In human history there were three civilization phases, the first phase was called the agricultural revolution , the second was industrial revolution, and the third was called information revolution or the age (Toffler, 1980). The information revolution has brought a new way of life in economic, social, cultural and political areas. Information and Communication Technologies are regarded as one of the most important factors that provide this structural transformation in the process of transition from industrial society to information society.According to a survey which was conducted by TUIK (2018) to determine the purpose of personal usage of Internet in the last 3 months in our country (Turkey), the percentage of those who use Internet in order to use social platforms/networks amounted to 86.9% for males, for females 80.7% and totally to 84.1%. Also, according to “Digital in 2018 Report” (WeAreSocial), Turkey is the first country in Europe with 2 hours 48 minutes on average of social media daily usage. A new research in 2019 conducted by Growth From Knowledge and Cereyan Medya, showed that 80% of the people in Turkey have social media account and they spend 4 hours on social media daily. In that, misuse or excessive use emerges from inadequate competencies and is therefore interpreted as usage disorder or addiction in the literature. According to these studies results, excessive use of social media cause depression, social anxiety, less life satisfaction, less self-esteem, social isolation, low academic performance, mental and physical problems, addiction and cyberbullying. Online environments have become a needed technology which is used by all age groups in almost every aspect of life.Therefore, it is necessary to assess the risks carried by the results which are generated by effects of applications that young people adapted quickly, rather than to qualify beneficial or harmful. Especially, investigating the purpose, frequency, duration and meaning of social media environments of the students in the school age according to their development periods are important on behalf of reducing risks that will be encountered. It is a fact that the individual spends an average of 4 hours a day in social media. These don’t mean that there are no benefits of social media, but as can be seen in the results of the researches, pros and cons of this issue must be examined.In this context, we defined our objectives in three main titles keeping in mind specific, measurable, achievable, relevant and time-based criteria:-To create awareness about excessive use and misuse of social media-To improve digital competences -To explore alternative ways of spending timeDeveloping the digital competences to use the social media consciously, creating awareness about the disadvantages of social media among students, teachers and parents, observing the efficiency of good practices conducted internationally and putting forward innovative suggestions. This ICT based project is organized by Muğla Şehit Ziya İlhan Dağdaş VET School. We have 5 partners from Crotia, Estonia, Poland, Latvia and Turkey. While we were choosing our partners, we mainly focused on their works, activities, knowledge, experiences, motivations and solution proposals in our subject.To reach our goals, activities will be performed by PRINCE2 methodology which includes analysis and a specific research design for examining a problem. Also, teachers should have digital competencies for the transfer of results and experiences to students. And finally, the education programs of high schools in all partners will be examined, their strengths and weaknesses will be identified and solution suggestions will be debated.It is obvious that Erasmus+ projects ensure participants to get in contact with other cultures and improve intercultural communicative skills and become more motivated for learning or improving foreign language competencies. Communication and cooperation between partners' staff will also reinforce the own organized culture among them. We will collect data which can be reused and re-edited internationally to determine teachers' and students' relevant needs. Therefore, it will provide significant contributions to the vision of the schools involved as developers in this project.Our target groups are students, teachers and parents. Sharing of teachers' and students' knowledge and experiences at schools will contribute to future generations being aware of the disadvantages of social media overuse. Being aware about it and having digital competences are directly proportionated and both make people more successful in social life. So, problems about this issue will reduce thanks to awareness and students will adapt school environment and changing society more easily. It’s obvious that ICT is irreplaceable part of 21st cent. and future, it is also important to use it in the right way to build healthy relationships and society.

Europe is experiencing the period of changes in the youth policy. Therefore, the legitimate integration of the youth into the society and business world is one of the most important challenges for Europe’s future. Thus, is necessary to develop cooperation between European countries in the field of youth policy, mainly in school and educational sectors in order to provide sustainable future for the young generation in Europe.In the context of European cooperation in the field of education and according to the goals and objectives of the “Strategy Europe 2020” and the EU Youth Strategy, we are planning, within the framework of the Erasmus + project, to help young people to find their way in the changing society and help them with the development of new competences. “We want to encourage young Europeans to be the employer of tomorrow” (EU commissar Günter Verheugen) and to support them on the way to the independentand self-sufficient life.Based on the fact that the EU Commission considers work with youth as a means for teaching entrepreneurship and, among other things, has the important goal of promoting the development of entrepreneurial skills of young Europeans. We intend to change the upward trend of the early school dropout and reduce unemployment among younger generation.On the contrary: the embedding of the development of entrepreneurial skills and competences relating to many school subjects has become an important issue in all partner schools.The main goal of the project is to promote entrepreneurial education through all project activities. To ensure active, creative and motivated youth participation in the entrepreneurship education, the project intends to use innovative digital media.For achieving this goal we want to focus on the development of entrepreneurial competencies in our schools and entrepreneurial way of thinking in many subjects, and regard this effort as one of the most important issues in all partner schools.Six European schools have already joined this project. Pupils aged 15-18 (5-8 representatives from each school) will be integrated to the project including pupils with low motivation and learning difficulties and pupils from socially disadvantaged families. Also, those who are open for innovations and those who are ready to share their experiences will be welcomed to participate in the project. Except project participants non-involved pupils, school classes, experts, parents and teachers will be also integrated into the project. We are planning to engage into this project local authorities and public members, political and media representatives from all partner countries.Successful work on the project and fruitful results can be achieved through creative activities and effective methods that are focused on teaching entrepreneurial thinking and practicing and are adapted to European environment.It has the aim to develop the entrepreneurial way of thinking and acting adapted to the European reality. Through the cooperation of companies and participation in working processes young participants will have the possibilities to experience real business environment. „Business fundamentals”– will be trained in school simulation firms, where the participants will work as company employees. Due to participation in the project activities youth will be encouraged to learn the entrepreneurial key competences and to develop such qualities as curiosity, self-initiative, team spirit, social efficiency and independence. The focus is set on all project activities aimed at the development of youth creativity containing the principle of Peer-to-Peer Learning. These activities should overcome the traditional teaching-learning methods, that have been elaborated for the lessons based on cooperative and practical methods in order to develop an entrepreneurial way of thinking and acting. All results (photos, videos and digital learning games etc.) will be published on the project website. These materials can be used any time and are open for wide audience. The results of this project and the products for the entrepreneurial way of thinking and acting can influence the school long-term learning process, where various school subjects are involved: economics, computer science, foreign languages, arts-and-crafts, biology, geography and others. From this project we are expecting the increase of teachers’ professional competencies through innovations and steady exchange processes that strengthen the development of European cooperation with the companies and their representatives. The innovative event “European Day of Entrepreneurship” will become a school tradition and will be aimed at more effective promotion of entrepreneurship education in schools, thus ensuring sustainability. With a view to a common European future, our project will promote innovation-driven growth through cross-border European cooperation and the best possible exchange of experiences.

This project stemmed from a problem we faced in our schools : It is insufficient involvement of parents in educational process,which results in underachievement,dropping out of school and excessive burden for school administrations.It is statistically verified that parent involvement rate is higher at primary stage of education but at secondary/high school level it decreases. The concrete condition of the problem can be tracked over the attendance rates of parents meetings and the partner schools' SWOT and PEST analyses.As education is a universal issue. we wanted to see the state of parent involvement at other secondary / high schools in other countries.Thus we uploaded our project proposal on e-twining portal. Many schools from different countries wanted to be partners with us mentioning their need for such a project.On the other hand, some other schools wanted to be a partner so as to display how well they manage to obtain parent involvement and share their experiences about it.We thought that it would be challenging to see the better and relatively worse examples to attain a final synthesis. At this point, we established a 2-year partnership consisting of 7 countries: Turkey,Latvia, Greece, Poland Portugal,Spain and Romania. All our partners are secondary schools with (15-19) year-old students. Focusing on the Erasmus+ school education priority :’Supporting schools to tackle ESL and disadvantage as well as address all students from the lowest to the highest end of the academic spectrum’ , we planned our project to enhance parent involvement by carrying out some activities which require inclusion of parents,students and teachers. At the planning process, we firstly wrote our Project Inıtiation Document as the backbone of our project. This document included all the plan to implement, monitor and disseminate the activities mentioning the task division. During the project lifecycle we held 5 transnational project meetings and 2 LTT activities for students about 1) ICT skills Club Code-App Inventor (in Greece). 2) Relationship and Communication Management (in Poland) At the other 5 meetings,we had workshops and management meetings where monitoring and evaluating activities and reports were handled. All the project activities were designed with the aim of enhancing parent involvement. Here the crucial point was that their design was on the basis of willingness and enthusiasm rather than obligatory terms.. ‘Project Management Body of Knowledge (PMBOK )‘ methodology was used to carry out the project activities. If we are to mention these activities, we can say the following : 1) Parents and students wrote down their awareness about relationships on the specially designed notebooks for 2 months, then each partner school selected the best sentences and finally all the selected ones were put together as a multinational book. 2) We prepared a scenic calendar having aide-memoires to enhance relationships (parent-child, child-teacher,teacher parent) 3)We prepared cross-curricular dossiers that were designed to be applied with the participation of our stakeholders 4) We had thematic meetings emphasizing some universal values- equity, culture, time and its management etc.At these meetings we discussed the topic with parents. 5) We organised a street parade to disseminate our message. 6) All partner schools painted a mural reflecting the message of the project with parents and students.All these activities have had some tangible and intangible results Tangible results are the deliverables and outputs of the project while intangible results are qualitative and are tracked over the changes in manners during and after the implementation of the project activities. Here are some of the tangible results : 1) A booklet with quotations from ‘awareness notebooks’ 2) Printed scenic calendar 3) The notes of LTT activities 4) Printed and digital forms of cross-curricular dossiers 5) Notes for thematic meetings 6) The charter of the EU club Through the activities and their results, we have gained relevant impact on our audience and stakeholders – students, parents, teachers, the whole EU society.There are some quantitative and qualitative indicators of this impact such as higher academic achievement, decreased number of dropouts , improved manners, improved language and digital skills, increased cultural awareness and solidarity. In order to disseminate the activities and sustain the impact ,we made several social and media activities. Our website has been the most important instrument of dissemination and it will be on process after the project lifecycle and there is free access to the uploaded project documents. As teachers we are direct stakeholders of education and happy to see the positive impact on our audience. We hope to inspire new projects,which will be one of the long-term benefits of our project. Finally, we believe that we achieved to bring added value to the EU society.