"The project is called ""Up in the Clouds"". In the fast paced and technological driven world we live in today, technology is part of our everyday lives. As educators, we want the best for our students, hoping they can become confident and well-rounded individuals who are ready for the world of work- to be active citizens. With this in mind we are aware that we need to progress with technological updates and facilitate learning opportunities for our pupils using a range of digital tools to help the teaching and learning process. It is a shared objective with each of the participants that we would like to develop and improve the use of digital tools to help improve teaching and learning.The objectives we hope to achieve are the following: 1. up skill staff, pupils and parents in the schools to use modern digital tools2. disseminate good practice with each other with a focus on digital tools that are used for effective learning and teaching;3. provide opportunities for collaboration on a shared topic among teachers, school staff and pupils from different countries;4. know about different cultures and traditions in other countries and have a good awareness of the cultural diversity that exists throughout our European partners;5. reduce paper usage with more information being shared and presented in digital means and therefore being environmentally friendly. The participants in the project are: 1. St.Ronan's Primary School, Newry, UK2.CEIP Los Antolinos, Spain 3.Yurt Egitim Kurumlari, Turkey 4. State School ISTITUTO COMPRENSIVO VIA SANTI SAVARINO, Italy 5. Ozel Incirli Bahce Anaokulu, Turkey 6. Przedszkole Miejskie nr 4 Krasnik, PolandThe activities in this project will include exploring a number of various digital tools that can be used in education to improve teaching and learning. This project will explore the use of social media apps for home-school communication links and homework, Google Classroom and shared learning themes, Coding and programmable devices, animation and presentation using digital tools, use of games in the classroom and sharing of good practice in the area of ICT planning and curriculum development. The methodology participants in the project will use will be disseminating of good practice, shared examples, modelled work and putting the tools into practice in the classroom. Research will be collected throughout the project using participant questionnaires, recorded interviews and tracking pupil progress. The basic audiences for the dissemination of the project will be as follows:1. within our own school community with teachers, governors, parents, pupils and other school staff. As the project will directly involve staff, pupils and parents it will be impossible for all pupils in some schools to be actively involved in the project at once so therefore it is important to share news about the project with all the school parents through the use of school communication portals (website, app, notes, social media). 2. groups/organisations on a local level such as education board staff, professionals dealing with various aspects of education, local companies who work in ICT training for education, local press, local council and government bodies and other schools in the community of each of the partner schools. 3. target audience on a national level- inform the minister for education in each country and the groups responsible for education policy and curriculum development. These groups of people will be invited to meet the participants during some of the mobility visits and will be kept updated through online communications. All of the intended training activities in the project are based around life-long learning and sustainability in the use of certain teaching and learning techniques. All of the training techniques covered can be continued on at any time by each participant."

The emergence of the young as a distinct social group has brought an understanding that they have a key role to play in the digital society, as drivers of new behaviours and understandings. However, educational practice frequently fails to address the need to build their capacity to think and act autonomously and thus empower them to participate effectively and appropriately in society (a key objective of education). The CEPNET project focuses on this issue.The project builds a previous H2020 project (Ref. 727066) in which members of the consortium developed a framework for research in which children and young people could explore their perspectives and interests in relation to digital society, and a platform to communicate their perspectives to other stakeholders effectively. The work was very successful, and the approach was considered transformative in many of the contexts it was used in, empowering children and young people and developing a range of transversal competences. Though WYRED stood outside the curriculum, the work indicated a strong potential for use in education, and the objective of CEPNET is to develop the approach by adapting it for use in primary schools. This will be done in three ways. The approach involves a generative research cycle involving dialogue, participatory research and interpretation phases centred around and driven by children and young people, out of which a diverse range of outputs, critical perspectives and other insights emerged in relation to children and young people’s needs in the digital society. The first focus of CEPNET will be to adapt the approach to primary schools, since each phase has potential value for learning in schools. The dialogues awake enthusiasm and critical thinking, and the sense of a voice, the projects ground opinions, and give a depth and assurance to that voice, and the sharing of the results is a validation of that voice. However, the project used a generalist broad brush approach that always required adaptation to context. The first intellectual output of the project – IO1: THE CEPNET HANDBOOK – will cover this adapting the general approach to the specific needs of primary education. Each of the different dimensions of the approach will be fine-tuned to address the specific needs of primary students, creating a handbook for the use of the approach in primary education. This adaptation will be tested by implementing two pilot cycles of the new approach in the participating primary schools. Based on the results of this process, a definitive version of the handbook will be produced. The approach is applicable in a wide range of content domains, but in the pilots the focus will be on the topics of the UN Agenda 2030, grouping the SDGs into environmental, social and economic sustainability clusters.The second focus of CEPNET is on further development of the international dimension of the approach. Though there was international online activity in the previous project, it was not fully integrated, and it was seen that there was potential for this to greatly enrich the approach, especially the dialogues. The dialogues generate valuable insights about young people’s thinking and priorities, and since physical mobility is increasingly costly from climate and healthcare perspectives, and dialogue skills are an increasingly necessary part of education, the need to extend our capacity to dialogue online is vital. The motivational value of international online interaction has been shown by the previous experience of the partners, and a wide range of virtual mobility initiatives such as e-twinning. The focus in CEPNET will be on getting the most out of online dialogues in educational contexts, and the second output – IO2: THE CEPNET ONLINE DIALOGUE GUIDE, will be an online dialogue guide, which can be used separately or as part of the overall CEPNET approach for primary schools developed in IO1. It will be tested in parallel with the IO1 testing, linking the participating schools in online dialogues that complement the activity in each school. The final version of the guide will take those pilot experiences into account.The third area of focus of CEPNET looks especially towards sustainability. The approach as developed depended on external facilitation in each context since teacher training in the approach was not part of the original proposal. However, widespread adoption of the approach requires ensuring it can be used by schools independently of external advisors, which requires teacher training. The third output – IO3: CEPNET TEACHER TRAINING GUIDE will comprise a training approach and modules with activities and materials (for face to face or blended delivery) that can be used within initial teacher training or in in-service training, As part of the development of this output the guide and training modules will be tested with teachers from the participating schools, and in other schools beyond the consortium.