With this project we aim to develop and implement innovative methods in learning and teaching methodologies and pedagogical approaches, especially those delivering key competences and basic skills in media literacy education, language skills, and focusing on the use of ICT. We will improve the quality of the skills which are recognized as essential at European and national level, and raise awareness of their relevance at school and community level. Education, including non-formal learning, is the most powerful vehicle to promote common values, social inclusion and improve social integration and social mobility. In a digital society, media literacy the topic on which the Project focuses on , as a combination of digital and cognitive skills, plays an important role to promote EU values and social inclusion . Project activities will be allow digital inclusion of students which will also prevent ; social and economic exclusion, unemployment and poverty. Citizens who are not media literate face multiple difficulties to function fully in a digital society and this affects their full and responsible online participation. We live in a society that thrives on technology; it is pervasive throughout our daily lives. Everyone seems to have an iPod, cell phone, or laptop with them at all times. We have become a completely connected society with our Twitter, MySpace, Facebook....etc It is hard to argue that technology hasn’t improved our lives through medicine, communication, and entertainment According to the searches ; children ages 8 to 18 now spend an average of 7 hours and 38 minutes per day with entertainment media outside of school. The media can entertain and inform our children in positive ways. However, since most children aren’t taught to use media thoughtfully, many media messages contribute to public health issues .Censorship and limitation are not desirable responses to the concerns about the mass media and their effects on the children and adolescents . We believe 'that the best way to prevent this addiction is only possible with the children’s perception ' , should be taken into account in directing children’s media consumption.By helping our teens become media literate, we can help protect them from pressures from advertising and other media forms to smoke, drink, use drugs, have sex, or eat unhealthy foods. We also can help them build communication skills, encourage them to consider multiple interpretations of media messages, put portrayals of themselves and others in perspective, and improve media use habits, such as changing ritualistic viewing behaviors. OBJECTIVES & RESULTS : O: Learn to think critically R: As children evaluate media, they decide whether the messages make sense, why certain information was included, what wasn't included, and what the key ideas are. They learn to use examples to support their opinions. Then they can make up their own minds about the information based on knowledge they already have. O:Become a smart consumer of products and information. R: Becoming a media literate will help children learn how to determine whether something is credible. It will also help them determine the "persuasive intent" of advertising and resist the techniques marketers use to sell products O : -Recognize point of view. R : Every creator has a perspective. Identifying an author's point of view helps children appreciate different perspectives. It also helps put information in the context of what they already know -- or think they know. O -Create media responsibly. R: Recognizing your own point of view, saying what you want to say how you want to say it, and understanding that your messages have an impact is key to effective communication. O :Identify the role of media on society : R: Raised awareness regarding media usage , understand how media shapes society, and develop a critical approach towards media messages based on their own experiences,skills ,beliefes and values. O: Understand the author's goal. R: What does the author want you to take away from a piece of media? Is it purely informative, is it trying to change your mind, or is it introducing you to new ideas you've never heard of? When children understand what type of influence something has, they can make informed choices. Students will be working together in ongoing communication with peers from all partner schools via email, teleconferencing, eTwinning platform, project website. They will contribute to designing a project logo to be used by all schools in all forms of communication to reinforce the corporate image of the project, essential to the concept of international co-operation and fundamental to its successful outcome. They will produce photo exhibitions, mini films, presentations, e-newspaper ,photostories brochures, posters, photo collages, make interviews with famous people in their towns ,meet people from the local media ,transmit experiences.
The great achievement of our project was that our students gained a better understanding of using social media in a proper way. They opened up to other cultures, traditions and peoples. Through the project students, teachers and the whole school community were able to learn more about social media. Each national coordinator set up a multidisciplinary Erasmus+ Team in their school. These Teams worked internationally, engaging in all the tasks that included the organisation and preparation of the LTTs. In addition to the students, each school also had about six teachers who supervised and assisted the Teams. Instead of controlling the groups, the teachers guided the students to complete the tasks. These teachers also accompanied the students on the LTTs abroad. Prior to the LTTs, necessary information about travelling was provided to the students and their parents, and the students were prepared for cultural differences - it was explained how to behave and interact in a foreign culture. For the teachers, the project provided excellent opportunity to improve their English and to realise the value of international contacts. It gave them a chance to share examples of good practice, exchange ideas and build up their confidence in communicating in English with people from other countries. Our project equalised opportunities for all students and recruitment to the project took into account the principle of equal opportunities and non-discrimination and the principle of equal opportunities for women and men. All students who wanted to improve their English language skills, work in international groups and develop their ICT skills were eligible to apply. The project enabled students from disadvantaged groups to participate in international activities. Some of these students felt insecure and were reluctant to interact, but the teachers involved in the project made sure that the students felt as comfortable as possible, while providing them with opportunities to interact with their peers. Within the LTTs, students worked as one team - contributing to the completion of the tasks. Our students willingly participated in all activities. Their progress in developing English communication skills and greater cultural awareness is very valuable and will certainly have a lasting impact on the students. They achieved better results in their exams, improved their fluency in English and will do better in the next levels of education. Through participation in the project, our students gained very valuable experience in information technology. As most of the communication took place online and they had to prepare presentations and films, our students became more computer proficient. In preparation for international cooperation, students learned about their own cultures, traditions and history. Students from partner schools had the opportunity to learn that despite seemingly very different cultures and traditions, more things unite than divide us. After each LTT we organised meetings with students and their families to disseminate its effects. After these meetings, the families were more aware of the benefits that our project and Erasmus+ projects bring to the participants. Articles were published in the local press to raise awareness of our project and its impact within the local community. We also disseminated the aims and results of the project at meetings attended by teachers from neighbouring schools. All participating schools prepared "Erasmus+ Corners", presenting information about the project and the Erasmus+ programme to all visitors and school community. The project has its own website, TwinSpace and Facebook pagel, which are mentioned later in this report. Some schools have also made roll-ups and banners that hang outside and attract the attention of passers-by.