugee students. As final products, we will make up an international website and a brochure including children games, DVDs and CDs about children games, we will publish a booklet about teaching methodologies, modify school playgrounds and prepare calendar. The results will be used long after the conclusion of the project and all results of the project will be archived in the electronic form and made available from an online website. With the help of this international project we want to enhance the students’ and teachers’ interests in foreign language learning and cross the boundries that exist between different European cultures and languages.

The general objectives are :- Developing alternative learning approaches to integrate mentally disabled youth into society and the labor market.- Developing systems to share best practices in education for young people with intellectual disabilities.- Promoting educational opportunities based on participation in activities within the European Union .- Contribute to the improvement of linguistic and professional skills of the direct beneficiaries of the project: project staff, teachers and students.The specific objectives are :- Development of tools and training courses that can develop opportunities for young people with disabilities to integrate in the labor market .- Make these work tools available in the Internet for professionals, educators, public and private institutions, as well as for the people with disabilities.Profile of participants and their contribution to the project :1. KAC : Experience in the management and development of projects with social groups in situation of risk and social exclusion . Experience in the mobility of volunteers to work with people with physical and mental disabilities.2. LOOMETARU : This young organization has very good professionals in the development of the artistic and creative abilities of the people with disabilities and their integration into the society and into the labor market.3 School of NUESTRA SEÑORA VIRGEN DE LOURDES: The strong commitment of the parents of students to the personal development of their children, and motivation of teachers in the learning process facilitates the development of students and makes easier their integration into society.4. School Hilarius: Within the framework of this project they provide learning methods currently being developed, especially the Waldorf method .5. RUBA COLLEGES AND LAZA : Ability to work with few economic resources. Capacity and skills of teachers who work with people with different levels of disability.Results of the project:Creating an online educational platform as an innovative working tool that the teachers can use in and outside the classroom to develop the artistic capabilities of the students. So that they can learn a profession and integrate in the labor market. Here there will be a pilot course for the training of educators, led to the implementation of the measures necessary for the development of social and professional skills of people with psychic disabilities.Creating an international partnership of cooperation for sharing experiences.Expected impact:- Implementation of educational models for people with disabilities applicable also to the rest of Europe.- Utilization of models created , in educational tasks and training of young people with disabilities.Impact regarding people with psychic disabilities and their families :- Improved quality of life.- Development of professional skills of the teachers and students.- Support for the purposes of the development strategy Europe 2020 .

"The World is Bigger than What you See on the Screen has been a project aimed at getting our students to develop the habit of taking a second look on an event or the news they come across on social networks, TV, internet or other communication means that are constantly at their disposal, thanks to their access to mobile devices. To reach this aim, we fostered the students' critical thinking skills using the same tools they do and other they may encounter in nowadays globalized world. The project group consisted on six schools: two private schools from Spain and Czech Republic, three high schools from Greece, Poland and Turkey and also a vocational high school from Germany, all of them with students between 12-18. The six partners had previous experience in a variety of fields and Erasmus projects. Spanish school coordinated the project with the help of the Turkish team, thanks to the experience they got together during the development of the finalized KA219 project ""Following the footprints of the Emperors"" that was coordinated by Turkish team and also contributed to develop creativity, critical thinking, collaboration and communication skills, among other specific aims of that project. Polish school led the activities that had to do with animation, Germany was responsible for mobile phone applications and webpage, Czech partners shared their experience on audiovisual areas (filming, photography), Greek team contributed with their abilities with the use of ICT’s and creativity, responsible for the project’s magazine. Our activities were planned within a scheme of search, learn and create. Before the meetings, we led our students to do research, hold interviews and make surveys about the decided topic in order to get the main idea of the subject. For example, we made a survey on media and ethic before the meeting in Turkey, a search about advertisements before Czech Republic, a search about stereotypes and prejudice before Greece, a social media search before Germany, a search on the biggest disinformation events, an interview with immigrants before Spain and a search on the biggest social or charity campaigns before Poland. We held five teaching-learning-training activities in Spain, Germany, Poland, Czech Republic and Greece during which we carried out activities in order to deepen the basic knowledge we got through our searches, surveys and interviews by comparing the results. Besides, these meetings were an opportunity to develop our students' creativity, collaboration, communication, critical thinking and also team working skills, via the workshops and activities such as graffiti, mosaics, escape rooms, video on emojis, Geo Caching, code writing or preparing an advertisement, among others. During these activities they worked in teams consisting on students from different countries in order to create a handicraft or ICT product. These meetings were also chances for our teachers to develop their professional proficiency through the workshops and seminars on media literacy, photography, Web 2.0 tools, mobile phone applications in class, innovative-active methodologies and also the job shadowing on Google Class. Also, our teachers had to do homework, preparing lesson materials using the knowledge they got during these activities. Besides, we had different critical thinking activities, including contributions to blogs where students shared their opinions and discussed about some daily topics. Another challenge for our students to develop their critical thinking skills was making critical evaluation after meetings such as comparing their own school with a utopia school, having PMI (plus, minus and interesting points) on a social media site, or critical evaluation of the general attitude to immigrants. After the meetings, the students that attended them also had homework: they had to share their experiences on new or developed skills with their school mates and guide them to create a product using the new skills, such as creating an honest logo, a poster on national stereotypes, an animation on emojis or an animation on artists who had effect on society. The project also included cooperation with under school age groups to detect how many trademarks they could recognize, in order to see the media's effect on them, an activity of critical thinking with children on what if - fairy tales, daily life challenges, discussion and contest of comics and animations in partner schools that was carried out thorough the project in order to disseminate the project in the community."

"<< Background >>Our project is called Global-Digital Literacy Opposing Big Errors, or GLOBE.This project can be regarded as the second step of an Erasmus project named ""the world is bigger than what you see on the screen"", WOBIGREEN, which was coordinated by Spanish partner. During this project, Spanish and Turkish schools worked together to make students develop a habit of taking a second look on an event or a news they come across on TV, internet or other communication tools. With the breakout of the Covid-19 pandemics, destructive and harmful effects of the disinformation have spread as fast the pandemic itself worldwide. So, we wanted to work on disinformation and make students and people be more aware of the possible dangers of the disinformation with different activities which will lead them to be more interrogative and have more developed critical thinking skills. And also, teachers and students have been forced to have online lessons due to the lockdowns in our different countries. They had many difficulties adapting themselves into this situation as most of them had never used before. Most important problem they have had is plannning an online lesson, creating interactive activities and following students' progress. And we believe that main source of this problem is the lack of digital competencies so as the project partners we have planned activities that will help teachers develop their digital skills.According to the European Comission, “Media literacy, our capacity to access, have a critical understanding of, and interact with the media has never been as important as in today's society. It enables citizens of all ages to navigate the modern news environment and take informed decisions.” We consider this as an extremely important issue for our students nowadays.The rise of disinformation and fake news in recent years, and particularly during the pandemic, has made us consider the need for greater media and digital literacy of our citizens, along with the European Commission’s policy. We pretend to create a toolkit and a manual for teachers for fact-checking resources, academic research and media literacy. Digital resilience helps individuals recognise and manage the risks they come across when they socialise, explore or work online.This is specially important when we are talking about teenagers who, due to their unique conditions, make themselves put in a high risk of being deceived, or even put in physical danger if they fall in the traps of dissinformation and fake news. Media literacy is achieved primarily through experience, rather than learning and it is fostered by opportunities to confide in trusted others and later reflect upon online challenges, that is why we want to create a set of tools and practical environments where students can learn to tell the difference between information and manipulation.Besides, Internet and the social media have become the main communication means for most of the citizens in developed countries, so the mastering of their language and know how to use them has become vital for getting around in the world, socialize or finding a job.We believe the schools must provide child protection strategies that recognise peer on peer abuse or concerns which can take place online, linked to and a part of other policies, such as safeguarding and child protection, learners’ behaviour (including anti-bullying), staff code of conduct. We want to make our students able to recognise ‘victim blaming’ language and recognise that children and teenagers are never responsible for the harm which they may experience, especially given the online context nature of social media technology.<< Objectives >>Our main aim is to create tools so that students can develop their media literacy, and so become critical thinking citizens able not to be deceived by dissinformation and fake news.Besides, our project will also takle:To support social inclusion: The social and financial disadvantaged students will be given priority to be chosen for the Project mobilities and activities.Supporting girls and gender equality: Although women account for more than half of the European population, only 1 in 6 ICT specialists in the EU is a woman so, girls should be given priority to be chosen for the activities, especially the ones on digital development.Develop teachers’s digital competency, distance learning skills, help schools develop digital solutions. Support digital transformation plans and digital pedagogy: We will organize face-to-face and online workshops on web 2.0 tools, virtual reality, augmented reality etc that will help teachers create their own lesson plans and materials and also develop their e-teaching skills. We will have seminars from expers of digital pedagogyWe will get benefit SELFIE (https://schools-go-digital.jrc.ec.europa.eu/about)We will work on creating opportunities for students to develop their digital skills and make them produce ICT materials rather than consume, so we will organize ICT workshops (lego V3, scratch, ardunio, ….) To support sustainability: we will have virtual mobility to share ideas, activities and good practices how to make our activities more sustainable.Supporting disadvantaged studentsFor our mobilities, we plan to use ""green"" transport as far as it is possible, that is why we have chosen the ""most central"" countries in the project map, so distancies will be lower.We will also work on deeveloping an awareness of green business skillsWe plan to develop high quality products (toolkit/manual/web) and intellectual outputsOur products will be reusable and sustainable.Thanks to the previous study and research for good practices, we will focus on more concrete needs and will use the most innnovative ideasVirtual collaboration is being vital and will be the base of our work, and we will have blended traniningWe plan to use euroean youth portal (https://europa.eu/youth/home_tr) and (https://europa.eu/youth/strategy_en)All the work has been planned after a detailed needs analysisWe will foster the use of digital tools of all students and teachers in our schools and we will ensure we make all project activities accessible and that all participants take part in intellectual outputs. Project results should be useable for all partners and communities.We will use https://www.oercommons.org/ in order to access free resources.We will have online and in-situ multiplier eventsEven though our teachers have to use some digital sources and technological tools in their lessons and especially online classes, they have difficulty choosing the best tool and deciding how to integrate these tools into their lessons. And also, they don’t have much capabilities to create their own materials. So the non-governmental organizations can support us with trainings and workshops on how to integrate online tools into their lessons, creating digital content for their own lessons and using digital tools to assess students’ performance, and following students’ progress.<< Implementation >>-first group of activities will be conducted under etwinning project, they aim to develop teachers and students’ digital capacity. These activities will spread through 2 years and we will have one or two activities, seminars, workshops to develop digital capacity. -production of product results: a toolkit for students to learn Media Literacy and learn how to fight against dissinformation and fake news at their schools, a manual for teachers in order to learn how to implement this toolkit, all of it in a Moodle platform embebed in a webpage with free acces for all the educational community.1)The topics we want to focus on;•awareness through hashtags; building a fact-check habit•rumour breakdown; tracking fake news; social media and perfectionism •social media and syndromes (for example duck syndrome, ugly duck syndrome)•activities to develop students and teachers' digital proficiency•activities on how to ask better questions•school’s digital development; simulation of online teaching:•innovative teaching practices; designing educational tools; e-learning.Spanish school will probably have a TV studio where to develop oratory skills, research, creation of contents and video edition.We will regard social media as a whole but we can work on its effect on different fields.And also, tv radio Graphic Design can be covered in the Topic of social media and job opportunitiesWe will ensure cooperation with other institutions (educational authorities who will provide support as hosts during mobilities, local universities that will help dissemination of toolkit/manual and website in their education schools)Our activities will also focus on an increased sense of initiative and entrepreneurship;• increased competence in foreign languages;• increased level of digital competence;• greater understanding and responsiveness to all kinds of diversity, e.g. social, ethnic, linguistic, gender and cultural diversity as well as diverse abilities;• improved levels of skills for employability and new business creation (including social entrepreneurship);• more active participation in society;• more positive attitude towards the European project and the EU values;• better understanding and recognition of skills and qualifications in Europe and beyond;• improved competences, linked to occupational profiles (teaching, training, youth work, sport coaching, etc.);• better understanding of practices, policies and systems in education, training, youth and sport acrosscountries;• better understanding of interconnections between formal, non-formal education, vocational training, other forms of learning and labour market respectively;• increased opportunities for professional development;• increased motivation and satisfaction in daily work;• increased practice of sport and physical activity.Addressing digital transformation through development of digital readiness, resilience and capacity: The project will support digital transformation plans of secondary, vocational education and training institutions. Priority will be given to increase the capacity and readiness of our schools to manage an effective shift towards digital education. The project will support the use of digital technologies in teaching-learning activities. This includes the development of digital pedagogy and expertise in the use of digital tools for teachers.<< Results >>Expected final products toolkit/manual and website."