The project gathers three important elements of education around a specific purpose. Those elements are policy makers (Local representatives of the Ministry), Educational specialists (academicians), and practitioner (teachers). Depending on a tough background from the literature and a clear needs analysis, the project offers two important outcomes for both pre-service and in-service teachers. The primary aim of these outcomes is to make pre-service and in-service teachers capable of making use of ICT tools pedagogically.The partnership includes four foreign partners from Italy, Romania, Greece, and Spain. Moreover a local partner is also included in the project as this partner has a key role in implementation and production of the intellectual outputs. The roles of each partner are defined in detail and a clear task sharing has been accomplished among the partners. In order to reach the stated aims, a project management and implementation team is established at every partner institution. These teams have important responsibilities such as conducting preparation duties, evaluating the quality of activities during the visits and so on. For the intellectual outputs, multiplier events are also planned. So as to manage the implementation of the project flawlessly, a contract among partners is planned to be signed before starting the project activities. Two project management and implementation meetings are planned. One of them is at the very beginning of the project and this meting is important for reviewing the form, signing the contract and making all responsibilities clear. Apart from that, another management meeting is planned at the end of the project with the aim of analyzing and reporting the project results and outcomes, and more importantly, working on the final documentation.This project has local, national and international impacts and a dissemination plan is presented for dissemination of the impacts. There are also potential longer benefits thanks to the intellectual outputs. After the project, its impacts do not end as the course content for pre-service teachers and in-service teachers will be available for relevant institutions and they will be suggested to the policy makers to use for the training of both pre-service and in-service teachers. Development of these contents will fill an important gap, as there is not a specific curricula designed for this kind of courses. Development of these course contents will have enormous impact on the quality of education in our respective partners. The target groups will benefit in terms of improving the level of learning / teaching, linguistic skills and entrepreneurial approach. Also the deeper cross – cultural understanding and transnational cooperation will be brought about. It will trigger modernization of our teaching techniques and will be successfully used after the project conclusion. We anticipate that by means of this project will establish very good working relationships between the institutions engaged in the learning activity, as key-decision factors, and that this partnership will continue beyond the period of the project implementation as well as all the invented educational tools.
The project gathered three important elements of teacher education together; university, educational authority and teacher education course providers. The rationale of the project depended on literature review and needs analysis. The primary aims of the project were; increasing the efficiency of using ICT tools for foreign language teaching, creating an awareness of this issue for the relevant stakeholders and offering course contents for pre-service and in-service English teachers. There were participant organisations from Spain, Greece, Italy, Romania and Turkey. Foreign partners were in-service course providers and teacher education centres. Partner from Turkey was a local educational authority. During the project time, transnational project meetings and short-term learning, teaching and training activities were planned. At every destination different kind of activities were organised by the partner institutions. A comparative report about the current applications, available facilities and teaching methodologies were written collaboratively. As intellectual outputs two course contents were created. The first course content is for the pre-service English teachers. This output was written collaboratively with the partners after a long needs analysis and discussion process. The course content is offered as a course to the faculty and the members of the team are still working on this issue for further publications. The second course is for in-service teachers and it includes general trends in ICT use in education, specific methodologies and latest approaches towards this issue in the relevant literature. As for the visibility of the project and its products, a project webpage was created. All the information, documents and news were shared in this webpage. Social media platforms were also employed. Dissemination activities at different institutions were organised. All of the dissemination activities were carried out according to dissemination plans and portfolios were created for every dissemination activity by each partner. The efficiency of the project activities were monitored by an expert team. The project reached the predetermined objectives and it has the potential of having long-term benefits in the field.