The participating schools of Portugal, Sweden, Finland and Germany had experiences in international projects before. These were eTwinning and Comenius projects. The coordinators of the schools felt encouraged by the success of the previous avtivities and wanted to start a new project with more schools. The partnership was established as the coordinator teams have started an eTwinning project. Objectives:Soon the coordinators found topics and commonalities for a KA 2 - project. Two educational fields were chosen: digital competence and individual support. All schools want to prepare students for an international and digital society. Therefore the teachers use I-pads in lessons to improve the digital competence of their learners. Not only the ability to use specific tools or applications is in focus of the project. Other ojectives are innovation, collaboration, sharing, evalutaion and problem solving. One task for the pupils was to use and evaluate learning apps. Another task was to present the chosen apps to the other partners and evaluate them together. So the students should gain a broad range of fitting apps for different tasks at school. Due to the globalization of our society and economy the pupils were trained to take part in international projects. Individual support was chosen to optimize the supporting concepts of every school. The exchange about the different concepts in the other European nations was helpful for teachers and pupils. The members compared their concepts and learned to know new ideas for their schools.As already mentioned there were four schools that took part in the project:- Mörike Comprehension school, Backnang Germany. About 600 pupils. Primary school from year 1 to 4 and a secondary school from year 5 to 10. The school offers two school degrees. It has an all-day concept. On Wednesdays the school offers special courses. Pupils have the the posssibility to have a breakfast and lunch at school every day. Nearly 50 percent of the pupils have a migration background. There are special classes for immigrants and refugees. The school has 27 students with special needs, who are part of the regular classes. Diversity is a main topic at the school: special gifted pupils, slow learners and pupils with emotional problems. The school has a focus on new media. Three social workers support teachers to carry out a social curriculum. - Agrupamento de Escolas Carlos Gargaté, Almada, Portugal This school is a basic school for students aged between 6 and 15. In 1996/1997 the school started with a new project: Flexible management of national curriculum. The aim of the project was assure all pupils to learn in a more meaningful way, become more independent and develop all skills they are supposed to have at the end of their school career. The school's policy has been based on internal reflection and self-evaluation. The Portugese school is an innovative school. The teachers are ITC skilled. The school started the Byod strategy. I-Pads are used in lessons. - Turengin yhteiskoulo Janakkalan kunta, Turenki, Finland The school is a secondary school of 30 teachers and 380 students aged 13 to 16. The teachers offer a lot of optionals courses and school clubs.The school has a digital track, in which pupils are learning without paper books. The school is also home to a unique learning environment - lowering the noise by different measures. The staff is trained to use I-Pads and different platforms for digital education.- Stora Sätrskola, Gävle, Sweden It's a secondary school with 35 teachers and about 350 students, aged 12 to 16. It's a public school with 70 % of students, that have an immigrant background. There is one language preparation class and there are two classes for students with special needs. The school offers I-Pads to all students in grade 7 and computers for all students grade 8 and 9. The school offers lunch for free to all students. The school has a social worker and a nurse.The main activities were: - Using learning apps, evaluate them and prepare a presentation of the results for the other schools.- Stay in contact with each other using the twinspace, websites, mails, ...- Meetings for pupils and the coordinators in every participating country.- Visit the schools, taking part in lessons, present and use the learning apps. Evaluate the apps.- Discuss the indiviual support of the four schools and compare the different concepts.- Visit historical and important places and learn about the different cultures.- Living in host families and learn about the daily life of people in other countries.Results and impacts:- The students improved their digital competence.- They became more self-confident and developed key compentences.- The schools got new ideas to optimize their individual support.- Intercultural education Longer-term benefits:- cultural awareness- living the European idea - international friendships