CONTEXT The project was created to respond to two basic needs identified at the level of the schools involved - the need to foster students' motivation, their school results and the need to promote intercultural dialogue among people from different nationalities, cultures and religious backgrounds, in a European context which is now facing great challenges. Therefore, the purpose of this project consists of two apparently distinct directions. We want students to become key actors in their own learning process by providing them with the opportunity to use computers in their lessons, homework, research and project work, etc. And we believe that by exposing all the participant students to different ways of thinking, values and beliefs, we will help them to learn, understand and experience what it means to be European. The partnership includes five schools of five different European countries– PL, ES, RO, BG, TR. AIM To improve students' motivation, active involvement in their learning processes and school results and to promote intercultural and interreligious dialogue allowing all participants to become more and openminded and tolerant to alterity. To help all the participants of this project to acquire and develop the essential skills for them to be part of the “Smart Generation” really needed today in European schools. OBJECTIVES The objectives we envisage are: To: 1.motivate students to get more involved in their own learning processes with a view to attain better learning results (at least 40 percent from the target group will improve their school results); 2. develop students' transversal skills and 21st Century skills – namely, literacy, numeracy, ICT, cultural and civic literacy, critical thinking and problem solving, creativity, social and cultural awareness (at least 30 percent of students will improve these skills); 3.develop intercultural understanding and acceptance (at least 60 percent of students will have better knowledge of other cultures); 4.develop communication skills in English, the project communication language (participants will improve communication skills in English); 5.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 – Oct. 2018 - PL - Topic: Using software to create fun lessons; Customs and traditions C2 - Mar 2019 - ES - Topic: Using online tools to create quizzes; Maths C3 - May 2019 - RO - Topic: Using online tools to create booktrailers; Literature C4 - Oct 2019 - BG - Topic: Digital tools for artwork; Religious Studies C5- April 2020 – TR – Topic: Evaluation of the project, Conclusion of the all project outputs NUMBER AND PROFILE OF PARTICIPANTS 120 students aged 13-17 from the 5 schools, selected from the target group of 250. The students come from very diverse backgrounds in terms of geographical area - urban and rural - and most of them also have different ethnic and religious backgrounds, which makes the project even more appealing and relevant in order to empower all the students with real knowledge and skills which allow them become smarter and smarter. 36 teachers of ICT, English, Literature Maths With the help of ICT teachers, ICT applications will play a central role in the whole project. In fact, it is pretext and context for all the participants to come together and collaborate because the “computer” is the common language they speak irrespective of their national or international background. Computer work will become a catalyst for most of the project’s activities helping students to become “Smart Generation”. METHODOLOGY The project is designed to cover 5 main areas: A1. Project management communication strategy. 1 TM is included, at the end of the project. A2. Implementation of activities A3. Designing and planning ICT lessons A4. Dissemination A5. Follow-up and sustainability 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 learn with their transnational peers by exchanging pedagogical good practices, teaching methods, opinions and will improve English and digital skills. Schools will promote a positive self-image and become more visible in the community. They will gain project management experience. They will also become more cohesive and a positive atmosphere will be created among the school staff. All partner schools will help students to develop 21st Century skills and European values that will be vital in the students’ future lives when they will become active and smart workers and citizens.
The main achievements of the project can be divided into two groups. The first one relates to enabling the students of our schools to learn about new cultures, history and traditions of the countries and nations represented by partner schools. As part of the project, there were 4 mobilities with 18 pupils from partner schools and many pupils from the host school each time. During these meetings, students watched presentations about schools, cities and partner countries, took part in meetings with local authorities, participated in sightseeing trips, and integration events. New friendships were made and continued even after the end of mobility. Each time, the students assessed very highly in the questionnaires summarizing the opportunity to learn about new cultures and willingly shared information with students of their schools after returning to the country. All this resulted in a significant increase in students' willingness to learn, especially foreign languages. Students pointed to the purposefulness of language learning because they saw specific effects, i.e. the possibility of communicating with students from many countries, no barriers. In the questionnaires, they pointed out that this was the first opportunity for them to use a foreign language in an authentic way. For many students, 88% had a clear intrinsic motivation to learn, which they also shared with classmates and schoolmates. They also willingly collaborated in the preparation of presentations and lessons for the next mobility. The second, much more tangible effect was the huge increase in the digital competences of our students. During the mobility, they learned about new applications and tools, presented them at meetings later in schools. But what was more satisfying, they wanted to get to know the next ones to diversify their work, and often also make it easier. Our students assessed in the survey that their digital competences have significantly increased. They can easily use Learning apps 68%, Kahoot 74%, Quizzezz 43%, Quizlet 46%, Powtoon 5%, padlet 68%, story jumper 25%, teams 72%, wordwall 68%, others like genially, canvas, zoom, inshot - 36%. According to them the lessons are easier, more appealing and interesting, the students are able to learn faster, you can learn more easily, digital tools help them to prepare and learn new skills. According to teachers and students, one more important effect of the project is the development of the ability to accept and tolerate others. Both other cultures and customs, but also disabilities and some imperfections. During the mobility interviews, the students pointed out that the journeys allowed them to understand that the world is one, common, but that it differs as different countries and people differ. All mobilities and pre- and post-mobility activities were based on developing students' willingness and skills to direct their learning. By learning about various digital tools, students became more and more motivated to use them in the learning process. The variety of tools presented and their attractiveness to students was the main key to their success. First, they performed and then prepared tasks and materials used during classes and at home. The tasks concerned first of all subjects included in the project, i.e. literature, mathematics, religion, cultural information, but also at the stage of post-mobility to others, such as foreign languages, biology, history, physics, chemistry. They shared the materials with their colleagues, and created new ones in groups or pairs. This greatly contributed to the students' motivation to work, mutual acceptance and integration. Through the need to create independently, they learned to cooperate, developed communication skills, mutual understanding, critical thinking and creativity. Depending on the country, an average of 54% of students indicated an increase in skills in these topics. Mutual understanding, learning about the culture and traditions of partners was indicated by 78 - 90% of the surveyed students. Students participating in the mobility described their emotions about the fact that they felt European, that they understood that we are all the same but everyone has the right to be different, cultural and traditional. All mobility participants confirmed the increase in communication skills, which was visible both during the meetings and also afterwards. Some students stay in touch via social media.