Instructional technology which is grounded in theory and empirical research on learning and communication and concerned with improving the efficiency and effectiveness of instruction, refers to the implementation and evaluation of a teaching and learning process towards particular objectives. It isn't possible that the separation of education and technology which are two major dynamics in the knowledge age that we live. That's why teaching technology must constantly improve itself. Students have open minded the visual education which is also mentioned in EU education reports .Starting from this point,DIALoguE intends to develop a new tool which will be used in all subjects in the school.However, it will be formed for the history lessons in our project. The results of the study revealed a low number of classroom activities centred on watching movies in history classes. However, compared to many other activities, watching movies was ranked first in terms of its pleasure. Consequently, our project will attract students to the history classes by leveraging technology, provide permanent learning for students, help students to develop an empathetic approach to historical events, facilitates the professional development of teachers, improves students' intercultural communication and peer relationships, and increase students' ability to think creatively. Accordingly, in this project, we have designed a digital tool and teaching method that integrate cinema films and short films shooting by students into the history curricula. We identified and utilized the opinions of teachers and students in the design of this tool.Project “DIALoguE” therefore wants to-Producing of a new tool for education technologies with international cooperation-Generating an innovative approach in the education understanding-Establishing permenant learning in lessons -To raise the awareness of teachers in the subject of out of the norm methods in history lessons.DIALgouE established with 6 partners from five countries.GAL,Learnmera Oy,Bursa MEM,Stockton 6th Form College,FRIEDRICH-ALEXANDER-UNIVERSITAET ERLANGEN NUERNBERG and LICEO SCIENZE UMANE "E.GIANTURCO are partner countries.Project DIALoguE is divided in key phases in order to organize and plan project activities and events, and implement the project outputs. Project meetings and other project management activities are anchored in the phases according to topic, expertise of the partners and goals. General phases of implementation are,Project monitoring and EvaulationHandbookQuality Assurance & EvaluationFinancial reportingDissemminationDIALoguE also will go through specifically as follows,Intellectual OutputMultiplier EventLTT activityPilot SessionTransnational meetingsThere are about 114097 school related contexts in the partner countries that could be interested and directly involved in the implementation of the DIALoguE methodology is projected to have a strong impact on all these organizations because it will be activities and results, achieving a great and spreading impact, on millions of youth students.All these schools will be informed during the dissemination activities of the project.Some expected results of using the tool in the lessons:• using technology in lessons• raise teachers’ awareness about using new teaching methods• to provide continuity in teacher career development • develop positive effects on student approach to history lesson.
Dialogue is an AB Erasmus Plus K2 Strategic Partnership Project that has managed by the coordination of Gazi Anatolian High School since October 2016 until March 2019. Turkey ( Bursa MEM), Finland ( Learnmera OY), Germany ( Friedrich-Alexander- Universtaet Erlangen Nuernberg), Italy ( Liceo Roza- Gianturco), and England ( Stockton 6th form College) are the partners of the project. Dialogue aimed to form a digital tool that will be used initially in history lessons than all the other lessons with international cooperation. Within the scope of this main goal it aimed to reach the targets mentioned above. - to create an innovative approach in education - to provide lasting learning -to increase the awareness of the teachers about different teaching techniques in history lessons. -to create synergy and cooperation among partners. - to provide the interest and interactive participation of students to the lessons -to make history lesson more interesting by using technology -to develop the critical and empathetical thinking skills of students. - to develop the empathetical skills, peer relationships and creativity of students with the help of short films. To reach the stated aims and goals six transnational project meetings and one teacher training was carried out. There are three intellectual outputs that consists of the main goal of the project. The first intellectual output, need analysis was done to present the aim why the digital tool was created and to determine the vertex considered to make the tool. Questions were created as surveys with the opinion and suggestions of all partner countries. Surveys were made in all partner countries to 15 teachers and 50 students. As a result of the survey, it was proved that applications like videos, films, and documentaries in lessons attracted students' attention. On the other hand, this could also use the problem of time, explicit content and technological equipment was a common idea. While creating the digital tool, overcoming the problems of need analysis worked out . Digital tool is the second output of dialogue. Tool was designed within the scope of the goals mentioned before as a web based platform to share short films, documentaries and film parts with the reference of need analysis. The third output 'content' consists of short films, documentaries and film parts with the reference of need analysis. The third output 'content' consists of short films shooted by students and film parts that teachers determine in all partner countries. Materials used in content was matched with the curriculum of all partner countries. Partners edited the tool. Subsequently partners organised multiplier events to present the tool and content in their countries. Multiplier events were evaluated in the last meeting of partners and all the countries expressed that they had positive feedbacks. We have tried to access the goals stated in the Dialogue project by project meetings and intellectual outputs. Particularly shooting short films and presentation of them enacted students' creativity, empathy, critical and cooperation skills. It is expected that the active using of Dialogue will bring a new approach and enrich the content of history lesson. Also it is expected that the participation of teachers and students will increase. Dialogue can be used in all lessons. Creating the content in other lessons with the cooperation of other countries has the quality to create a goal to other projects.