In our project, in order to meet the needs of teachers, we wanted them to learn web2.0 tools, meet their experience needs in order to integrate them into the school program, and meet their needs to learn modern assessment and diagnostic systems. We planned to increase the quality and functionality in distance education by defining online, synchronous, offline asynchronous/LMS modules in the blend models called hyflex and blended in universal standards, creating motivation, creating preliminary online assessment activities and giving feedback. In Istanbul Sağmalcılar, we aimed to increase language teacher competencies for our school students and especially for students who need inclusive language education with limited access. By examining on site what kind of education Europe provides for immigrant students, we aim to use the gains we have obtained there to the maximum extent to be beneficial to immigrant students in our country. Within the scope of the ecological classroom example project, we aimed to make our students more sensitive to their families and the people around them.
3 main topics of our project: 1. Digital learning methods 2. Language training for immigrants 3. It is the protection of the environment. The pandemic necessitated the transition from traditional education methods to different models and techniques. The way that digital technologies change the learning styles of our students is also pointed out in the new term Erasmus+ program with the strategies of inclusion and digital transformation. The questionnaires generated data on teacher-centered distance education, the lack of recognition of digital education materials, the need for skill training for operators, the inability to reach valid and reliable results in the assessment and evaluation process, and the language problem for immigrant students. It has been determined that our students do not have sufficient knowledge about recognizing the categorization of solid wastes and materials suitable for recycling and that they do not have effective behavior. The students of our school needed differentiated peer teaching based on experience and case studies in the form of learning by experience, going beyond the classical advice-listening methods about environment and waste grouping.