"The project was designed to develop to innovate school curriculum based on modern ICT tools. It was defined as designing a 3D classroom in every school and 3D lesson materials in five subjects. We learned taught to/from each other about creating teaching materials by using different programmes. We searched for the methods/approaches/materials to motivate students to their lessons and 3D Classroom .We became experts to do 3D lesson materials after having necessary courses about these skills. We included students inside the process as they are really keen on technological devices . In this way we aimed to connect students with school subjects. Developing 3D materials was at basic level so our objectives were concrete. Top events for our school were three short term students exchange meetings in the project., only three because, at the beginning, the Polish partner left the project, as it was authorized by Italian National Agency, and the meeting that had to take place in Poland , was organized in Italy. So, there were only four partners and every partner had one different subject to produce 3D course materials. IT – Science especially "" environment and Physical Education in stead of Poland ( after the authorization of our National agency, Italy substituted the task of Poland, in cooperation with the other partners, in the project ) ; GR –History; ES –Traffic; TR – Geography. In every short term exchange, host school presented its outcomes and shared its experiences with the visitors. There were two transnational meetings in Italy. The first one was in the beginning of the project to organize entire project. The second transnational meeting was done on July 2018, at the end of the project to evaluate the project activities, write final report and organize long lasting dissemination. This project took into consideration the lack of motivation as the need of our students and it put ICT use as the tool by which pupils and teachers could solve the problem in the case school study . This led to positive motivational outcomes, supporting a focus upon learning and the tackling of learning tasks. A modern way of motivation strategy was used in the project and the project was a kind of research of educative approach for teachers. Students who participated in the activities were left to do things in their own way through the goal, they were left free to choose methods and tools except the objectives. After giving them the goal, the objective, they developed their methods and did the activity in a certain time. This developed their autonomous personalities. Motivation tools were not the reward or punishment. Motivation tool was participating in meaningful actions .This way of motivation brought effective productivity and improved our students’ self-esteem. The objectives of the project reached, were: to develop innovative ICT materials to provide better motivation for children through education,-to connect technology and education process.-to create positive motivational ICT outcomes to support engagement, research, writing editing, and presentation of work, to combine ICT use to focus on both teaching and learning. Each exchange usually involved the participation of 5 students/ country, which means an overall number of about 16 students/country who participated directly in the exchanges. These students were selected prior to each mobility, based on transparent criteria, which involved competences of English, ICT skills, avalability to have foreign students at home,involvement in the school-based activities and motivation, including the partecipation of students with special needs. The number of indirect beneficiaries was a lot larger, as every school involved at least 15 other students before each mobility in the school-based pre-exchange activities. There were teams of 7 teachers in each partner organisation so 35 in total who were involved in the project implementation. Based on the importance and relevance of their contribution before each exchange the 2 participating teachers/country/exchange were selected from this team. The creation of 3D Classroom and 3D Lesson materials had a positive impact on many other schools. All these were made available to larger audiences on the project website and through all the dissemination activities included in the dissemination plan. Therefore, we had a positive, measurable impact at the level of participants of the local school communities and wider communities, at the level of the institutions involved and other related institutions, at local, regional, national and international levels.We had also initiated a sustainability plan which involved the implementation of the project results and the programme in other schools of our area for the next years."