Technology and digitalism which are the biggest and indispensable parts of 21st century has had many effects on education so far.While we were discussing the pros and cons of digitalism , the world and European countries had to face a major epidemic which has prevented us from being able to teach face-to-face to our students,so distance learning process has become the major education requirement.All the world and European countries are in an education-oriented discussion to ensure that the new generation, which will be the basis of the future, receives the necessary training under this pandemi. Considering the data of UNESCO 75% of students had to pause their formal education so the high rate of young people benefiting from distance learning tools throughout Europe is the most basic support to realize the main priorities of the project.Countries and schools that can evaluate this case most efficiently will be able to raise their young people better, survive this course with minimal negativity, and will be ready for the digital world of the future by turning the new new into an advantage and provide the necessary transformation in education.We are all aware that digital transformation in education is inevitable under these termsThe Digital Dimension of ICT Project focuses on the needs that will enable the pupils to go through the healthiest, most efficient,high quality and equipped with new content that digital education can provide will create a difference in their distance learning -educational progress and future professionals.Another requirement is that chosen teachers who have the sufficient infrastructures and backgrounds will also get the necessary qualifications for the digital transformation in education and convey these skills to their own teaching environments.Absorbing EU values for mutual tolerance and work collaboratively as EU schools will add value to our project Throughout the five planned LTTs ,MEs ,an O1:Poland-(the main coordinator) C1,E1,O1-/Turkey(Emirdag)C2 ,E3,O1-/Romania C3,E2,O1/- Turkey(Nevşehir)C4,E4,O1/-Greece /C5,E5,O1.During these flows about 64 pupils(the ages of 13-15) plus 54 teachers will take active part and focus on prioritizing the distance education ,the innovative approaches -techniques that are expected to take place as alternatives of future training which are within EU goals of education on using ICT effectively plus social,cultural and language competences -to bring a different perspective in local, national and European dimensions and taking the right steps for equal opportunity for all pupils and teachers.Initially becoming a respond the needs to acquire and develop mobile applications to primarily measure the gains in Mathematics, English and Science courses based on the common achievements in the curricula of the participating schools adapting these apps for the innovative approach of teaching and learning stages.We all aim to turn the widespread use of mobile phones to the advantage of pupils between the ages of 13-15, the target group, in creating and implementing new mobile applications to develop their digital skills,having the advantage of reaching and measuring real, necessary information as well as the protective features in terms of cyber security.These applications will be open to public use in the needs of all project stakeholder.As the intellectual output of the project integrating holograms and 3D glasses to distance learning and digital classes to achieve a three-dimensional teaching and learning environment will be created both for pupils and teachers.Mixed and augmented reality can be used in distance learning and digital classes as an alternative method which students explore a virtual environment using computer, keyboard, mouse, or some other input device, for example a wireless controller so students can touch and manipulate objects generating a greater understanding of them, also interact with data sets, complex formulae and abstract concepts which could be more difficult to understand through teacher’s verbal instructions. For many students, in fact, learning by doing is easier than learning by listening.MR and VR provide a more engaging, fun and effective learning experience than all other traditional methods could be used for all school subjects.Via Windows Mixed Reality hardware with 3D headsets (supported by windows10- easy to use and provide)project pupils and teachers will experience revolutionising three-dimensional distance education process and exchange these good practices with all communities and schools around which are open such innovations.The project intellectual output, activities and results will be introduced by multiplier events.All the project activities, results, ebook, DVD, intellectual output will be published on the project website, eTwinning, Scientix EU webpage, Erasmus project result, Erasmus Corner, School Education Gateway for sustainability and dissemination steps
By implementing this project, we sought to achieve significant advancements in digital literacy, intercultural understanding, innovative teaching methodologies and the establishment of valuable partnerships. Through a comprehensive and strategic approach, we aimed to create a positive and transformative impact on our students, teachers, and the broader educational community, while contributing to the overall goals of European educational cooperation and innovation.
The decision to submit an application for this project was driven by the recognition of several specific needs within our educational institution. A thorough needs assessment was conducted, and based on the findings, it became evident that participation in this project would effectively address these identified needs. One of the primary needs that we aimed to tackle through this project was the enhancement of digital literacy and ICT competencies among both students and teachers. Given the rapid advancements in technology and its increasing influence on various aspects of society, it was imperative to equip our students with the necessary skills and knowledge to navigate the digital landscape. By engaging in activities centered around mobile application development, hologram integration, and the utilization of 3D glasses, we sought to empower students and teachers with the expertise to effectively leverage technology for educational purposes. In addition to digital competencies, we also recognized the need to foster intercultural understanding and promote European values among our students.