"The project was based on the need of schools for an interesting form of developing the skills of writing journalistic texts by students. In its assumption, through an innovative form of extra-curricular activities and their subject matter, it will familiarize direct and indirect beneficiaries with the problems faced by migrants in partner countries and promote social inclusion and the fight against xenophobia. The assumed goals can be fully realized only with international cooperation, because only common experiences within it will provide significant added value for pupils, parents, teachers, management, representatives of local authorities and partners. They will initiate or strengthen the international dimension of cooperation between partner schools, cooperation with institutions in the media world and with other local schools / universities in each country. Students directly involved in the project are young people aged 16-20, as all partner schools are secondary schools. The selection of partner schools teaching young people in the same age will ensure the full implementation of the objectives, especially in the field of the ability to create mature journalistic texts, the seriousness and understanding of emigration in Europe, the communicative level of foreign language skills and the conscious involvement of students in project activities during exchanges. The practical journalistic workshops planned by us will strengthen the knowledge and skills of the beneficiaries and will influence the motivation for further development and education and are directed at supporting students at risk of various types of exclusion. Our work can help young people acquire skills and journalistic competences also in English, necessary for educational development, but also for future employment and active European citizenship regardless of nationality or origin. The implementation of the project aims to change the student's awareness, give the opportunity for personal and educational development, release the initiative, energy for positive, creative thinking. The international project and planned exchanges provide an opportunity to get to know other cultures personally, experience what is the national heritage of other partner countries, open to the multiculturalism of today's Europe and show the culture of their own homeland and its system of values. The exchanges will enable meetings with interesting people and émigrés who can be an inspiration for contemporary youth showing how to deal with the process of acculturation, longing for their homeland, and what attitude they would take to make migration an asset and a key to success.The main objectives of the project are:1. broadening the knowledge of partner school pupils about press, radio, television and internet journalism and bringing them closer to types and genres of journalism.2. familiarize project participants with the principles of writing journalistic texts with the use of innovative ICT tools3. developing the ability to create oral presentations, public presentations, including in English,4. inspiring creative activity, responsibility and working in a team of international, independent and critical thinking5. breaking personal barriers, fighting xenophobia and building a bridge of understanding and tolerance, while preserving our own national identity and the value of cultural heritage.7. learning various historical and contemporary aspects of migration in Europe.In order for the above objectives to be fully implemented, the project will create an innovative 2-year after-school program, in which the classes will focus on improving students' journalistic skills in all schools, planned meetings, trips and local visits will increase the attractiveness of the workshops. Skills and knowledge will lead to better editing competences and the ability to publish online / paper school newsletterThree training meetings for teachers teams on topics: ""ICT tools – how to edit online school newsletter"", ""Publications and ways to inform the public - international information media"", ""Copyright and journalistic professional ethics"" will be the preparation and supplementation of knowledge and specific skills in the use of ICT and eTwinning tools in later work with young people on journalistic texts. Whereas the planned 3 student exchanges will be a common ground for presenting students' achievements, inspiration and the opportunity to improve foreign languages. Staying in host families will be the foundation for building friendships, tolerance towards other nationalities, fighting xenophobia and stereotypes. Personal participation in exchanges as for students as well as for teachers is a real opportunity to experience the social and educational value of cultural heritage, to social inclusion and to look at the migration with the journalistic eye in an objective, cross-sectional and multifaceted manner."

One of the popular development areas of technology in the next century, the interest in robotic technology is increasing day by day in our countries. Within this framework, the spectrum of robotics technologies is increasing. One of these areas is undoubtedly education. The competence of the staff in teaching robotic technologies is the most important deficiency in this field. The introduction, teaching and development of this technology to our students will be possible through the training of qualified and experienced teachers who have gained competence in this field. To eliminate the lack of knowledge and awareness of the teachers of our schools in this field, one of the primary fields of study of the next century is to learn the robotic technologies and coding which is one of the working areas in the foreground. While developing the skills by adapting ourselves to the new learning areas as institutions, maintaining the balance between the need for change and our past values, developing the skills of teachers and students in the field of intercultural education and encouraging the development of awareness for different cultures are the basic principles we have adopted in the of Europeanization. Taking the principle of equal use of opportunities, it is important for our students to realize that they are individuals who can express themselves and know what they want in contemporary conditions such as their European peers.In this sense, it is expected that the teachers working in the schools of our partners should be aware of the current education practices, adopt the process of Europeanization, recognize the education system in Europe and compare them with their education systems and obtain positive learning outcomes for themselves and be the role models that can use technology effectively for their students. Our project will contribute significantly to the future strategic development of our institutions, to be able to use technological activities effectively in education processes, to have education personnel who include technology to educational processes and to share their experiences as guiding the other education personnel and institutions in their countries through this project.Our project consists of 5 LTT activities. In each of the LTT activities, the teachers of our partner institutions will work on different applications (Lego Ev3, Scratch, Mblok, Arduino, Mobile apss) and on coding with sets. As a result of these studies, technical-digital skills development, analysis and data collection for 80% of the participants; 80% is expected to develop language skills, 100% will have critical thinking and active citizenship levels, and 70% will develop analytical and research skills. Teachers will integrate the outcomes of these studies into their curriculum. They will also set an example for other schools, institutions and stakeholders with local activities. Local studies are as follows;Creating an e-platform, creating an effective innovative teaching e-tool to be called RANDC, testing and implementing it in the field of open education.Coding tools book in education: A coding book will be created with the information obtained as a result of the project experiences.With the Coding Days Event, parents will have quality time with their children, family-child interaction will increase and they will turn into digital producers from digital consumers.RANDC mobile app: The mobile application, which will include all activities to be carried out within the scope of our project, will be prepared with our partners.Coding games: With the participation of the students in all our partner schools, the games will be designed and the e-platform will be shared.As a result of our studies, the expected effect in the short term is that we use innovative method techniques and prepare course materials while transferring our course contents and achievements to our students on our return to our schools through the strong learning outcomes that we have gained from these trainings, and we are expected to contribute positively to our learning ease and diversity of our students. Using the traditional methods of teaching robot technologies, leaving the teaching through boring presentation, will make it easier for us to make effective teaching by exploring the talents of learning by doing, learning by experiencing, having fun with learning, problem solving and critical thinking skills.The long-term effect is,which is expected after the successful completion of our project and with our partners that our institutions are to gain a respectable identity as an exemplary school in the light of our activities in the field of robotic technologies and the experiences we have gained.

CONTEXTThe Renewable Energy Directive establishes an overall policy for the production and promotion of energy from renewable sources in the EU. It requires the EU to fulfill at least 20% of its total energy needs with renewables by 2020 – to be achieved through the attainment of individual national targets.Given this broader context, we have created this partnership with a view to raising the awareness of students about the necessity to increase the use of renewable sources of energy, which is expected to increase by 7% in the next 10 years all over Europe (according to the revised Renewable Energy Directive). We want them to gain an deeper knowledge of how these sources of energy are used. They will make them experiment with them through STEAM and PBL, draw their attention to the benefits and drawbacks of all energy sources and provide a context for critical and creative thinking, in which students assess, research and analyze, produce tangible outputs collaboratively. OBJECTIVESThe project aims to set the grounds for the 5 partner countries to cooperate and share practices in the area of renewable energy resources and sustainable production and consumption through activities designed for students which are meant to:1. develop their understanding about scientific concepts and processes in the production of sustainable energy;2. develop their overall awareness about alternative sources of energy and how their usage can be enhanced ;3. improve skills and competences through interdisciplinary projects in the STEM field;4. improve collaboration, team work and communication skills of students and teachers;5.develop soft skills – critical and analytical thinking, creativity – in order to foster students’ employability;6. enable teachers to share school models and practices in the areas of STEM, ICT, coding, robotics that can be transferred into their schools;7. improve self-awareness and intercultural awareness of young European citizens, as well as promoting European citizenship and EU policies in the field of renewable energy usage.ACTIVITIESC1 Traditional and alternative sources of energy – consumption and impact on the environmentC2 Water energy and STE(A)M C3 Wind Energy and STE(A)M C4 Solar Energy and STE(A)M C5 Sustainable energy in the future – designing smart, green city modelsPARTICIPANTS120 students aged 15-18 from general education high schools and 40 accompanying teachers of English, ICT, Physics, and Science etc.RESULTS- presentations about renewable energy sources and statistics and trends from the 5 partner countries;- Posters for campaigns encouraging European citizens to use solar energy more;- presentations about alternative building systems;- models of buildings using alternative types of insulating materials;- simulations of power plants;- STEM projects – anemometers, wind vanes, solar cookers etc.- research data and conclusions;- simulations/models of sustainable cities.Teachers will produce exchange reports in which we will include data measuring the quality of the activities, the impact of the activities on participants, pictures and videos taken during the exchanges. Other deliverables: Europass mobility documents, initial and final evaluation forms, feedback forms, self-assessment sheets, student observation sheets, participants’ testimonials, dissemination platforms, eTwinning communication platform, project final brochure “STEM ideas for high school”.IMPACTStudents and teachers develop personally and professionally.Through the project activities, the school’s image will promoted in the local community as an institution that prepares students for the future and aligns to the 21st century needs.The cooperation with the local community will improve through partnerships and agreements with local experts and businesses in the energy field. Local authorities will be invited to attend some of the project activities. These will create the basis for future cooperation among local institutions in other projects related to renewable energy or similar.The schools will acquire/develop an European dimension, which shows openness and flexibility to the ever-changing world of education. This will also increase our chances of developing new projects with current or future partners in the field of robotics, which is one of our next priorities.

<< Background >>Technological devices have been replaced by traditional teaching methods in the 21st century. Mainly, as all partners, we discussed on Skype and conducted an online survey for educators. The result was 86% that we all need to improve and reshape our teaching practices related to the innovative implementation and competence of the Flipped classroom model and Web2.0 technology. Flipped classroom method is an alternative way implemented with technological tools. In particular, all our partners also need to acquire key competences to enhance their digital skills/digital readiness and reshape their teaching implementations due to they faced challenges to maintain education during Pandemic term. We need to go beyond traditional way of teaching and learning. In this approach, teachers and students work together in a collaborative way. Traditional teaching methods do not meet the needs of students. Students are more involved with innovative technological materials in this century and they are digital natives. Thus, teachers need to give students the opportunity to motivate them to learn effectively inside and outside the classroom. They need more time to spare for implementation and let students study with pre-recorded videos or lessons at home. Therefore, they are prepared to engage in activities and the teacher will have more time to solve problems and implement them. Students will have the opportunity to improve their abilities to analyze, evaluate, assess, and understand. That is, in order to learn effectively, they will discover their learning strategies and achieve academic success. This will therefore enhance the 4Cs abilities of both teachers and students such as creavity, communication, collaboration and critical thinking. We aim to allow the participants to track new and innovative implementations in the teaching and learning process. Through our LTTAs we strongly believe that all partner countries will compensate their needs by working collaboratively. Exchanging good samples will give all partners opportunity to reshape their teaching/learning process at international level. Besides, with acquired key competences, innovative approaches, thus teachers will raise more qualified students for future employment. Students will meet various implementations and get motivated to learn this will reflect to their academic success. In addition, we will acquire an European vision through cross-cultural integration and our organization will gain European value. Participants will improve their language and interact with a variety of languages and cultures.Involved participants are secondary level teachers, students age 14-17, university staff and trainers. Target group of the project is secondary level teachers, students age 14-17, university staff, students, NGOs, decison makers, Ministry of Education, parents and local community who deals with education. Coordinator is Poland, partners are Germany NGO, Latvia, Turkey/Mersin, Greece University, Turkey/Antalya.<< Objectives >>We would like to achieve;* Gaining skills of the 21st century and 4C abilities such as cooperation, communication, creativity and critical thinking;* More positive learning/teaching atmosphere in and out of the classroom through digital tools;* Integrating technology and gaining innovative innovations into the lessons;*learning how to use Jing, Toondoo, Padlet, Google Classroom, Classroomscreen, Pixton, Wordle, Prezi, Popplet, Kahoot, Toontastic, Voki, Quizz, Quizlet, Mindmap, Cram, Padlet, Powtoon, Storybird, Animoto, GoAnimate, Mystery Science, Discovery Education (for science lessons), Sterra (for geography lesson), Moosiko (for music lesson), Nearpod (for reading activities in real-life context)-CK12-BrainPOP (for students discovering, creating deepen understanding related to the topic), Albert and MobyMax tools, Moby 's Interactive Lessons and Quick Question modules.* Learning how to create modules for each lesson,* Tactics for implementing new approaches in teaching/learning;* Active and desirable learners with creative teaching materials for learning;* Saving more time for implementation and problem solving activities with the Flipped classroom model;* Give students the opportunity to learn both inside and outside the classroom;* Reshaping and enriching teachers'/students' habits with digital literacy,* Support teaching/learning process with our production result mobile application and e curriculum, e-guidebook and pre-recorded lesson videos, digital tools, e-games, tests, educational materials;* to open new horizons for the teaching and learning process;* to acquire abilities for lifelong learning;*to hand over dissemination materials with EU logo (agenda, bags, tshirts, mugs), leaflets and broschures (100) from each country,* enhancing students creativity and problem solving skills,*creating various educational materials to integrate our curricula,*increasing academic success and students' motivation to learn;* meeting the European objectives for improving digital literacy for long-term learning;* rising participants' digital skills and readiness %60;* Gaining value and developing enriched curriculum institutions for our organizations;* Get through almost 2000 people to make awareness to our project and European founded projects;Therefore, we will add innovative educational methods to all partners' curriculum.<< Implementation >>-Kick off meeting (TPM) in Applicant Partner in Poland-Etwinning social clubs and project groups for school partners-The project website platform-The community for Science Education Platform (scientix eu)-C 1 Germany NGO will arrange LTT for staff training events and get support from their proffesional Staff, strenghten technological, scientific and management capabilities EU in the field of ''Flipped Classroom Model and Web 2.0 technology'' (All partner countries)-C 2 Greece (University) will arrange LTT for staff training in Greece-C 3 Poland will arrange LTT for students and teachers and do workshop in Poland-C 4 Turkey/Antalya will arrange LTT for students and teachers and do workshop in Antalya-C5 Latvia partner will arrange LTT for students and teachers in Latvia-The partners who are arranging learning teaching training activities will prepare pre-documents before the learning teaching training activities.-Creating production result mobile application and e curriculum with Flipped Classroom and Web 2.0 technology.-Applicant will arrange Multiplier Event-Applicant Partner will arrange a conference in Poland for training centers, universty staff, around schools teachers and decision makers about the project title at regional and national level.-Preparing work plan activities for eTwining project, Science education platform and the project groups in partner countries (for school partners).-Each partner country will arrange 5 seminars, 5 online webinars, 5 workshops, share and promote project activities at local and national level.-All the partners will arrange regional activities raising awareness and volunteering activities permanent to found awareness in digital literacy, Flipped Classroom Model and Web 2.0 technology.-All partners will organize Role Model Activities in each LTT activities. Role Model who has success about digital technologies will join every LTT activities like seminar, lesson, talks.- Turkey/Mersin will create a DVD which includes interviews, meeting activities, evaluations, monitoring activities after every meetings and LTT activities.-The project e-guidebook will be prepared by Germany, Turkey (2) and Latvia, it will include all project activities, outcomes, materials .-All the partners will do workshops to other school teachers, students, parents, trainers, decision makers, university staff and students, and local community to share their experiences and knowledge.-All the partners will prepare regional activities raising awareness campaigns and volunteering activities about the importance of digital content and literacy, Flipped Classroom and Web 2.0 Technology training.-All partners will share their activities, materials and outcomes with www.scientix.eu.web page.-Second meeting (TPM) will be arranged by Turkey/Mersin partner to evaluate project activities, whether the projects reach its goal and searching the success of the project.-Final project meeting (TPM) will be in Poland.-Collecting and summarizing the best practices carried out with all project partners.-Seminars for teachers, parents, students, university staff, trainers, decison makers, local authorities at local/national about project activities and the results of the project and also the to present concrete outputs of the project.-Final report will be prepared and present to the national agency.The budget control will own to each partner country and will be responsible for their budget to coordinator country and to solve unexpected probable risks and the activities they will done.Timing of the project is very important and all the partners will adhere to project timing and never request for changing for the dates of the activities.If something unexpected emerge it will redetermined.In the project process all the partners will be in contact everytime.All the partners budget will be ensured by their NA and each partner is responsible to their National Agency about the budget control.<< Results >>With our project we expect several results which will affect teachers, students, institutions, stakeholders of our project;Teachers;*acquire new pedagogic skills to be benefitted during their instructional practices both inside and outside the classes,* they will be capable of using Jing, Toondoo, Padlet, Google Classroom, Classroomscreen, Pixton, Wordle, Prezi, Popplet, Kahoot, Toontastic, Voki, Quizz, Quizlet, Mindmap, Cram, Padlet, Powtoon, Storybird, Animoto, GoAnimate technological tools etc.*participants will be able to use various technological tools for various school subjects such as Mystery Science, Discovery Education (for science lessons), Sterra (for geography lesson), Moosiko (for music lesson), Nearpod (for reading activities in real-life context)-CK12-BrainPOP (for students discovering, creating deepen understanding related to the topic), Albert and MobyMax tools in which students respond in real-time through Moby 's Interactive Lessons and Quick Question modules, and teachers can instantly see the results for the entire class as well as with their peers.*take over new roles in educational process where they will perform more as guides or facilitators than as the sole authority,*Improve the ability to use English with regards to developing constant relationship with partner institutions,*cope with obstacles the educators faced during Covid-19 for maintaining education through enhancing their digital skills,*learn about systems of education in frames of innovative approaches and methodologies,*learn about new technologies used in partner institutions, countries and companies on the labour market,*acquire information about practical skills needed on international setting and benefit them to become more international,*improve skills in using advanced tools in ICT in the development in multimedia materials and using effectively digital tools,*cooperate with colleagues from different cultures and establish contact with their collaegues from other countries for future projects,*learning the effect of team work as collaboratively,*improve skills of ICT in everyday life and 21st skills for lifelong learning,*have greater confidence in Flipped Classroom applications with a great digital literacy and benefitting from such innovative approaches at a maximum level, * fostering digital literacy%60*creating production result mobile application and e curriculum based on Flipped Classroom/Web 2.0,*show flexibility to go continuous assessment of professional skills, *creating e guidebook and innovative materials with Web2.0 tools such as educational materials, prerecorded lesson videos, e games, e test, shortvideos, quizez, tests, animations, digital stories, posters on workshops.Students;*enhancing their digital skills and also key competences such as creativity, critical thinking, communication and collaborative skills,*meeting diffrent classrooms and implementations at international level,*gaining 21st century skills and lifelong learning abilities,*cooperating with their peers and improving their foreign language, social and cultural aspects,*gaining EU vision and be tolerant to other cultures,*incresaing their academic sucess and motivation %50,*developing their self-confident, self-respect and self-efficacy.Institutions;*Increasing their visibility at European level and growth % 50,*Reshaping their management system and strategic education plan *Having qualified staff and students,*Partcipating national and international projects,Stakeholders; (teachers and students who do not involve in LTTAs, around school teachers, students, parents, decision makers, local community, training centers, Ministry of Education) *meeting various approaches and implementations by partcipating workshops, seminar, LTTAs and meetings,*getting aware of 21st century skills, the importance of digital literacy in education and 4Cs skills,*meeting EU funding projects and get inspired to plan for future project

"In initiating the project “Culture, Creativity, Inclusion”, the institutions from Italy, Romania, Turkey, Greece, Macedonia, Latvia, schools and NGOs involved in intercultural education, started from the social and educational value of culture; the existence in their regions of similar contexts: multicultural students groups with discriminatory tendencies; their needs in intercultural education as a strategy for social inclusion, for reducing marginalization and to diversify the Curriculum; needs for non-formal education strategies to replace classical teaching based only on the transmission of knowledge, to create a positive working atmosphere, attractive lessons, and ICT resources; a rich national cultural heritage used as a support for intercultural education. Their strategic objectives are the orientation towards innovative, and attractive European didactics.The aim of the project is to increase interculturality, creativity, and innovation in the practices of partner institutions, to develop skills through culture and creativity.Project objectives for teachers as the main target group and for partner institutions:1. To offer the acquisition of innovative and motivating strategies for the social inclusion of students, using as support the national and European cultural and artistic elements.2. To provide the acquisition of types of non-formal intercultural education activities, through the exchange of good practices between partners, during LTTAs.3. To offer the possibility to create, through collaboration, efficient digital resources in learning about European cultural diversity and the appreciation of the common European values;4. To offer partner institutions their professional development, promote attractive non-formal teaching, and support schools in their regions with European digital educational resources.The project's methodology consists of 6 LTTAs that each involves 20 teachers from partner institutions and 6-10 teachers from the host institution, and is based on innovative approaches: theoretical presentations and examples about the educational value of culture; cultural workshops; non-formal approach to a UNESCO monument; cultural theatre and creative workshops starting from works of art and cultural elements in the UNESCO Heritage; examples of involving students in cultural activities and promoting traditional elements: music, food culture, old occupations, handicrafts, folk dance; cultural ICT workshop using the media with a cultural message, to create certain types of videos and the ""Digital Photo Story"" as a final product.Students will only be involved in Virtual Exchanges with partner students and in local activities included in LTTA in their schools; they will be presenters of cultural elements, actors in theater and cultural workshops, promoters of their cultural values.Expected results through LTTAs: the acquisition of information on classroom management for inclusive education, good practices in encouraging the students ’integration; non-formal strategies and valuable multimedia resources for learning interculturality and developing students' creativity; types of cultural and ICT creative workshops; learning experiences to develop intercultural skills; educational practices using as support the national material and immaterial cultural elements of the UNESCO heritage and the traditional elements; ICT creative skills based on the cultural elements; ""Digital Photo-Story"", the final project product; creating E-twinning Space and the project website as tools for promoting and disseminating results.Expected results through the students' participation: superior intercultural competencies, respect, and tolerance for other cultures; new motivations to get involved in the group's life: more oriented towards group knowledge, discovering common and different cultural aspects, an improved position towards the group culture.The project impact on teachers illustrated by their future professional behaviors: the use of a wide range of innovative approaches; integration in their activities of the digital resources acquired through the project, especially of Digital Photo-Story, a valuable product in intercultural teaching, in the process of social inclusion; new professional skills in organizing non-formal activities, using as support the cultural elements and capitalizing on students' creativity; new ICT skills and the interest in their integrating into lessons.Impact indicators on students: more tolerant behaviors towards students of different ethnicities and living environments; new intercultural competences: more tolerant in the interaction with students of other cultures; more eager to get involved in national cultural projects and Erasmus +.The project sustainability can be ensured by developing new projects using at a higher level the results obtained, by integrating the results in the didactics and the Curriculum through new optional courses of intercultural education."