CONTEXT The project was created in response to two basic needs identified at the level of the schools involved - the need to boost students' motivation and consequently their school results and the need to promote intercultural dialogue among people from different countries and backgrounds, in a European context which is now facing great challenges. Therefore, the purpose of this project consists of two apparently distinct directions. On the one hand, we want to get students more involved in their own learning by having them use the computer in their studying, thus improving their results and performance. On the other hand, we want them to experience what it means to be European, to expose them to different ways of thinking, values and beliefs. The parnership includes 5 schools – TR, MK, LT, IT and BG . AIM: to improve students' motivation, involvement and school results and to promote intercultural dialogue OBJECTIVES The objectives we envisage are: 1. to involve students in their own learning with a view to attaining better results and becoming more motivated; (at least 40 percent from the target group will improve their school results) 2. to develop students' transversal skills - numeracy, computer literacy, critical and creative thinking, personal and social capability; (at least 30 percent of students will improve these skills) 3. to develop intercultural understanding and acceptance; (at least 60 percent of students will have better knowledge of other cultures) 4. to develop communication skills in English; (the 100 participants, students and teachers, will improve communication skills in English) 5. to promote European values and develop cohesion among European citizens. (measurable by analysing students' and teachers' attitudes to other cultures, as seen in the post-LTTA feedback) MAIN ACTIVITIES C1 - Feb 2018 - MK - Topic: Using software to create fun lessons; Customs and traditions C2 - May 2018 - LT - Topic: Using online tools to create quizzes; Maths C3 - Oct 2018 - BG - Topic: Using online tools to create booktrailers; Literature C4 - March 2019 - IT - Topic: Digital tools for artwork; Religious Studies NUMBER AND PROFILE OF PARTICIPANTS 68 students aged 15-17 from the 5 schools, selected from the target group of 250. The students come from very diverse backgrounds - urban and rural - and have a variety of ethnic and religious backgrounds, which makes the project even more appealing. 36 teachers of ICT, English, Maths, METHODOLOGY The project is designed to cover 5 main areas: A1. Project management – includes monitoring and evaluation, risk management, financial management, cooperation and communication strategy that will be applied throughout the project. 2 TMs are included, 1 at the beginning, and 1 at the end of the project. A2. Implementation of activities - involves selection of participants, preparatory training sessions, participation in exchanges A3. Ellaboration of ICT lessons - done prior to the exchanges by each partner institution A4. Dissemination - dissemination will be a continuous process that involves the sharing of both tangible and intangible results at local, regional, national and international levels, using a variety of channels and addressing school and non-school audiences A5. Follow-up and sustainability - each school selects a group of teachers to implement the new methods during regular class work. The success is measured comparatively against the results and level of satisfaction of students who learned the same contents without digital instruments. Then another school in each area will be supported to include digital tools during class work in the next year. RESULTS AND IMPACT Students will improve knowledge in terms of ICT tools for educational purposes, practical skills related to designing mini-lessons, storytrailers, digital projects, online quizzes, digital artwork, motivation, school results, experience another culture, increase adaptability, self-awareness and awareness of cultural differences which make Europe so diverse, and yet unitary. Teachers will have the chance to exchange good practices, teaching methods, opinions and will improve English and digital skills, organisational skills, teaching methods and tools. Schools will promote a positive self-image and become more visible in the community. They will gain project management experience and will set examples for other schools to apply for projects. They will also become more cohesive and a positive atmosphere will be created among the members.
CONTEXT The project was created in response to two basic needs identified at the level of the schools involved - the need to boost students' motivation and consequently their school results and the need to promote intercultural dialogue among people from different countries and backgrounds. The purpose of this project was two distinct directions. Hence, Students got more involved in their own learning by using the computer in their studying. They improved their results and performance accordingly. In order to experience what it means to be European, they were exposed to different ways of thinking, values and beliefs. The parnership included 5 schools – TR, MK, LT, IT and BG . AIM: Students' motivation, involvement and school results and to promote intercultural dialogue were improved. OBJECTIVES The objectives were to achieve: 1. to involve students in their own learning with a view to attaining better results and becoming more motivated; (about 45 percent from the target group improved their school results) 2. to develop students' transversal skills - numeracy, computer literacy, critical and creative thinking, personal and social capability; (about 35 percent of students improved those skills) 3. to develop intercultural understanding and acceptance; (about 65 percent of students had better knowledge of other cultures) 4. to develop communication skills in English; (the 121 participants, students and teachers, improved communication skills in English) 5. to promote European values and develop cohesion among European citizens. (measurable by analysing students' and teachers' attitudes to other cultures, as seen in the post-LTTA feedback) P.S: The knowledge of other cultures among students were evaluated through final surveys and satisfaction surveys. Also the participants to attend these mobilities joined the English courses at the beginning of the project. MAIN ACTIVITIES C1 - March 2018 - MK - Topic: Software(powtoon) was used to create fun lessons; subtopics were customs and traditions C2 - April 30th-May 2018 - LT - Topic: Online tools were used to create quizzes; subtopic was Maths C3 - November 2018 - BG - Topic:Online tools were used to create booktrailers; subtopic was Literature C4 - April 2019 - IT - Topic: Digital tools were used for artwork; subtopic was Religious Studies NUMBER AND PROFILE OF PARTICIPANTS 70 students aged 15-17 from the 5 schools, were selected from the target group of 250. The students came from very diverse backgrounds - urban and rural - and had a variety of ethnic and religious backgrounds. 51 teachers of ICT, English, Maths, METHODOLOGY The project was designed to cover 5 main areas: Project management included monitoring and evaluation, risk management, financial management, cooperation and communication strategy. 2 TMs were included, 1 at the beginning, and 1 at the end of the project. Implementation of activities involved selection of participants, preparatory training sessions, participation in exchanges Ellaboration of ICT lessons were done prior to the exchanges by each partner institution Dissemination was a continuous process that involved the sharing of both tangible and intangible results at local, regional, national and international levels, using a variety of channels and addressing school and non-school audiences Follow-up and sustainability: Each school selected a group of teachers to implement the new methods during regular class work. The success was measured comparatively against the results and level of satisfaction of students who learned the same contents without digital instruments. Then another school in each area were supported to include digital tools during class work in the next year. RESULTS AND IMPACT Students improved knowledge in terms of ICT tools for educational purposes, practical skills related to designing mini-lessons, storytrailers, digital projects, online quizzes, digital artwork, motivation, school results, experience another culture, increase adaptability, self-awareness and awareness of cultural differences which make Europe so diverse, and yet unitary. Teachers had the chance to exchange good practices, teaching methods, opinions and improved English and digital skills, organisational skills, teaching methods and tools. Schools promoted a positive self-image and became more visible in the community. They gained project management experience and set examples for other schools to apply for projects. They also became more cohesive and a positive atmosphere was created among the members.