CONTEXT The project was initiated to meet the needs of students to acquire and improve their know-how in terms of mobile application development, a skill that they will use after school years, regardless of the careers they have I can choose to follow them. We want students to break the barrier between passive mobile applications and the active use of mobile development tools. TARGET GROUP The project is aimed at students aged 15-18, approximately (400 students) who are mature enough to process this type and amount of information and to use them creatively to develop applications. Students come from a variety of cultural backgrounds and a significant percentage of them strive to overcome all kinds of obstacles - economic, cultural, financial, etc. Participants will be selected from this target group based on their digital skills, language skills, school results. Additional support will be provided to students who face any of the obstacles mentioned above. There will be 110 students participating in LTTA - 22 from each country in the 4 planned meetings with an additional 20-24 students from the host institution for which no grant is awarded but who will participate in the activities. The project also addresses IT teachers who will improve their material base and ensure the sustainability of project results. Teachers attending meetings are IT and English. Each meeting involves the participation of 8 teachers so that 32 teachers' mobility is involved. OBJECTIVES The aim of the project is to provide the necessary framework for teachers and students to collaborate, share ideas and good practice and learn how to develop mobile applications. By providing this framework, we intend to achieve a number of objectives as well as the intercultural dialogue objectives that the project entails: O1: At least 70% of students in the target group will be familiar with mobile application development requirements O2: At least 50% of students will actively contribute to the active creation of new mobile applications O3: At least 90% of students participating in transnational meetings will improve their digital skills O4: At least 80% of participants will improve knowledge of foreign cultures O5: At least 70% of participants will improve communication skills in English and other languages of partners O6: All participants will develop tolerance, inappropriate respect, and intercultural understanding O7: All project team members and students will improve organizational, teamwork and data manipulation skills. MAIN ACTIVITIES Poland - organize C1 – Nov. 2019; creates and manages the project site Germany - organize C2 – Feb. 2020; creates the project logo Greece - organises and C3 - May 2020; creates the Facebook page of the project and manages it. Italy– organises C4 – Nov. 2020, coordinates broadcasting Turkey - organises C5 - April 2021; creates the eTwinning project account and manages it METHODOLOGY The project involves 5 main steps: initiating (identification of needs and partners), planning (action plan, methodology, resources), implementation (organization of activities before, during and after transnational events), evaluation (throughout the project and at the end of the project ), completion (reporting, elaboration of the impact study, sustainability plan).
CONTEXT The project was initiated to meet the needs of students to acquire and improve their know-how in terms of mobile application development, a skill that they will use after school years, regardless of the careers they have I can choose to follow them. We want students to break the barrier between passive mobile applications and the active use of mobile development tools. Due to the departure of the Greek partner school, the start of the project was delayed. Further delays were caused by the fact that the teacher position originally planned for the project at the coordinating school could not be filled. Due to these problems, the start of the project was postponed and the first coordination meeting did not take place with teachers in Poland as originally planned, but with pupils in Germany/Bensheim. This required more intensive preparation via the social communication levels with the teachers involved. The first meeting went according to plan and was successful. Further dates and activities were also discussed and determined at this meeting. Until the lockdown due to the COV-19 pandemic, the project went according to plan. With the "lockdown", all activities were directed towards organising lessons on site (home schooling, etc.). With the ban on all extra-curricular activities and the school closures, activities ceased. For the period after the summer holidays, the cancelled activities were planned again and the project was supposed to go according to plan. For the coordinating school (as for all Hessian schools), the Ministry of Education (also explicitly for activities within the framework of the Erasmus+ programme) issued a ban on encounters until 31.01.2021 (as the coordinating school, we had tried to obtain an exemption via the State Education Authority at the Ministry of Education, unfortunately this was not successful). Entry restrictions in the partner countries also prevented further implementation as planned. As the lessons in Germany were also only sporadic and the classes/courses only met in a rudimentary composition in face-to-face and distance lessons, a further scheduled implementation was out of the question. Since the further development of the pandemic could not be estimated, we applied for an extension of the project. Bookings could not be made by Hessian schools before 1.2.2022. This meant that the meeting in Poland could only take place with the Turkish pupils on site and the Italian school online. Unfortunately, it was not possible for the German school to participate. Due to the possibility of approvals from the German side only for the second half of the school year 2021/22, the outstanding mobilities had to be moved to this period. Thus, the encounters in Turkey and Italy could be carried out as planned. In Uşak, work was carried out with various applications about the work, structure and institutions of the European Union. Appinventor" was used for this purpose. The individual groups presented their countries, schools and regions. Afterwards, the results were evaluated via "Kahoot". The participants worked in multinational groups under the guidance of local IT teachers in workshops to create applications for learning about the European Union. Divided into multicultural teams, the students visited a variety of historical sites on the roots of the common European identity. The aim was to define what it means to be "European". Similarly, in Vittoria they continued and worked with other applications.