This project aims to develop our teaching strategis and methods when it comes to: sustainability, language (literacy) development and basic skills (STEAM) for world active citizens of 21th century.We're working both with the children in the preschool, age 3-6 years old, and the teachers and educators that work in these groups. In this project we're making study visits/lesson studies, workshops and collecitve reflections between the teachers. We're developing our own knowledge when it comes to these subjects. The project idea is to: strengthen children and educators in their mission to be active citizens in 21th century, strengthen leaders to lead and support the professional development through ICT’s as a tool and with a knowledge and awerness about sustainability. Themes for the project:Sustainability (ecological and social)Language (literacy) developmentSTEAM (Science, technology, Arts and Maths)All through an project based approach and with a intercultural aspect.We find it a priority to strengthen all the children and educators to be and become active world citizens in 21th century. And also for leaders to lead and support this development. The themes we want to focus on is sustainability development, language (literacy) development ,STEAM - to develop our skills in science, technology, arts and maths. Through a project based learning approach. And a common project theme we create together at our first meeting.

Multiliteracy Education in Europe generally aims to ensure that young people become competent in using multimodal representations of language capable of communicating and contributing to the development of social futures and well-being of the society in which they live in.Multiliteracy is the ability to identify, interpret, create, and communicate meaning across a variety of visual, oral, corporal, musical and alphabetical forms of communication. Beyond a linguistic notion of literacy, Multiliteracy involves an awareness of the social, economic and wider cultural factors that frame communication. Multiliteracy aims to make classroom teaching more inclusive of cultural, linguistic, communicative, and technological diverse. They advocate this so that students will be better prepared for a successful life in a globalized world.Multiliteracy Education has, in this context, a decisive role to play, as it can have a key role in creating a common and adequate response to the pressing challenges that respect fundamental European values, but also in building a more cohesive Europe.In the Project StoryLogicNet one step forward is taken towards the pedagogy of multiliteracies to support teachers and pupils as well as parents in negotiating complex and various discourses through multimodal texts constructed in the European contemporary multicultural and multilingual social context. A multiliteracy approach of creative language learning emerges from the cultural, linguistic, and technical experiences that learners bring into the classrooms and aims at the further development of a broad range and new forms of literacies.The goal of StoryLogicNet is to increase Multiliteracy Competences of children (8 to 12 yo) by developing, testing and making available to educators and parents, a new learning methodology based on online collaborative writing for communicating meaning via digital storytelling and multiliteracy for the 21st Century Creative Classroom.The project aimed specifically to:• Create an online collaborative tool for Multiliteracy education – StoryLogicNet Community - accessible in computers and mobile devices, to facilitate the process of co-creation of stories in formal, non-formal and informal learning contexts;• Create a toolkit – StoryLogicNet Toolkit – to facilitate the implementation of the new learning methodology based on the StoryLogicNet Community to develop Multiliteracy, with contents and exercises on how to create stories, how to stimulate the creativity of children to generate new stories;• Test the StoryLogicNet Community & Toolkit to get feedback from teachers, parents and children on the new learning methodology (impact on learning and ease of use);• Use the feedback from teachers, parents and children on the new learning methodology, and use the stories created by the children to validate and showcase this new approach;• Disseminate and exploit this new learning methodology for Multiliteracy.Throughout the project, about 500 children, teachers and other educators, and decision makers in education were involved in research activities, training events, pilot testing activities, in contests for children.Also, 70 schools and teachers have registered into the SLN Community, involved over 600 students and created more than 126 stories, in the last 4 months of the project.Several other project results were accessed and downloaded from the project website by close to 2.000 people.Furthermore, over 400.000 individuals have been targeted by the wide dissemination strategy set in place, comprised of social media, website, online educational communities (including eTwinning), project video, published articles, presentation conferences and other events, among other dissemination activities carried out by the project partnership at local, national and European levels.This initiative gathers the vast expertise of 5 partners from 4 different European countries, including a Regional Education Authority, 2 Primary and upper primary schools, a HEI and a private company active in education.•Advancis Business Services Lda (Portugal) - Coordinator: research company in the field of education and learning, content developer and certified training company•University of Western Macedonia (Greece): Higher Education Institution offering studies in the field of education•Inspectoratul Scolar Judetean Arad (Romania): public body that renders support to the schools in the County of Arad in Romania•Szkola Podstawowa nr 1 im. KEN (Poland): primary school located in the centre of Cracow, Poland•Scholé (Portugal): primary schools located in Matosinhos, Portugal

"<< Background >>In Romania, as in other European countries, according to the Eurydice Report, Luxembourg: Publications Office of the EU. EC / EACEA / Eurydice, 2018 ""Teachers' careers in Europe: access, progress and support"". the current challenges facing the teaching profession are many. The expectations of different social categories towards teachers have diversified. As a result, teachers must respond to all these challenges. In addition, developments in the field of educational sciences and new technologies call for new approaches of teaching, with effects on the diversification of teachers' roles, by shifting the focus from the transmission of information to the facilitation and support of learning.As the profile of the current generation of students is that of digital natives, it is essential that the teacher comes to meet them with attractive resources, adapted to their real needs and knowledge interests.One common need of the partnership is the knowledge by the students from the partnership countries of the existing legends and myths at local and national level. Legends and myths are part of the cultural heritage of all participating countries. Depending on the area where they were born, different legends and myths have different patterns and focus on another part of human existence. In them other worlds are highlighted, and the differences in mentality are amazing. These legends came to us because they meant something to people, they clung to their hearts and fascinated them. Mythology nowadays instills moral values in the mind of a child that he understands, unimportant things for the student at the moment, but when he grows up he will not reject reading, he will not look at it as a nuisance. Mythology makes known another way of living, of thinking, it is a cultural experience, but also a personal one, opens minds. The stories created based on legends and myths from the partners' culture will be shared with the other students participating in the project activities, so that they will be known at European level.Therefore the general objective of the project is to develop reading and digital literacy skills and creativity of students through legends and myths.<< Objectives >>Starting from the needs of the partners and the general objective, the following specific objectives were formulated: O1 To develop reading and comprehension skills of written texts for students in the project’s target group O2 To stimulate the creativity of students in the target group through artO3 To develop the digital skills of students and teachers from partner schools by using collaborative platforms for writing O4 To develop teaching-learning-evaluation competencies through PBL for at least 17 teachers from partners schools In order to develop the skills of reading and understanding written texts for students will be organized curricular and extracurricular teaching activities through which students will collect country-specific materials on legends and myths, make drawings, collages and paintings representing certain sequences from the studied legends and myths thus stimulating the students' creativity through art. By carrying out the activities within the project, these will be developed, both for the students and for the teachers involved, such as: 1. communication in mother tongue by the fact that story tellings develops the ability to express and interpret written texts, facts and opinions, both orally and especially in writing. 2. communication in a foreign language by the fact that the target group of the project will have to carry out joint activities, the language of communication within the project being English. 3. digital competence through the use of collaborative platforms of story telling type for the accomplishment of tasks and of Gsuite apps for efficient communication within the project 4. learn to learn by the fact that the students involved in the project activities will be put in the situation of efficient management of their own learning, either individually or in groups. 5. social skills by the fact that the participants socialize in the project activities both face to face and online, thus promoting human diversity in all its forms 6. spirit of initiative through the development among children and teachers of the ability to putideas into practice through creativity, innovation and risk-taking, as well as the ability to plan and manage projects carried out in the ebook development activities. 7. awareness and cultural expression by the fact that participants will be put in a position to appreciate the importance of creative expression of ideas, such as literature and visual arts being involved in creating artistic works that will be part of e-books and narrative writings of legends and myths specific to each partner country.The target grup of this activity are 100 pupils in primary schools involved in the project and coordinating teachers.<< Implementation >>The project foresees an Intellectual Output – the Methodological guide -L & M, 1 multiplier event, 2 learning mobilities and 5 transnational meetings. To support these activities, the partnership will ensure a set of activities under the item Project Management & Implementation, throughout the implementation period(01.11.2021-30.11.2023), as follows:- Management & Quality assurance activities--Creating reporting templates and calendar-Collect and analyze partners report grids-Collect and analyze financial report and documents-Data analysis-Set up the interim report-Set up the final report-Setting up monitoring grid-Setting up monitoring instruments and indicators-Constant communication with partners via email and phone-Setting up communication platform (eTwinning live/Google sites)-Establish virtual meetings calendar-Organize virtual meetings- LTTA Participant selection- Request and fill the Europass mobility document for each participant-Organize meetings with participants before LTTA mobility at local level-Organize meetings after LTTA mobility at local level- Organize 2 contests- eTwinning actiities- Creating project Twinspace, the population of the work space, the organization of this space by work domains and activities.- Dissemination + Exploitation-Defining the target groups-Defining dissemination plan (tools and activities)-Defining indicators- Creating Project Brochure-Creating Website /platform (including regular updating)-Setting up Facebook page (including regular updating)-Establishing general guidelines for postings- Project presentations ( identifying events adequate to disseminate the project and results, preparing a presentation for the events, participating in the events)-Defining sustainability objectives and strategy, activities at European and national levels and indicatorsThe activities of the project emphasize the creation of sequences from legends and myths will be rendered through art, students will make paintings, drawings and collages. All this will be found in the e-book made under the guidance of teachers. There will be two drawing/painting/collage contests, one each school year. The training activities focus on developing the skills of teachers to use collaborative platforms as well as project based learning.A contest of drawings/collages/paintings made by students will be organized on Twinspace and will have the topic ""Legends and myths"". A Methodological Guide will be developed by all those involved in the partnership, which will contain examples of good practice in applying PBL and SLN in direct work with children in the classroom. Teachers will make changes in the classroom activity by using the project-based learning method in the teaching-learning-assessment process, the involvement of students and parents in school life will be greater. The good practice guide will be a source that presents complementary methods and activities for transforming and modernizing the teaching activity with primary school students by sharing new ideas, based on creativity, innovation and imagination.<< Results >>The project aims to achieve the following untangible results:-for students: developing literacy skills through myths and legends, digital skills, using collaborative platforms, artistic skills by participating in a visual arts contest and creating images included in the e-Book,- for teachers will be developed and deepened communication skills by using English, digital skills by using collaborative platforms such as storytelling, creating the space dedicated to the project on the Twinspace platform and by coordinating students' activities for e-book development, teaching skills by creating the Methodological Guide that will include various materials useful in class work but also by participating in the two activities of improvement and continuous professional development for which the design of the courses will be done.The tangible results of this project wil be:-Written materials made by students, collages, drawings and paintings used as a source of inspiration for students from other schools by distributing the e-Book online. -The methodological guide (IO1) will be used by teachers in the classroom, it contains models of innovative and useful lessons based on myths and legends, for language and communication classes, civic education and history. Thus, teachers from other schools will be able to use modern learning-teaching-assessment methods such as project-based learning and storytelling. -2 LTTA-2 contests for students of collages, drawings and paintings-The project Twinspace-1 Project presentation-100 Brochure for project presentation in all partner language -1 Multiply event-1 final report-1 activty plan-1 dissemination plan-1 quality assurance plan"

<< Background >>Children grow up in a digital era. To develop into a responsible individual, able to participate and contribute to society, they must get an education with good quality. The project will give teachers the opportunity to develop their own strategies for teaching using digital technology and creativity.The European Digital Education Action Plan (2021-2027) underlines the importance of digitally competent and confident teachers and the project aims to enhance the role of the teacher and find sustainable strategies to create a high quality early childhood education fit for the digital age. The results will be used to develop inservice training and as an important contribution to teachers training, since the results will be disseminated through different channels, with the strategical work of the research team, from the publications realized with the results, with the multiple training possibilities that will follow up the end of the project.The project will address the digital transformation in preschool and provide opportunities for both teachers and children to develop the digital skills we believe are needed for the future. By using technology in the design of education settings, the children will be able to learn to be an active user of technology. By developing teachers' approaches on learning and teaching and giving them opportunities to develop their teaching methods, the project will contribute to higher quality of early childhood education in participating organisations.<< Objectives >>The overall objective is to allow children to be creative in their learning using digital tools. The project wants to achieve the following:1. Strengthen teachers' creative digital competence, and raise the personal and collective competence in using technology in a creative way and create understanding for the importance of creativity in children's learning.2. Develop digital teaching competence by stimulate teachers to innovate their teaching strategies.3. Create digital awareness and raising teachers' awareness of possibilities and risks for children in a rapidly developing digital era.<< Implementation >>TPM All activities are planned and monitored by the PMT that ensures that the project intentions are followed and carried out. The meetings will be mainly digital, but three TPM are planned face to face. The PMT will also create the preconditions to facilitate the teachers’ participation in the project. The PMT will also create a model for teachers’ evaluation of their own results and learnings to be used by the local schools, and also choose models for developing knowledge in collective dialogue, to be used in the sharing activities.Teachers training-University input: Teachers will get support developing creative digital competence, digital pedagogical and didactic competence and digital awareness. The teachers training will be based on science and the University of Boras will give all participants digital education during the project. -Guiding: Local staff will guide the teachers in the participating preschools within the context of the project to enhance the teacher’s ability to develop digital teaching competence. The University will contribute with input.-Online cooperation: Through frequent online cooperation between the participating teachers we will be able to learn and share experience between each other. -Study visit: One visit to each partner to stimulate the teachers to take an external view of their own practice and thereby reach a meta level of collegial reflection.The participants will be encouraged to share their knowledge.ResearchThe RT will give us valuable information on the current situation for the teachers in order to give them the input needed to start their journey to reflective and confident development of creativity and digitality in their practise. The RT will also give their input through the research activities and ensure delivery of results, such as the handbook and an article.<< Results >>We expect that the outcome of this project is a personal and collective competence in creative use of technology in early childhood education and that it will develop and stimulate teachers to innovate their teaching strategies. It allows teachers to focus on identifying what it is considered as the most fundamental in education from early childhood onwards. It will also increase the understanding of the importance of creativity in children’s learning, and raise teacher’s awareness of possibilities and risks for children in a digital era.We expect the partner organisations and teachers to achieve a higher level of understanding and knowledge through the exchange of experiences and conclusions made with the colleagues in the participating countries. Strategies of teaching and learning should be accustomed to the digital tools as well as to many other strategies. Future education should be characterized by the detailed selection, prioritization and design of what it is considered essential knowledge and core competencies.The results shared through the handbook are used in in-service training and disseminated in participating organisations. The results of the research will be published in a scientific article.

Five European entities - HEI, Schools, SMEs, Teachers Association - from 4 different countries - Denmark, Portugal, Estonia and Italy - will jointly develop a playful resource for the education of servant leadership characteristics that address the transformative competencies aimed for XXI century curricula. The goal of the project is to raise responsible children to participate in the world, and to empower teachers and parents with an engaging educative resource and guidelines, supporting the teaching and learning process. The main output of the Play to Lead project is a board game, also available online, dedicated to children (6 to 14 yo), teachers and parents for formal, non-formal and informal learning contexts. Following the latest guidelines from the European Commission and OECD, children must be prepared to take an important role in all dimensions of life – socially, economically and digitally. The transformative competencies (OECD, 2018) are related with the need of educating children to: - Create new value – “innovation springs not from individuals thinking and working alone, but through co-operation and collaboration with others to draw on existing knowledge to create new knowledge.” - Reconcile tensions and dilemmas – “Individuals will need to think in a more integrated way that avoids premature conclusions and recognises interconnections.” - Taking responsibility – “the concept of self-regulation, which involves self-control, self-efficacy, responsibility, problem solving and adaptability.” Thus, partners propose to explore the servant leadership model to develop the Play to Lead Board Game, engaging children, teachers and parents in a playful path to nurture six main transformative characteristics: authenticity, humility, stewardship, interpersonal acceptance, providing direction, empowerment (van Dierendonck, 2011).