Project key concept is the ITC teaching and learning, communication means to link places and people otherwise isolated, but also symbol of union and connection between persons, races, peoples.Really and ideally the computer brings safety, it's a helping hand towards the other side, a mutual aid agreement.Because of this prerogative of merging, the computer can become vulnerable and helpless, as it represents, between reality and metaphor, a danger for those who want to isolate and divide,The project concentrates on the concept of computer analyzed from three perspectives:•the computer like a tool•the computer like a cultural state•the computer important in the economyThe priority objectives are:•developing among young people a sense of belonging to the European Union,making them aware through experience of active European citizenship•living the Union through the practice of equal partnership and constructive contribution, comparison of diversity•increasing skills through alternative and innovative didactic methodologies5 partners are joined in the project,Italy,Bulgaria,Romania,France-Reunion Islands,Turkey and 160 persons, staff and students, will take part in the mobility. To these persons will be added students and teachers of the host school and stakeholders, local authorities and students’ families. Therefore, totally 200-300 persons will take part in every meeting The common element of the partners joined in the project is given by the presence in each school at least of one technological Lab and Internet connection that, symbolizes integration and inclusion, and attitude to communication and need to know and learn.Participants will have the following characteristics:Headmasters, teachers who take on a strategic role,to allow a relapse of the benefits of experience in training, student and relations with the local community students, attending the high school 4th classes or lower, highly motivated, acting as mentors to their peers and organize forums, self-managed debate else through the conscious use of social networks5 mobility of 2 different kinds have been planned, 1 in each partner country: the first that involves 1 teacher and 4 students of each partner; the second concerns the school staff, involving 2 persons of each schoolThe activities that will be held during meetings will be of different types. Some of these, such as cultural visits and meetings will be directed to all participants; others will be specific to the type of participants. In particular, teachers will interested into activities related to knowledge of the national school system, and knowledge of methodology used in each school. During meetings the progress of the work will be review and next goals will be defined. Students will show the results achieved until then.Learning by doing methodology will be used to engage in the best possible way both students and teachers. Collaborative working platforms will be widely used; in particular eTwinning platform to ensure that students and teachers can collaborate in the creation of the final products that the project plansOnline training methodology will be used to develop, in working groups, the attitude needed to work strategically, involving students in situations different from the daily ones, forcing them to think and act out from normal mental and behavioral patterns.The expected results are the creation of a website with the publication of the work carried out, specific brochures relating to the subject matter as well as other material that can be used later in the course of lectures to be held in each school.Students develop artistic cultural knowledge about other Nations, but above all they will know other social contexts, most of them strangers, often whitout the opportunity to travel.The aim is that, at the end of the project, students, through the knowledge of different life styles, different schools, different environmental contexts of their peers, become aware of the European dimension, as real opportunity at relational, occupational and training level.For teachers, the biggest impact will be the acquisition of different teaching methodologies and professional maturity obtained by contrastive analysis of different types of school systemsThe project experience should be capitalized within the school,encouraging the internationalization of the school by:•redefining teaching methods•using of the English language as a strategic tool to facilitate the access to the labour market•testing of continuous exchange of know-how with other European institutes•Creation of a figure of coordination within the educational institutionLonger term benefits are the experiences gained by the students about knowledge of other social contexts that will represent a resource that will be useful to them during their lifetime.For teachers, it will be a chance to put within their own schools different methodologies improving their didactic strategies and procedures.

BACKGROUND AND NEEDSToday's teenagers are growing up in a rapidly developing media-focused world where digital technology is easily readily available to them. Many produce intuitively digital content for their hobbies using home devices and mobile phones. Teachers harness these skills within their curricula as schools adapt to this new digital world to engage and motivate students.The sanitary crisis proved the necessity for making videos at students level to enhance distance learning and hybrid classes in schools.Innovative teachers understand the potential for video assignments to increase students' motivation for the subjects taught in school and to give differential support to less able students. Moreover, there is a key competence in developing critical thinking analysis within video editing. As teenagers are regularly exposed to media, they must have the skills to analyse the reliability and bias of information quickly. Film making technologies bring a new motivating way of expression and more particularly to the youth who cannot follow a traditional curriculum. They give space to students who struggle with literacy and written work. Additionally, there are considerable opportunities to support migrant students studying their host country's national language. Thus, key competences should be improved for all.OBJECTIVESThe e4FMA project aims at promoting inclusive digital education through filmmaking. The main objectives are to create innovative practices in a digital era by strengthening the profile of teachers. This project aims at providing teachers with life long learning skills to design classes and assignments, including video productions. A concrete artistic experience of filmmaking will lead students to the creation of 12 digital video tutorials, all with professional and high digital quality. Art and e-learning will be combined for future film making.A MOOC platform and eTwinning both offering pedagogical paths to various targeted audiences will widely disseminate these 12 video tutorials. PARTICIPANTSThe coordinator is the schools and social centres AMDB network in France focused in education on students at risk of early school leaving. Among the partners, a filmmakers school in Paris is an NGO for NEET youth. Eight schools from the partnership include comprehensive schools and vocational schools from France; Spain; Hungary; Bulgaria and England. Project partners address a student population whose more than 50% is disadvantaged youth facing vulnerability and at risk of exclusion situations due to socio-economic backgrounds, learning difficulties, ethnic discrimination, migrant background or refugee status. TARGET GROUPS- secondary school teachers aiming at innovation in a digital era for their pedagogy,- students interested in making their videos, especially those from vocational schools focusing on filmmaking technologies, - students using ICT as receivers in their leisure time only and with fewer digital competences to offer them an engaging way of expression besides writing and oral expression for learning.ACTIVITIES1. Three teachers transnational meetings for training and assessing2. Eight learning and producing meetings for students held in Paris to access professional devices, training with their teachers and finally producing tutorials videos.3. Collaboration held online before and after the meetings to allow effective implementation of the collaborations during the face-to-face activities.4. Design of new pedagogical strategies for hybrid teaching and hybrid mobilities in secondary schoolsRESULTS- 12 tutorial videos of duration up to 10 mn, designed by students and produced with professional quality, to teach filmmakers technical competences separately,- the MOOC platform hosting tutorials and resources as a whole,- the eTwinning platform used by teachers to share their productions for secondary school education purposes firstly, and as a public website for the project intermediate results secondlyMETHODOLOGY1) According to titles of technological sequences identified throughout the various steps of filmmaking, each partner school has declared initially its needs following three choices : - co-design the tutorial with professional partner filmmakers, - experiment with a given drafted tutorial with students to provide feedback from the schools, - the finished tutorials to be used within the curricula.2) Collaboration between professional filmmakers and teachers provides participants with training for a new digital engaging pedagogy.3) Learning and producing meetings are held with transnational teams of students to allow collaboration in English. They are designed to produce 12 video tutorials and a MOOC. Hybrid mobilities will add up more non travelling students with travelling peersIMPACTS The free online Mooc platform and the Twinspace open up learning skills to :- thousands of students, teachers and staff- potentially many NEET users or others

"« MST + Culture through ecar » is a three year school to school key action 2 Erasmus+ project gathering secondary and vocational schools in car automation and engineering fields from Bulgaria, France and Italy coordinated by the French school. A second title chosen during the first face to face meeting « eDay Car : Sustainable Mobility and Culture » is used for all productions that are presented on the etwinning platform - a base for the collaborative work used throughout the project. In 2014, the French school purchased for the needs of its car automotive classes and labs a real electric vehicle, a Renault Zoé which simultaneously embodies the collaborations in this projet. Participants were students aged from 15 to 19 years old, teachers in the three schools through crosscurricular activities in their vocational fields as well as in maths, sciences, technology, humanities and foreign language classes, also supported by non teaching staff. Work language is English which is a foreign langage to all participants. Many students show a lack of motivation for subjects taught in school and prefer to learn hands on activities. Considering the needs to increase the future generation’s employability in scientific and technological workplaces, teachers want to share good practices with peers to train on embedding international collaboration in their classes. Thus priorities of developping parntnerships between companies and education on one hand and of strenghening the professional profile of teachers on the other hand are targeted in this project. Here the Zoe car is physically transported for each of the six learning events to each partner school about 2000 km apart from each other to allow all partner students and teachers to work on it. Learning activities started online on etwinning then continued during learning events with the car as a central element embodying sustainable mobility. Finally all collaborative documents reached in various school subjects were published on etwinning and also available in the car itself in embarked tablets. Some technical activities can be seen directly on the car. - Car body painting students follow choices made by project students through a drawing competition : plain at the start, the Zoé car shows in its visual aspect the three countries collaborating on sustainable mobility issues.- This car was equipped with air pollution detectors on the roof to make measurements of various air pollution indicators when the car was driven all the way from France to the south of Italy or to Bulgaria. This detector was run by a solar pannel fixed on the roof. In computer science classes these measurements were used to draw an interactive map showing air pollution datas on the way from the North West of France to the South of Italy. In math classes these measurements were then worked for statistics and final conclusions increasing students’ awareness for climate changes issues. The detector itself is produced by the Italian National Research Centre as a prototype and contributed to further technological improvements. - Once transported on a truck to reach the partner school because of low autonomy the Zoe car could be driven itself all the way to Italy experiencing a new prototype trailer turning the electric vehicle into an hybrid vehicle with long autonomy which is provided by a French company ""epTender ""itself supported by the EU. - During its stay in each country the car displayed logos of local companies involved in the project. In fact the Zoé car was a part of communication events in the city centres promoting the students and teachers’s collaborations to the local population.- The car now displays QR codes which lead to technical documentations and cultural documentations produced during the activities when you flash on them with a smartphone. - Embarked tablets contain final documents produced together in subjects taught in school ranking from English as foreign langage to culture with traditional dances through mathematics.The results are numerous documents in videos, posters, powerpoint presentations, video conferences, written reports of transnational teachers meetings. What teachers and schools improved was new methods of how to organise and lead student learning events in mobilities and to organise collaborative activities online in various subjects taught in school. This project had a significant impact on more than 600 students and 100 teachers in three years. As a proof of their European citizenship and digital competences these students mention their participation in their resume when applying for a first job or entering universities right after finishing secondary or vocational school. As for teachers they gained motivation to improve their foreign langage skills in English in their subject so that they are be able to collaborate in international projects. On the long run each partner school opens up its international scope."