"Time is an invaluable resource. Therefore, it is extremely important to use time effectively, to plan our goals, responsibilities, pleasures and activities that are included in our social life. When Considering that education is a process and the effectiveness of this process is largely possible with good use of time, our students and teachers should be highly skilled in time management.As a result of the interviews with our school guidance service, surveys with our students and the 4.5 interviews with our project partners, the areas that our students and teachers spend most of their time were determined as follows:a) Mobile Phoneb) Computerc) İnternetd)TV-Radioe) Sleep disorderf) Routinesg) unnecessary chats with friendsTechnology is, of course, very useful, very useful if used appropriately. But if not controlled used, it poses risks. Owing to the devices such as in mobile phone, tablet, computers and internet students are estranging from social life their scholl success is decreasing and they are almost becoming addicted to these devices day by day. We aim to overcome this problem, spend time with the activities more positive, suitable for our objectives and ages thanks to this project. There 3 mobilitres in this project and all the activities in these mobiliting serve this purpose.Our project aims to overcome these deficiencies in this field, increase awareness of students about effective time management and make them concious about than, make them social in addittion to academic success, bring them together with theirpeers having different culture and language, improve their language skills, reading in an out of school, do hiking, dance make, visits to historical and touristic, do sports, playing games suitable for their age with friends, spending time in library and most importantly get them adopt planned and programmed living habits.Our project in Slovenia in December 2019, in Italy in May 2020 and September 2020 is planned as 3 mobility to be in Turkey. Each mobility in our project was planned as 10 people with 7 students and 3 teachers. The age range of the students who will take part in our project is 14-16. This age range is the beginning of transition from childhood to adolescence and perhaps one of the most painful periods in human life. This age group was chosen especially for the purpose of developing and guiding the time management skills of the young people in this period when the turbulence was fast and the time management comprehension was out of control. The project partner has students in this age range in all 3 schools. In these three schools, these students have the problem of ""not using time effectively"" and the schools are trying to solve this problem. We have established this partnership because our problem and our purpose overlap.Each mobility and activity in our project aims at different activities and achievements that can be used in leisure time management. It is aimed to eliminate a different need in each activity. The events were planned to enable participants to learn by doing and living. In these student-centered activities, our teachers have a great job. Because our Teachers, will guide our students under the age of 18, will contribute to them with their knowledge and experience and will meet with their colleagues and will interact both professionally and culturally.All schools will participate with dissemination activities with their teachers and students. The dissemination activities that will start at school first will then be moved out of school. Erasmus + corner will be organized in schools, after the presentations in seminars and meetings for teachers, students and parents, a web page will be created for our Erasmus + project, social media tools will be used effectively, hand brochures and posters will be organized and the project will be announced in local and national press.We aim to achieve the following achievements with this project;• Individuals who use time effectively and efficiently.• More social individuals.• Higher academic achievement.• Individuals with high self-esteem and environmental awareness.• Individuals with advanced language skills.• Individuals who know different cultures and countries.• Individuals with increased motivation and performance.• Individuals who use technology for purpose.• Individuals who can use time effectively.• Individuals playing with friends in games appropriate to age and environment.• Individuals with skills in team spirit and cooperation."

The starting point of this project is an eTwinning project on the use of web tools in learning English to minimize the social media addiction, reluctance to learning English and lack of motivation to lessons. Participants organized and shared activities with each others in order to blend technology and language learning and integrate them into education. In these activities the pupils have become familiar with web tools like Kahoot, Socrative, Prezi, Animoto, Duolingo, ClassDojo, Flipped Classroom and so on to a certain extent. They had the oppotunity to see each other's good practices with webinars and videos. However, since the activities carried out on this platform do not meet our expectations enough to solve our common problems we think that sharing good practices in real environment -not virtual one- will make us closer to our objectives. Concrete cooperation and communication will be crucial for finding effective solutions for our problems. In this project, our common problems are the students' resistance to learning English, boring lessons and increasing digital addiction. In SWOT analysis, surveys, attitude scales, and case studies, these problems have been clearly revealed. We believe that social media addiction will decrease day by day if the use of educational web tools increase and we will be able to break down the barriers that prevent speaking English fluently.According to 2020 EU Development Plan’s innovation vision and EU educational criterions, digital competency and language proficiency are indispensable for today’s world. Especially new generation was born in a digital era and interactive world. In fact, this situation may include disadvantages as well as advantages. If individuals do not use technology effectively, they may get away from the sociality of the real world. On the other hand, if they don’t have language proficiency they can’t catch up with the world’s interactivity. So, with this project we have both micro and macro objectives to meet these needs. Our main micro goals are to make language learning permanent and fun with digital tools, create a participatory classroom environment, minimize digital addiction by using the internet consciously and effectively, gain self-confidence for using English fluently in class environment. Besides, in long-term we aim to raise individuals who can produce innovation and use the language effectively in daily life and business, raise awareness of world citizenship, create intercultural interaction. It is also expected to gain skills such as collaboration, creativity, critical thinking, self-esteem, entrepreneurship spirit, the understanding of lifelong learning, problem-solving. All these objectives are in harmony with EU Development Plan. So, by means of our project we also aim to conduce to the adaptation of technological atmosphere of the advanced countries.The project is planned as six mobilities by the Portugese coordinator school. The other partner schools are from Bulgaria, Italy, Lithuania, Romania and Turkey. Four students (aged 14-19) who have different socio-economic status, ethnicity, geographical opportunities and two accompanying teachers will participate on behalf of their own schools in each mobility. These transnational activities will be organized meticulously by each partner for five days. Participants will demonstrate various web tools in learning English by means of colorful workshops, share their good practices and find opportunity to come up with concrete solutions to their problems by making brainstorming.Research methodology, case study, qualitative research, problem-based approach were mainly used for this project. Especially case study was very useful where we needed to understand the problem in great-depth and where we could identify cases rich in information. In order to collect data, the surveys, interviews, observations were conducted by experimenting, measuring and observing, as well as compiling from sources. Graphics, drawings and tables were prepared during the reporting phase. Formative and integrative evaluation methods which focus on the process to see the improvement were benefitted from for the evaluation period. Video-conferences, questionnaires, control lists, pre-tests and post-tests played great role during that period. It was also agreed to use communicative and student-based approaches in the local activities and LTT activities.It is planned to be organized seminars, workshops, local media events, conferences, exhibitions and local festivals for short-term dissemination works of outputs. On the other hand, it is aimed to be used some effective tools such as social media, e-magazine, Youtube, website to provide worldwide impact of this project.

The distinguishing feature of the project was motivating students’ interest in Science and Maths through analyzing the old and new inventions of the humanity and their impact on people. The ground-breaking methods enabled students to learn and search for things in quite a different way. The acquired knowledge helped students to look for more information, get a deeper interest in things and fill in the missing gaps in their knowledge of Science and Maths. The information was searched for both in libraries and on the Internet what helped students to enrich their knowledge in the sphere of searching for information and would maintain the sustainable value – i.e. the skills that could be used in future. As we have found out that there had been no research which analyzed the changes caused by inventions on an international scale, that is why we thought this project was innovative.The main target group was the students of partner schools as the aim of the project was to teach and educate them as well as develop their abilities to acquire competences and skills including the knowledge of languages and using IT. The idea of the project was to involve students from different cultures in the activities, making their integration into the common European culture reasonable and helping them become the equal members of the European Union. Another target group was teachers of partner schools, as in the course of the project they also improved their own knowledge on past and present inventions, looked for the methods how to present Science and Mathematics in a more appealing way, shared the good experience in this field. The common topics that we analysed: old and new inventions in food technologies, old and new inventions in communication technologies, old and new inventions in chemistry and medicine. Before filling in the application form, the surveys that were carried out found the knowledge of these students in these fields were poor. Though the students understood the importance of present inventions, they did not link them with the old ones. They were not able to evaluate the influence that different cultures had on such inventions. Practical use of IT and the English language provided them with the opportunity to take part in international workshops and ensured the effectiveness of teaching and learning. Finding out the technical sides of these inventions the students, undoubtedly, enriched their native language as well as English (which was the language of the project) with technical vocabulary. The planned activity was related with IT such as collecting the necessary information, making presentations, creating films and the web page of the project and communicating on the net. Making the project on the international scale allowed the participants to distinguish the cultural differences, which appeared due to inventions. The work in international groups increased tolerance and understanding among its members. They were able to present their cultural identity as well as find out about the identity of their partners. Students developed their knowledge and skills in all fields covered by the project. Firstly, they learned how to gather and select necessary information, process it and create presentations or organize other activities. Using the information communication techniques and linguistic knowledge, they also built informative materials in English, which were used as a part of their schools’ websites informing about project realization, work in two languages. That helped to promote schools and make their websites more understandable to foreign visitors. Partner schools websites were also inter-linked here, which increased interest in the schools activities and their meaning in local environment. Partners also prepared their own promoting leaflets which they used both for project dissemination and as a promoting material to encourage new students to involve into the project activities. The project website showed information about how old inventions had changed people’s cultural life. That topic was not common on the internet, and normally it was possible to find information how such inventions changed life, but without the adjective “cultural”. The website showed the topic seen through the eyes of young people who actually had little knowledge about those inventions and culture before they were created. As a result, we got an interesting informative material presented in an attractive way for young people and widely available to anybody seeking such information. The project results were disseminated to possible majority of persons getting into any interaction with schools participating in the project and through other dissemination activities to other specific target groups such as local environment, potential future students and their environment, educational authorities in partner countries. Thanks to publications in mass media and the internet the results were available to a wide range of recipients on re