As technology, the internet and digital media are becoming more and more important in the lives of young people the amount of time spent in digital media is constantly increasing.However young people tend use digital technology mostly to have fun, to be entertained by social media without thinking of the greater opportunities that it offers. Since pupils are becoming native to digital technology this project will try to examine and evaluate advantages and disadvantages of digitalization in learning, working and private life. It will raise awareness that technology provides an easy access to materials, job-seeking tools and knowledge necessary for private and professional achievements. Evolving digitalization, the omnipresence of Internet connection, technical devices, screens and displays will affect pupils' lives way beyond the field of learning activities. Digital-I-living, me living in a digital world- pupils living in a world in which their social interaction with peers at and after school is more and more influenced by social networks. Cyberbullying is a growing risk at school that puts pupils' well-being and educational success at risk. Digital-I-living will therefore touch a variety of fields with emphasis on how they interact and have a significant impact in the lives of pupils, it will provide an easy structure that helps young people understand how digitalization affects their needs at school, their future careers, their family lives and their role and responsibility as members of society as citizens of Europe and beyond. Spanish, Macedonia and German pupils will be working together, making English their language of this project, strengthening their competence in foreign languages.Preparing presentations, workshops with video-conferences, doing researches will also increase pupils' level of digital competence as well as provide greater understanding and responsiveness of social, linguistic, cultural diversity and future employability. Digital-I-living wants to promote a more active participation in society and a more positive attitude toward the European project and the EU values, especially thanks to our Macedonia students who are highly motivated to participate in EU projects and embrace EU values.Our project wants to increase motivation and satisfaction at school and later in daily work. As an impact this project will seek to improve the quality of education and training and will seek to provide an improved provision and assessment of social, civic, inter-cultural and language competences, critical thinking, digital skills and media literacy. Each LTT will provide a concrete result, a video tutorial, where students will give their hints, views and suggestions related to every single topic this project is going to cover ("digital-I-living", digitalization: 1. for school, 2. for others, 3. for my work, 4. for gender equality, 5. for this world and 6. on or offline as conclusive wrap-up of the whole project). The last video will be a short film, "Our digital lives in 10 years" depicting students' vision of how they imagine their future. Teachers will administrate and monitor a facebook page and youtube channel where students post and disseminate their work results. In total 3 learning an teaching activities will involve ca. 60 pupils from courses of study that lead to A-levels and National Vocational Qualifications aged 15-19 and ca. 18 teachers. Each country will visit twice and host one time (10 students and 2 teachers of each country).Each LTT will deal with 2 topics, prepared in advanced in extra-curricular work groups using digital research methods and sharing the work load, finding agreements with peers from the other countries with video conferencing. Pupils will share their documents, presentations, files using an online platform. They will practice how to work simultaneously on documents using modern digital platforms such as google drive. During the LTTs pupils will exchange their research results of the given topic and structure and plan their video tutorials. As teachers will be needing to adapt to changing realities due to progressive digitalization of teaching and learning activities as well as with a growing number of technical equipment, leaving behind chalk, overhead transparencies and photocopies our project empowers our pupils to look out for apps and software that facilitate learning improve learning results of each individual pupil in heterogeneous learn groups. Pupils know best which tools work best for them. Their newly acquired expertise will be communicated to school administration, teachers and pupils in order to adapt the content and the methods of lessons and eventually the school curriculum in order to integrate what pupils really need and not only what teachers think pupils need. Youtube videos, presentations on open house and other public events will promote our pupils' concept of how digitalization in our daily routine can be a blessing and not a curse.
As technology, the internet and digital media are becoming more and more important in the lives of young people the amount of time spent in digital media is constantly increasing.However young people tend use digital technology mostly to have fun, to be entertained by social media without thinking of the greater opportunities that it offers. Since pupils are becoming native to digital technology this project will try to examine and evaluate advantages and disadvantages of digitalization in learning, working and private life. It will raise awareness that technology provides an easy access to materials, job-seeking tools and knowledge necessary for private and professional achievements. Evolving digitalization, the omnipresence of Internet connection, technical devices, screens and displays will affect pupils' lives way beyond the field of learning activities. Digital-I-living, me living in a digital world- pupils living in a world in which their social interaction with peers at and after school is more and more influenced by social networks. Cyberbullying is a growing risk at school that puts pupils' well-being and educational success at risk. Digital-I-living will therefore touch a variety of fields with emphasis on how they interact and have a significant impact in the lives of pupils, it will provide an easy structure that helps young people understand how digitalization affects their needs at school, their future careers, their family lives and their role and responsibility as members of society as citizens of Europe and beyond. Spanish, North-Macedonia and German pupils worked together, made English their language of this project, they strengthened their competence in foreign languages. They held several presentations. Thorough researches increased pupils' level of digital competence as well as provided greater understanding and responsiveness of social, linguistic, cultural diversity and future employability. Digital-I-living promoted a more active participation in society and a more positive attitude toward the European project and the EU values, especially thanks to our North-Macedonia students who were highly motivated to participate in EU projects and embrace EU values.Our project increased motivation and satisfaction at school. As an impact this project seeked to improve the quality of education and training and tried to provide an improved provision and assessment of social, civic, inter-cultural and language competences, critical thinking, digital skills and media literacy. Each LTT will provided a concrete result, a video tutorial, where students will gave their hints, views and suggestions related to every single topic this project is going to cover ("digital-I-living", digitalization: 1. for school, 2. for others, 3. for my work, 4. for gender equality). Teachers administrated and monitored the digital exchange and dissemination of the student’ video clips and their work results. Two learning and teaching activities involved ca. 60 pupils from courses of study that lead to A-levels and National Vocational Qualifications aged 15-19 and ca. 18 teachers. Each country was supposed to visit twice and host one time (10 students and 2 teachers of each country). Due to the Covid-19 pandemic we were not able to realize the 3rd LTT in Spain. Each LTT dealt with 2 topics, prepared in advanced in extra-curricular work groups using digital research methods and sharing the work load, finding agreements with peers from the other countries with video conferencing. Pupils shared their documents, presentations, files online. They also practiced how to work simultaneously on documents using modern digital platforms such as google drive or similar services. During the LTTs pupils exchanged their research results of the given topic and structured and planned their video tutorials. Us teachers needed to adapt to changing realities due to progressive digitalization of teaching and learning activities. We used technical equipment, left behind chalk, overhead transparencies and photocopies. Our project empowered our pupils to look out for apps and software that facilitate learning in order to improve their learning outcome within heterogeneous learn groups. It showed that pupils know best which tools work best for them. Their newly acquired expertise was communicated to school administration and teachers. and pupils in order to adapt the content and the methods of lessons and eventually the school curriculum in order to integrate what pupils really need and not only what teachers think pupils need. Youtube videos, presentations on open houses promoted our pupils' concept of how digitalization in our daily routine can be a blessing and not a curse. Finally a live broadcast TV talk show during our LTT in Skopje promoted our project „Digital-I-Living" and the spirit of Erasmus+ partnerships.