The main purpose of using robots for education is to alleviate the effort and time that students will spend of learning subjects. Robots have the ability to get the attention of students making it easier for them to understand the lessons. Throughout the life span of this project, students have demonstrated an understanding of how to program robots and computers, with an emphasis on the team approach to problem solving utilizing various robotics for education equipment like Ozobot, Sphero, Lego EV3, Parrot Drone, Mbot, etc. Number and profile of participating organisations;The project has had 4 partners working together from UK (2x), ITA and TUR. The project coordinator school was St Brigid`s PS who had put STEM and ICT in particular in the forefront of their school development plan, starting with investing into new IT devices and actively seeking for sponsors to achieve their goals. Description of undertaken main activities;1. Cooperation between schools took place both at peers and teachers` level, mostly via Skype, but eTwinning (TwinSpace) proved to be a great platform as well as Paddlet and Facebook. Teachers used emails, messanger and Whatsup as well. The regular Skype meetings allowed our pupils to meet, socialise and work efficiently with their european peers and it proved to be a great success in each year with all KS classes we got involved.2. In school activities: Robotics for Maths, Lego EV3, Sphero and Scratch for visual programming, while BBC Micro:bit for text based coding. Our Robotics to Mars was a great success which combined Maths, ICT, WAU subjects with almost endless material provided by ESA and NASA. Code week and Hour of Code (an EU initiative) made it possible for us to get further recognition for our work by obtaining certificates issued by HoC.3. Other activities: Lego in School, Robotics Competition, Be an Engineer, Space & Astronomy, Webinars and trainings for teachers, Basic programming. Results and impact attained;A. For the first two years of this project, we have already obtained both the National eTwinning Quality Labels and the Europen eTwinning Quality Label, and for this year (final year) we have already received the National QL while waiting for the European one to be announced in October time.B. All schools participated in the Code Week initiative and received Certificate of Achievement.C. As promised in our application, all partners used different classes each year and aimed for different age-groups as well. Through eTwinning, teachers were asked to host webinars, partially for dissamination purpose, but also to attract more schools to join our project on a voluntary bases.

Occupations of the future have been changing rapidly and the knowledge and skills acquired today are not foreseen to be sufficient while preparing our students for life. According to the researches, 65% of people will be employed in new fields of occupation which are not even known today. It is emphasized about these occupations that 21st century skills such as digital skills, critical thinking, cooperation,team spirit, innovative and analytical thinking are required.Technology has been improving so rapidly that even internet of objects has begun to be discussed. It is of great significance for students to adapt to these constant and rapid changes in technology. Individual competencies in STEAM subjects (science, technology, engineering, arts and mathematics) are getting more important for the occupations of future which are based on high technology. Therefore, innoative approaches are required in education. The curriculums not only in Turkey but also in other countries need to be revised because student motivation is not referred enough in STEAM subjects. Regarding this, the project had three main innovative approaches which enabled students to be more participative in lessons:1.To increase readiness level of students in science and mathematics through art-in-museum activities.2.To develop students’ competencies in technology and engineering with use of lego robots in education.3.To combine all these 3D designs, QR codes, experiment video quizzes and robot programming activities in STEAM subjects.These approaches made easy to provide particularly primary school students with basic skills in STEAM subjects and to teach technology, engineering, maths and science simultaneously. In addition, the students were able to improve their basic coding and analytical thinking skills by writing instructions in lego robot. That activated students’ problem solving abilities while it also helped them develop evaluate things from different perspectives. This Project also enabled teachers to associate school subjects with each other more, highten studentmotivation, adopt innovative approach, focus on coding training and make use of technology for particular purpose. It contributed to teachers’ professional development and they kept themselves up to date. While preparing students for occupations of future, teachers trained individuals who can easily comprehend to use robots, internet and other technological devices working on 3D technology and sensors. Museums are source of inspiration for art. Examining art works of different cultures, we integrated artactivities with science, technology and mathematics. This helped teachers build up creative lesson plans for STEAM and students have different perspectives, which led them to be more active and participative in lessons. This evidently contributed to their academic success. For that reason,STEAM is of great importance. In a globalized world where internatonal interaction has been easier and more common, exchange of ideas and experience between teachers in different countries helped the methods and techniques be developed. Particularly face-to-face dialogues for a common purpose strenghtened mutual interaction so that they could teach STEAM subjects more efficiently and effectively. Before mobility began, all the teachers in the project were required to take an online GoLab course. During the project, 3 transnational meetings were planned; the 1st is in Turkey, the 2nd is in Italy and the last meeting is in Macedonia. Planning, revision and outcomes of the project were evaluated in these meetings. It was necessary to discuss on planning workshops, writing scenarios and lesson plans about STEAM, use of technology, programming and using lego robot software, and uploading experiment videos to GoLab. After each teacher participant returned from the meeting, they disseminated the results by presenting them at staff meetings in their schools and others in the town. They also prepared open-door exhibitions for their colleagues, students and parents to make it popular and sustainable. They also shared outputs and theirexperineces via Project website, GoLab, eTwinning Project, flyers and e-magazines. Assessment of the project covered pre-tests and post-tests about STEAM replied by teachers and students. In addition, it was evaluated through satisfaction surveys. We prepared a free GoLab involving learning scenarios, lessons plans about STEAM activities that could be used inside and outside the school. We produced an emagazine in seven languages in that the partners explaine their experiences, how they integrated the STEAM with ICT. We also shared the survey outcomes about our project results and gave all for free.The other outcomes of our STEAM project were the video lessons about lego robotics programs,3D design,art , math and orienteering games,QR codes in education and the science and engineering experiments.