Many technologically advanced countries in today's world have now realized that real power is not in physical strength but in the educated human brain.As a result of this important development, each country has entered the process of restructuring its education to meet the requirements of technology.As all partners, we know that in order to take our place among the information societies in the world that is moving towards a rapid globalization, we need to follow the technological innovations closely and shape the learning environments with an innovation-focused approach called Education 4.0.Instead of being the party that consumes technology, which is an indispensable part of our lives, we want to give our children the vision to understand the world behind it and to steer the technology.We plan to do this with the coding activities that have become a key competence in the 21st century when the developing technology has entered the education system.By teaching students how to improve their algorithmic thinking systems; We have created an eTwinning project called "Erasmus + Let's Join CodeWeek2019" (ID: 200270) with a project-based pedagogy to create a generation that not only makes problem but also solves problem, and not only uses technology but also generates it.As a result of the surveys conducted during the project, it was decided to be translated into Erasmus by two founder Turkish Schools and Lithuanian School.Spain,Italian School and Portugal School later joined the project to strengthen their weaknesses, which were common with other schools in their surveys with the SELFIE tool.In our Erasmus+ project, we plan to implement a constructivist education system by integrating 21st century skills into STEAM-based coding activities.During the activities, going beyond the Bloom taxonomy, a learning process based on the 3 areas described below will be implemented (Gomaratat 2015).The processes will be 1-3R (Recalling, Relating, Refining), which regulates understanding, 2-3I (Inquiring, Interacting, Interpreting) triggers research and 3- 3P (Participating, Processing, Presenting) based on producing the result.Our activities belong primarily to the 11-14 age group and will be integrated into the whole school according to their level.Our project team consist of 4046 children, 396 teachers and 6 educational institutions from 5 different countries (Lithuania, Italy, Turkey, Spain and Portugal).Our aim is to provide our students with the abilities such as systematic thinking, problem solving, seeing the relationships between events, creative thinking, and at the same time make them productive with entertainment.Understanding how coding and programming activities are integrated with life, our students will realize the importance of creativity and production, bringing different perspectives on different topics.Our students will have a productive and enjoyable time with these achievements.Since the activities with interdisciplinary understanding will turn the lessons into an exciting situation, it will also provide positive attitude and behaviour towards the school.Our students will also be able to easily overcome the difficulties in daily computer use with STEAM-based coding activities.In addition, awareness-raising activities will be held throughout the project on information security, personal data protection and privacy.Teachers will include teaching methods and application processes that should be followed in coding and programming processes in their curricula.In addition, teachers will develop creative ways to better combine their subject areas through interdisciplinary approach, by conducting interviews per week on educational programs.With the participation of all students, teachers and parents, the visibility of the project and the school will increase, and by knowing different cultures and nations, biases will be broken if any.The future careers of the students, who will develop their digital skills with Steam based coding and programming activities, will also be shaped.Thus, while continuing their education, they will develop themselves in line with the skills that will be desired by the future business world.The project will be evaluated in four factors according to the Varimax measurement method.To this end, an assessment team will be established, with teachers and students from each school.Evaluation will be done before, during and after the activities and appropriate feedback will be given to the students.Consideration will be given to suitability, diversity and originality of the constructivist approach for assessment tools.All local activities and LTTs will be expanded throughout and after the project.As a dissemination tool, Erasmus+ Project Results, eTwinning, Corporate web pages, project face page, blog and printed tools will be used.Thus, the impact of the project will be increased and its continuity will be ensured.
Given the rapid advancement of technology and the requirements of the digital age, providing students with a solid foundation in these fields is critical to their future success. The main purpose of this project was to ensure that students understood coding and programming concepts and developed these skills so that they could use them in their daily lives and future careers. Coding and programming skills provide students with important skills such as problem solving, critical thinking, logical reasoning and creative thinking, while also raising awareness about digital literacy and technology use. For this purpose, within the scope of the project, it was planned to implement a costruttiviste education system in which 21st Century skills were integrated into STEAM-based coding activities. Activities were carried out in 7 main modules containing interdisciplinary applications. These modules were Information Technologies Literacy, Web-2 tools, Block coding, Computer-Free Coding, Augmented and Virtual Reality, 3D Drawing and Design and Robotic Coding with Ardunio. This project aimed to provide a learning environment full of interactive and entertaining materials that could attract the attention of students. Teachers frequently included teaching methods and application processes that should be followed in coding and programming processes in their curricula. Activities were primarily aimed at the 11-14 age groups. Students have stepped into the world of coding and programming through lesson plans, games, activities and projects designed to suit different age groups and learning styles. The partnership consisted of 4046 children, 396 teachers and 6 educational institutions from 5 different countries (Lithuania, Italy, Turkey, Spain and Portugal). All students were included in all activities within and outside the school, at every stage of the project, in line with their interests, abilities and skills. With the granting of the project, the e-Twinning project named "Erasmus+ IPA(Information Processing Agents)" (ID: 227741) was launched on the ESEP platform. This central platform not only contributed to the dissemination of project activities, but also enabled secure and consistent communication. Another platform that increased the visibility of the project was the Erasmus+ Project Results Platform. During the implementation of the project, WhatsApp, Messenger and email were frequently used to ensure good management and good cooperation between partners. Teams and Zoom tools were used in hybrid mobility activities due to Covid. The use of technology during the pandemic has minimized disruptions by ensuring rapid response to emerging communication problems. A total of 6 physical mobilities were planned in the project consisting of 5 different countries and 6 partners. However, to avoid any disruption in activities due to Covid, C2 and C3 mobilities were carried out hybridly. Transparent selection and evaluation criteria were determined for participating students, such as time and behavior management, language skills, students' cooperation in workshops, willingness to participate in mobilities, and equal opportunities for disadvantaged students. Participating teachers were determined on a voluntary basis and based on the suitability of the content of the activity with the branch. Questionnaires consisting of transparent items were administered at the beginning and end of each LTT. Additionally, a common evaluation form was filled out. For local activities, an evaluation team consisting of one teacher and one student from each school was formed. An evaluation plan has been made at each stage of the evaluation processes to be carried out before, during and after interdisciplinary activities. Varimax method was applied to determine whether the targets were achieved efficiently and effectively and whether there was sustainability. Structured modules and social media tools, complemented by tangible dissemination tools such as brochures, booklets and press releases with the project logo, have ensured that the project's legacy remains intact. Teachers who improved their competencies through LTT meetings and project activities have achieved satisfaction in their profession. This project provided an opportunity to reveal the talents and potential of students preparing for the digital world of the future. Students who learn coding and programming skills not only understand technology better, but also take an important step towards becoming more competitive and successful individuals in their future careers.