The development of Information and Communication Technology and its gradual integration into our education systems is bringing about considerable changes in the role of teachers and students. The massive use of Internet and ICT by a digital born generation is creating new contexts for social relations and formal and informal learning. The media and social networks have a huge impact and power on individuals, groups and society and we need to reflect on the positive changes as well as the risks this new digital reality implies for its younger users. Participating in the information society requires digital skills in order to prevent exclusion and to reduce the digital gap, which may also become a source of new inequalities. Therefore, we consider digital citizenship as a priority objective for the schools of the 21st century. Our main purpose has been to use the impact of the media and ICT to promote common positive values, improve the quality of our curriculum and contribute to a better school environment. By looking at how participating countries were addressing an issue which directly affects our students´ personal development and their relationships within our school environment, our project would become complementary to the work already carried out by school staff and management in that field. By working together, participants from socio-economically and culturally diverse countries of Europe (Italy, Poland, Spain, Latvia, Turkey, and Greece) have collected relevant data and analyzed the impact of the media, Internet and social networks on both students and teachers. At the same time, we aimed to promote the incorporation of ICT in the teaching-learning process, improve our students´ digital competence and promote a responsible use of ICT, by using a series of creative and challenging activities. About 2500 students and teachers from 6 different countries have been involved in the project´s activities and about 170 of them have participated in mobilities. Our project was based on active student participation, peer-to-peer learning as senior students were prepared to participate in the implementation of some of the activities at their own schools when hosting a conferencee and/or after taking part in a mobility to a partner school. The main results of the project include the creation of EU corners in each school, the implementation of surveys to raise awareness of the media and social networks impact, followed by the elaboration of a guide to promote responsible digital citizenship, the creation of a blog and website and promoting the use of etwinning. We have also paid special attention to the issue of cyberbullying, so other outcomes have been cyberassessment training workshops, for both students and parents, as well as the production of a series of short documentaries on this topic and a book of short stories. Working with staff and students from other European countries has given partner schools an opportunity to share good practices, learn from one another and lay the basis which will ensure lasting cooperation.For all participants, it has increased the awareness of sharing common European values and traditions and at the same time contributed to a better understanding of our social and cultural differences.

"The new social, economic and technological context stresses a fundamental transformation of education in order to address new skills. The schools' answer to the challenges of nowadays society is unfortunately delayed. There is a gap between the pace of the society and the school`s adaptation, still very rooted in tradition. Starting from the identified needs, our project aimed to develop the capacity of 4 European schools to collaborate at transnational level to capitalize experiences and best practices in order to develop transversal key competencies in students (age 12-15 years old) by developing and testing a toolkit for implementing the flipped classroom methodology, based on using ICT&OER and creating a more active learning environment, in a period of 2 years. The target groups involved not only students(age 12-15 years) belonging to vulnerable groups such as economically disadvantaged, migrants, with learning difficulties and special needs, but also high skilled students; teachers involved work with students with very different backgrounds. The project activities were organised in 3 transversal WP related to Management, Monitoring&Evaluation (M&E), Dissemination (24 months) and 6 operational WP to develop specific activities, achieve the project objectives and build the project results. The proposed activities provided a fluent development of the participants` skills and a ""psychological continuity"" of their professional growth in implementing the flipped methodology: tools preparation phase (first project year) and implementation phase (second project year). The training/learning activities, strongly embedded in the project logic, developed the participants’ skills on methodology using collaboration and shared good practices. Each transnational training activity was followed by practical activities developed locally, in order to design resources/inputs for the project results. These resources were tested and improved during the learning activities, in international groups of students, mandatory to embed the diversity of students’ needs. This strategy of the project implementation allowed the project results` building step by step, each pocket activity delivering intermediate results. Four training activities/5 days joint staff training events and four learning activities for students/5 days short term exchange of students brought the principles and necessary skills to implement the flipped methodology. That was a unique occasion for vulnerable groups students to take part in an international experience and collaborate with EU peers.The project methodology was based on the concepts and tools of the Project Cycle Management in order to provide high quality results and fulfilling the objectives. The ToolKit for implementing the flipped methodology (structured as eBook with links to the resources organised in 5 chapters) provides the methodological support for implementing the flipped classroom. The Case Study: flipped and traditional classrooms compared - specificity of the partnership schools collected conclusions of implementing the same curricula using flipped and traditional classroom, in each partner school. The Project website has been a dissemination tool as well as a space for learning for the interested stakeholders. Newsletters, press conferences, events also provided information about the project activities and its results.Students developed their transversal skills such as the ability to think critically, take initiative, problem solving and work collaboratively, taking responsibilities and decision making, ICT skills. A model of how technologies can be used in learning, personal development and lifelong learning was developed. Teachers increased their abilities in designing strategies based on using of ICT&OER, creating a more active learning environment, focused on the students’ needs. The relationship between teachers and students, based on a more deeply understanding of the students’ needs and expectations, reducing the inequity that may arise from differences between learning rhythms was reinforced. Positive changes in approaching the competence-cantered learning within the school and using different teaching paradigms, attention to vulnerable students, monitoring their progress, providing informed guidance were stimulated. The Flipped classroom methodology principles were better understood and more used in learning, even for young students, reinforced the confidence in that school equips students with the 21th century skills and prepared them better for the next stages of their learning path, equipped for lifelong learning. The capacity of EU schools to collaborate internationally, create and adapt new learning methodological approaches was improved."

“Cooperative Teaching and Learning to change behaviour: Ecological Footprint at school” is the name of this project which involves three schools, IES Val Miñor (Spain) in the role of coordinator, the Vilkaviskio r. Sudavos pagrindine morykla (Lithuania) and the Istituto Comprensivo Novara di Sicilia (Italy), in a collaborative, multi-lingual and transnational innovative experience.Goals:1. Problem-based educational innovation from the start, which promotes autonomy and active roles in learning as well as making it possible to investigate, discover, draw and share conclusions within a framework of students teaching one another.2. Promotion of sustainability by carrying out the analysis of those natural resources necessary to maintain the students’, as well as the schools’, standard of life and the impact of it all on our planet.3. Training students to become critical citizens, responsible and sustainability-aware consumers.4. Designing teaching materials to sustain the experience and enroll new schools which might be willing to track their own ecological footprint, while strengthening basic skills, such as the use of ICTs, the English language as a working tool, learning to learn, and the scientific method.The 12-15-year-old participant students, of very different profiles (curriculum, language skills, age, cultural context) have managed, through cooperation, to put together a common result to share with the school community.Activities:1. Initial transnational teacher meeting in order to coordinate activities, establish the focus of the guidelines to be elaborated, define competences and evaluation criteria and design materials.2. Short-term training activities for students, namely problem-based learning experiences carried out simultaneously in the three schools, each of them involving between 30-60 students and 2-6 teachers per school.Each activity addressed a problem, with the students looking for a solution, which would later be the basis for the short-term exchanges, and giving it shape (the outcome is on display on the project’s website).List of activities: Learning about Natural Resources (C1), Calculating our Impact: My Ecological Footprint (C3), What is the Surface of The Earth supporting my school activity? Preparing the future (C5).3. Short-term student exchanges, during which students took part in group training activities, by means of an active methodology of cooperative work, in the transnational context. Students discussed the results of these activities and integrated them into common materials (available on the project’s website).List of activities: Learning about Natural Resources: The Ecological Footprint (C2), What do we do with our Planet? Global Footprint (C4), Our use of the Planet: The Footprint of our school. Materials for the Future (C6).4. Other events and dissemination. All the activities, and their results, were presented to the local and educational community as well as to the media. Besides, an exhibition of the materials that graphically reports their conclusions and proposals was set up by the students themselves. The project website displays the work carried out, step by step.Intangibles: Promotion of self-initiative and participation; improvement of linguistic competence; improvement of performance and motivation; strengthening of multidisciplinary work and educational innovation; promotion of a European and sustainable awareness; changes in consumer behaviour and habits.Materials: Teacher and student guide including 40 didactic units specially designed for developing the activities; support teaching materials and project website; a mobile app for working out ecological footprint; brochures for the project dissemination; exhibition of project materials prepared by the students; presentations, brochures, reports on consumption of resources and reduction measures for families, too; reports and suggestions for ecological footprint tracking at schools. All of the stuff is displayed and available on the participant schools’ websites and on the project website http://coteachinglearning.eu/ The impact has been achieved through:1. A significant breakthrough in collaborative work, in three schools with different realities, that has finally involved the whole school community.2. The exchange of results among more than 1200 students.3. The presentation of results to the families, citizens, other schools and municipalities.4. Web availability of the finished project along with a guide and all the materials.In the long term, the sustainability of this experience will be possible through public access to the guide and the materials supporting it from the web http://coteachinglearning.eu/

The project did focus on teacher and student mobilities, teachers learned from best practice examples of each other, students got to know new teaching methods as well as new cultures and school systems. Three to four teachers of each partner visited one school at a time and got to know two new methods / skills the hosting school is good and experienced at. The delegation of teachers was accompanied by six students who also got the opportunity to experience school life and the application of different teaching approaches at a school abroad. After that, teachers and students returned home and teachers implemented and practiced the application of one of these new methods in their school life. To ensure that there is a broad implementation in their own school they involved other teachers in this phase. So all in all, 16 teachers of each country brought home eight new methods and tried out four of them. During the implementation phase, there was a regular monitoring of the results, the achievements and the problems at each school including a survey of the students who have taken part in lessons that included the new methods. But there was also be a regular exchange of the results at each school between the participating schools via email and skype, so problems could be solved and improvements could be found. At the end of the project, teachers of all schools came together again and reported on their experiences with the new methods. Therefore not only the schools to whom this method was new could profit and learn but also the expert school where the method originally came from as they were able to learn from mistakes, problems and solutions that came up in the implementation phase. With so many new ideas and methods, every school found ways to improve their own lessons and education principles and use some of the new methods on a long-term basis. The methods are all rather modern and brought many benefits to the participants and in the end to the students.Italy offered: 1. how to use the flipped classroom as a pre-lesson, how to improve student and class learning awareness through the use of such means and: 2. using drama to create and/or enhance cultural (text-type) and physical (student perception of body movements) awareness in the class (from the text to the stage). Spain offered: Clil learning how to teach students a subject through English as a medium and robotics and programming and their inclusion across the curriculum. Portugal offered: 1. Descriptive Geometry as a base for several professions. The Portuguese partner teaches the orthogonal double projection method and the axonometric methods. These methods will be crucial within technical drawing applications. As a further application there will be lessons where technical drawing with the help of a computer is taught. And 2. Use of multimedia equipment: The Portuguese partner taught students the use of multimedia equipment within theoretical and practical classes. In these classes some support multimedia equipment is available. Germany offered: 1. how to use elements of experiential education in everyday situations, how to improve class mood and team spirit through the use of such means and: 2. using learning platforms (like MEBIS) in lessons and in order to provide extra learning material.

We have tried to develop an ambitious and multidisciplinary project that has tried to involve the majority of the departments of the participating centers. Sometimes, educational systems (at least ours) overestimate the treatment of content and leave more to the margin the importance of methodologies, often working teachers with elements and instruments of low motivation for students.In this way, and within the line of work of our European development plan that began 4 years ago, we have tried to carry out a questioning of the methodological approaches, a renewal of ideas and approaches of teaching work that was also integrated within the internationalization process to try to adapt all this to the new educational realities of the 21st century.Thus, the International Fairs of Knowledge have allowed us to work in the pursuit of these objectives, trying also that other European centers could join this idea of ​​methodological remodeling and together cooperate and learn from each other in the approach and work with new methodologies.The primary objective has been to promote the exchange of good educational practices from a broad perspective. Each center has worked for a month on previously scheduled topics. It has always been about flexible topics so that each center and department could adapt them to their realities and curricula. Thus, all the centers have worked on the same subject at the same time, but using different methodologies such as Visual Thinking, Flipped Classroom, ABP, role-playing games, dramatization, gamification, augmented reality ... thus seeking the methodological differentiations of the same theme.The main product extracted from this project is, in addition to the experiences and enrichment lived, the conclusions obtained after the teaching and learning processes, which have been compiled by the coordinating center and will be published and disseminated through various channels so that others Teachers can study them and benefit from them for their daily work by observing the different steps of the process, advantages and disadvantages of each methodology used.To further promote the empowerment of these new methodologies we have held a Knowledge Fair every quarter at the headquarters of the partners involved in the project. In them the works and products achieved during the quarter have been presented, conferences, round tables, workshops, exhibitions on educational themes and methodologies have been held ... all in a context of intense exchange of good educational practices. In this way, the profile of the participants has clearly been formed by students and especially teachers to try to learn new ways of working. In addition, broader profiles have been sought as educational authorities, teacher training centers, representatives of universities and even parents of students who were interested in analyzing these new educational methodologies that are being implemented first-hand.The project has always tried to serve as an incentive to promote and disseminate methodologies, ideas and activities; discuss about them, compare them, analyze their suitability according to the themes, subjects and curricula. It has also offered the opportunity to both students and teachers to expose the educational processes in which they have been immersed trying to serve as a model for other teachers and schools to follow.We counted for all this with the main participation of 4 educational centers besides ours (at the beginning there were 5 centers plus ours but the center of Scotland decided to abandon the project). Other institutions such as university faculties, town halls, teacher training centers, private companies, communication media ... all with the intention of increasing the impact of the project as well as its impact have also been involved throughout these 2 years of the project. diffusion.It has been, in short, an intense period of work in methodological innovation and of course recycling for teachers as well as a great way to develop collaboration tools, obtaining works and quality products, improving communication competence (especially in English) and development of the European culture in general that has allowed us to continue with our process of internationalization and modernization of the center as well as an awareness of the vital importance that today has the use of new methodologies, computer applications and resources ICT for education.