The rapid development of technology has created negative effects as well as the positive ones. Technological developments have provided a new living space for bullying, which continues to exist as a social problem, while facilitating access to information, communication and interaction between cultures. In fact, these forms of behavior spread rapidly into the rooms of children who had crossed the borders of the school. Cyber bullying is a kind of violence using information and communication technologies and it is also an electronic form of peer harassment. The cyberbullying events and grave consequences we have heard in recent years have led us to do research and studies in our schools. Results have led us to do research and studies in our schools, because schools are not only responsible for equipping the next generation with knowledge, but also providing them with a comfortable social environment where they can feel themselves accepted, express their ideas and open up and develop their potential abilities. School absenteeism even school dropout in following years can be a simple but effective defense for students who cannot find this atmosphere. As the project partners, the main objectives of the year 2020 published in the EU Council Final Declaration In particular, we evaluated the issue of increasing the quality and efficiency of education, equality, social solidarity and active citizenship, as well as the prevention of early school leaving. We consider cyber bullying as an obstacle to these principles. In addition, the increase in cases reflected in the psychological counseling services of each partner school has led us to develop studies that can be done to create a healthy and efficient digital society by using different perspectives and techniques. The aim of the project is allowing the exchange of best practices developed by each school to fight collective cyberbullying and minimizing its negative effects. We want to contribute to the fact that our students are not only in the position of receiving information, they are also active internet users who provide information, produce information, share, discuss. The key to achieving this goal will be web2.0 tools. Effective use of Web2.0 tools will enable them to use the Internet and computer correctly and effectively and to increase their digital capabilities. Turkish, Italian,Romanian,Macedonian and Spanish partners will work all together but each of the have also different responsibilities. We aim to increase the awareness of cyber bullying in the schools to 30% by the project studies, the guidance studies on the subject, the teaching and use of good digital applications. We created an e-twinning project called ''Cyber Bullying: Know It, Understand It, and Stop It'' in order to establish the cornerstones of the project, to communicate more easily and to get to know each other better. The Turkish partner will be responsible for dissemination activities and administrating of e-twinning project. The Italian and the Turkish teams take responsibility for the schedule to have a high standard of project collaboration from the beginning. The Romanian partner will make an Implementation plan for the visibility of the project phases such as; regular project meetings at the school, local implementation activities, evaluation activities and reporting.The Spanish school takes responsibility for creating a Facebook and Instagram page for sharing results and creating project community. They will be responsible of Drop-Box for sharing pictures, documents, results and evidence to use for final reporting and dissemination. The Turkish partner will be responsible for observation and evaluation. We will work with 10-14 aged students in this project. We want them to empathize. We hope that we will help students to develop cooperation, communication, problem solving, teamwork, and foreign language communication skills. It will help advance ICT use skills and competences, especially by working on e_twinning.We hope that professional ties with other countries will help improve European cooperation. In particular, we hope that disadvantaged students will gain a new perspective thanks to this project. We hope that the students will build a strong relationship based on sharing. We also aimed to reach the widest possible community by using local media to spread our project. The project will contribute to teachers to make progress in foreign language, digital competence, social and cultural fields with more entrepreneurship sense. It will also enable parents to guide their children correctly by gaining awareness about cyber bullying and the conscious use of the internet.
Our project was designed to draw attention on taking steps for dealing with bullying and cyberbullying. At the origin of the project, we all wanted to give keys to our students to become. more aware of the risks they can find on the net and how to deal with them. At same time we wanted to help them to increase their self-esteem and their motivation and not to become an easy victim of the bully. All the five schools agreed on organising events, campaigns and programs in their schools and their surroundings. We planned activities to learn about problems our students are facing, such as anger, loneliness, early school leaving, lack of motivation and self-esteem that lead to be considered as the perfect victims of bullying. The partner schools agreed to have meeting with the police as well as webinars how to be safe and sound on internet. Objectives -To raise the awareness: we aim to raise awareness to cyber bullying inner school to 30%. -To make children be active against cyberbullying: We could design activities together with pupils in which they could express their opinion. In our planning we were focusing on how to increase self-esteem. We tried to set small goals to help them accomplish large goals later because we strongly believe that this generation would have huge dilemmas when surfing the net. -To elevate students' voice on cyberbullying: Students could express their opinion in workshops, official visits to local council, school lessons. They designed many presentations too. -To increase students’ intercultural awareness and communication skills: It was extremely useful to learn about cultural differences from each other. All participants were open to new customs, traditions. In the first year we organised pair meetings. These online meetings helped a lot in student mobilities in the next two years. Their communication skills also developed a lot. We have students passing their language exams after the mobilities. -To develop students’ creativity and critical thinking: Workshops, online and classroom events were created in which both creativity and critical thinking could develop. Many cross and extra-curricular activities were made. We involved drama games, visual and digital arts, literature, ICT in our programmes. -To develop the European dimension of our schools: Apart from students, participant teachers could learn a lot from each other. We involved meetings with the leadership, met other teachers during mobilities, share and change good practices. Some countries started collaboration in new projects on eTwinning while others are planning similar programs in the future. - To raise students' competences and school success: Our main goal was to reach students full personal and professional potentials. We had students from different social background, many of them had learning difficulties. They rapidly developed. Students also supported each other and in workshops we always mixed nationalities which proved to be successful. -To promote of European citizenship and inclusion: During the mobilities and virtual meetings many friendships started. The participants could understand the meaning of mutual programs, accepted and supported each other. It was always good to see that some of them still maintain connection with each other. Participants In 2020 we had to replan many activities to make it suitable for home schooling because of Covid19. Fortunately, we could involve all students and their parents. The target group was 100 students aged 10-14 in each school. We could fulfill it even with elder students (thee-year-project) who could also participate in the project. We also involved parents, families and different school members in the topic-related workshops, cultural activities. We informed our parents before, during and after the exchanges. All the five schools implemented similar workshops with its parents. Results ESEP was introduces and eTwinning was not working correctly so we made a padlet in which we collected all data and shared free on dissemination platforms the school websites. We made several products with project logo, posters, booklet and designed e-books, leaflets and online games. In the website they are collected in one place. Impact Our students could see the consequences of their behaviour at school with their mates. Families were always involved so we could learn from each other as well. Schools gained and shared good practices with each other and in their areas. Cooperation with schools will continue in the future.