Creative, Active, Responsible Students in the Digital World

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CONTENTS About the project…………………………………………………………………………..2 Chapter 1: Educational Articles by the teachers involved in the project 1. Integrating Digital Photography into the Classroom……………………………….4 2. Educational Video Tools in the Classroom………………………………………...6 3. Collaborative & Peer Learning……………………………………………………..9 4. The importance of making students aware of recycling and their responsibility towards society – Social Recycling……………………………………………......12 5. Game-based learning, using online video games for educational purposes……….13 6. Social Media in the Classroom…………………………………………….…..…..15 7. Creative Use of Tablets in the Classroom...……………………………………….18 8. Digital storytelling – educational use for learning…………………………..…….20 Chapter 2: Logo Competition…………………………………………………………...22 Chapter 3: Digital Tools in the Classroom - Activities during the project 1. Creativity through Digital Photography…………………………………………..24 2. Promotional videos………………………………………………………………..26 3. Digital storytelling…………………………………………………………….......27 4. Educational online/video games recommended by pupil…………………………29 5. Language Learning with Tablets …………………………………………………31 Chapter 4: Creative Recycling workshops………………………………….………….35 Chapter 5: eTwinning activities in our project………………………………………..37 Chapter 6: Learning, Teaching, Training Activities 1. C1: Zamberk, Czech Republic (May 2017) ...........................................................38 2. C2: Forte da Casa, Portugal (October 2017) ..........................................................42 3. C3: Agios Nikolaos, Crete, Greece (May 2018) ....................................................45 Chapter 7: Transnational Project Meetings 1. M1: Jibou, Romania (December 2016) ..................................................................49 2. M2: Balikesir, Turkey (October 2018) …………………………………………..51 Chapter 8: Survey Results………………………………………………………………52 Conclusions………………………………………………………………………………55

“The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.”

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About the Project Title: Creative, Active, Responsible Students in the Digital World Participating organizations: 1.

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Liceul Tehnologic “Octavian Goga” Jibou, Romania (coordinator) Agrupamento de Escolas do Forte da Casa, Portugal (partner) 3rd Primary School of Agios Nikolaos Crete, Greece (partner) General Kemal Balikesir Ortaokulu, Turkey (partner) Zakladni skola Zamberk, 28.rijna 581, Czech Republic (partner)

Start: 01-11-2016 End: 31-10-2018 Project Reference: 2016-1-RO01-KA219-024478 EC Grant: 120940 EUR Website: http://carsinthedigitalage.blogspot.ro/ Programme: Erasmus+ Sub-programme: Cooperation for innovation and the exchange of good practices Action: Strategic Partnerships for Schools Only Technology is everywhere, present in almost every part of our lives. It affects how we shop, socialize, connect, play, and most importantly learn. With their great and increasing presence in our lives it only makes sense to have digital technology in the classroom.

Integrating technology into the classroom is a great way to reach diversity in learning styles, it will help prepare students for their future careers, it gives students the chance to interact with their classmates more by encouraging collaboration.

This project will focus on promoting the use of ICT in teaching; strengthening the profile of teaching profession through transnational cooperation, developing, testing, implementing, sharing ideas, practices, teaching materials and tools; developing students’ basic skills in maths, science and literacy, improving collaboration with parents and other stakeholders, promoting a sustainable lifestyle through creative recycling.

Objectives: -to develop, test and implement innovative and effective teaching methods using ICT in the classroom -to increase the quality of education, create a pleasant and safe educational environment, promoting peer-learning, problem-based learning, game-based-learning, which will help to increase students’ problem solving, numeracy, digital, verbal communication skills, critical thinking, creativity, team-working and will improve their transition to high school -to strengthen the cooperation with parents, through directly involving them in our activities, workshops, seminars, parent support groups, making them aware of the importance CREATIVE, ACTIVE, RESPONSIBLE STUDENTS IN THE DIGITAL WORLD

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of their involvement for a successful school life of their children, offering ways of spending time with their children and raising their awareness on the positive and negative sides of the digital world.

The aim of the creative recycling workshops is to foster students’ creativity, develop their ability to turn ideas into action, turn them into a more responsible, global citizen. As many of our students are facing economic obstacles, these workshops are a good way to teach them, that they don’t always need money to have new things. With little effort and creativity, they can make themselves the desired products from old materials.

Our primary target group are students aged 10-14, their teachers and parents from the participating organizations. We will extend our impact as we are going to organize workshops and fairs for the local community, publish and make available all our materials and outcomes, as other interested teachers, students, parents, educational organizations to have access to them and use them in their work.

For the implementation of the project we will follow the timeline of the project, in which the activities are planned and described in details for each month with requested outputs, tasks and responsibilities and dissemination methods: spreading information about the project, visibility of the project in schools, creating the website/blog, Facebook page, YouTube channel, project-based collaboration on eTwinning with activities for students and teachers, virtual collaboration, logo creation, professional development of teachers through research, individual study, collaboration, team-teaching, implementing in schools the new teaching methods, observing the changes they have produced in students attitude and motivation for learning, monitoring and evaluating the activities and results through questionnaires, surveys, observations, interviews, personal stories, analysing and comparing results, writing reports, creative recycling workshops, involving parents and local community in activities, organizing a fair for charity reasons, seminars and support group for parents, transnational learning, teaching activities, transnational project meetings, virtual review meetings, dissemination activities, editing the Handbook with all our activities, launching the printed version and the digital online version, closing the project, working on the sustainability of the project.

The main outcomes of the project will be a printed and online Handbook with all the activities, online channels (Facebook page, website, YouTube channel, Twin space), which will be all made available and open to public to access and use them.

Students will have acquired the relevant knowledge concerning up cycling and embody it in their everyday life, cooperated with peers from other parts of the world and realized that they can effectively work and communicate with people outside their narrow borders, enriched their knowledge on different countries, their cultures, ways of life, customs, traditions, languages and thus bridge any difference might occur, boosted their creativity and realized that attending school can be so much more than just learning by heart, will have developed basic skills of maths, science and literacy, foreign language and digital skills.

Collaboration and cooperation among partners will continue in sharing good practice.

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Chapter 1: Educational Articles by the Teachers Involved in the Project INTEGRATING DIGITAL PHOTOGRAPHY IN THE CLASSROOM Liceul Tehnologic “Octavian Goga” Jibou, Romania

By Melinda Nagy

School work and learning in formal teaching contexts may be regarded by many pupils as irrelevant to their lives. Many pupils start to become reluctant to learn and adopt disruptive behaviour in the classroom or drop out school. This has been an issue European, national and local authorities are concerned about. The goal of this project is to make the learning process more motivating, by reaching out the different learning styles and by engaging them in the learning process in a way that is both appealing and nonthreatening.

Obviously, images have great impact on how society views a subject, so it makes sense that they can make an impact in the classroom, too. By using a digital camera, teachers can take advantage of the new technology and integrate photography into their daily teaching.

Schools have a vital role in teaching both visual and linguistic literacy. In an increasingly image-driven society, developing visual literacy is indispensable. Digital cameras are tools that can help students develop that competency.

When digital cameras are used in the classroom, it is important that the students are not simply taking photographs, but are enthusiastically using the photographs for purposeful knowledge which allows for engagement and active learning.

Ways of using digital photography in classroom: 1. Assign pairs of students to go on a walk through the school to find examples of geometric shapes and take photos (circles, triangles, parallel lines, obtuse angles etc.) Or even better, they search for people wearing geometric shapes, as photographs with people are always more engaging.

2. Create a “School Rules” or “Class Rules” book complete with illustrations of acceptable behaviours with students posing in appropriate activities.

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3. Take pictures related to whatever topic you’re studying. Display the pictures and have students write journal articles or short stories about them. The pictures provide a good visual prompt for creative writing.

4. Creating slideshows, digital storytelling (adding text, audio, photo) to create a lively presentation.

5. Students use photos or videos for step by step directions/instructions.

6. Students take photos of events and make a calendar of memories. (end of year video/slideshow) 7. Students take photos or videos to explain a hobby, collection, weather and seasons etc.

8. Create video thank you messages.

9. Capture interviews with video.

10. Have students record their “sales pitch” for advertising on video.

11. Use photographs or video for conflict resolution role playing.

12. Have them create selfies that incorporate layers of images that describe and express students’ individuality. Next … Have students write essays about their portraits.

13. Take photos during a field trip or science experiment, then have students put them in order and add captions to create a record and help students retell the event.

14. Invite students to decorate their classroom using their own classroom photos and encourage students to create motivational posters, by adding texts to their photos.

15. Creating a digital comic book, adding speech bubbles to their photos.

As students are being constantly visually stimulated, the use of imagery in the classroom can be a very useful and effective tool. Images allow students to tap in to their inherent creative nature, while promoting attention to detail, critical thinking, and resourcefulness. It also allows students to process deep and complex issues in abstract, and mentally stimulating ways. It makes sense that every classroom incorporate images in some way, as it is a very efficient method in advancing student learning and achievement.

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EDU-VIDEOS/TOOLS IN CLASS

By Eleni Androulaki 3rd Primary School of Agios Nikolaos Crete, Greece There are many benefits to using video in education as shown in several decades of research. Shepard and Cooper (1982) and Mayer and Gallini (1990) made the connection between visual clues, the memory process, and the recall of new knowledge. Allam (2006) observes that the creative challenge of using moving images and sound to communicate a topic indeed engaging and insightful, but adds that it also enables students to acquire a range of transferable skills in addition to filmmaking itself. These include research skills, collaborative working, problem solving, technology, and organisational skills. (Bijnens, N.D.) In some cases, video can be as good as an instructor in communicating facts or demonstrating procedures to assist in mastery learning where a student can view complex clinical or mechanical procedures as many times as they need to. Furthermore, the interactive features of modern web-based media players can be used to promote ‘active viewing’ approaches with students (Galbraith, 2004).

More recently, Willmot et al (2012) show that there is strong evidence that digital video reporting can inspire and engage students when incorporated into student-centred learning activities through: • increased student motivation • enhanced learning experience • higher marks • development potential for deeper learning of the subject • development of learner autonomy • enhanced team working and communication skills • a source of evidence relating to skills for interviews In conclusion video is a medium that engages viewers from multiple senses – sight and sound – and can generate excitement about a subject or concept. Students will enjoy the experience and retain more information from the class. Here are just a few ideas of what you can do with video: • Course welcome • Icebreakers • Launching point for group discussion • Mini-lectures • Simulations / demonstrations • Student projects / student-created media • Feedback for students • How-to videos (great for teaching software or a procedure) As with any instructional technology, you want to use video to enhance teaching and learning. To effectively integrate video into your course, you must first determine a specific learning objective and create an activity that uses the video in support of that objective. Begin by asking yourself these questions: • What is it that you want your students to learn?

• Is the video to introduce new concepts, review old ones, or extend something that happened in class?

• Is it to provoke thoughts and promote critical thinking, or is it to provide simple, factual information?

Then follow the next steps: • Choose your video resources wisely. Spend time prior to the lecture watching a range of CREATIVE, ACTIVE, RESPONSIBLE STUDENTS IN THE DIGITAL WORLD

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educational videos/clips, in order to find the one that best fits its intended purpose.

• The ethical issue. There are a huge amount of educational video resources available to download on the internet. However, it is important as educators that we instill in our students a respect for other people’s property. Remember that a number of videos available online have copyright restrictions placed on them. It is vital that you check these out before downloading them and showing them to your students.

• Spend time introducing the video resource. It is imperative to spend time introducing the educational video resource/clip before the viewing. Introduce students to some of the key topics that will be discussed in the resource and highlight the areas that you want to draw their attention. This way they will be focused on the relevant information when watching the video.

• Keep it short. There has been a lot of research conducted that has shown that the average attention span lasts anywhere from 7 – 15 minutes. Therefore, it is a good idea to show the educational video in short-bursts (clips), rather than screening an entire film in one go. This allows time to be spent on both the introduction of the topic (prior to the viewing) and the dissemination of the key points (post-viewing).

• Make students work while they watch. It is a good idea to set some questions so that students are engaged when they are watching the educational clips and are not simply passively viewing. This makes sure that students are concentrating on the areas of importance and remain focussed throughout.

• Allow time for students to reflect on what they have seen. Picking up from the previous point it is important to allow students to reflect on what they have seen. This can happen in a number of ways; for example completing set questions or discussing key points in small groups and eventually feeding back what they have discussed to the rest of the class.

• Technical quality is important. Make sure playback facilities are available in the lecture theatre or learning centre (and are working). Other areas to consider are whether the screen size is adequate for the number of students? Can you lower the lights near the screen? Is the sound clear enough?

• Used as a refresher. The great thing about video is that it can be watched over and over again for revision. This allows students to watch the educational video in their own time and means that you don’t have to show the video in its entirety during the lecture.

• Extension work. A well-chosen video resource is better than text for stimulating a structured discussion, and it can make more efficient use of classroom time. Creating a blog and placing it alongside the educational video on the VLE can continue discussions and conversations from the classroom and it can also draw in comments from less vocal students.

Educational video resources are a great way to add visual stimuli to your lectures.

They should always be used as an extension of the lecture and not as a replacement. When used properly they can help to heighten the educational experience for students and raise the level of engagement and achievement during lectures.

(BBC Active Education videos: Ten ways to use them well) More Edutopia Resources about Teaching with Online Video • Online Interactivity for Educators: A Teacher’s Tour of YouTube • How to Use YouTube in the Classroom • TeacherTube Is a YouTube for Educators • Educational TV 2.0: Screen Time Can Be a Good Thing • Discussion: Facebook & YouTube in Schools • Use YouTube to Inspire Young Artists • Freedom of Information: How a Wisconsin School District Ditched Internet Filters • Playing It Too Safe Online Will Make You Sorry • Upload University: Teachers Get Online with TeacherTube CREATIVE, ACTIVE, RESPONSIBLE STUDENTS IN THE DIGITAL WORLD

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• Edutopia’s YouTube Channel Here is a list of some great video tools that will allow you to: create videos, edit them, add subtitles to videos, share them, and many more. Have a look at the list below and let us know what you think of it.

1- Animoto Animoto is a great website. It allows users to create stunning videos using a simple process and without the need for advanced video editing knowledge. It also has app for both Android and iOS. 2-Stupeflix Stupeflix is another website you should consider when creating videos. It actually allows you to mix photos, videos and music to create awesome videos .It has a user friendly interface and is as simple as Animoto 3- Vimeo This is more of a video community than a creation tool. You can use it to host and upload your videos to share with others.

4- vReal This is a video software that you can download into your computer. It lets you manage your videos, edit them and add effects before sharing them with others.

5- Pixorial Pixorial allows users to create videos, add titles, transitions, overlay text and music. It also has a unique feature which is that of storing videos in Google Drive.

6. Ezvid Ezvid is a 100% free video creation tool that allows you to capture everything that appears on your computer screen. It also allows you to edit your recorded videos by splitting your recordings, inserting text and audio, controlling the speed and even drawing directly on your screen.

7. Google Plus Hangout This is another great way to record your screen. The recording you make is automatically saved to your YouTube channel where you can share it with others. Here is a step by step guide on how to record your screen using Hangout.

8- Capture Fox This is a Firefox add-on that allows users to capture their screen and record their voice to make screencasts, tutorials, e-lessons and many more.

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COLLABORATIVE & PEER-LEARNING

by Ayten Geyhan Akyıldız GENERAL KEMAL BALIKESIR ORTAOKULU Peer collaboration is a type of learning that is provided by students working together for a common purpose. (Berk 1997) It is the basis of this learning that children who have different abilities during collaborative work are helped each other.

There are important experiences such as helping and getting help during co-operation and being aware of the group unity it is in so that they will be able to demonstrate their own opinions and skills in their everyday life as well as be able to work by supporting others’ ideas.

The most important feature of collaborative learning is that students work by helping each other , learn in small groups for a common purpose. It is a method in which collaborators are active in all processes. There is evidence that peer co-operation leads to greater success in traditional teaching in teaching (Fuchs, Mathes and Simmons, 1997).

The students help to ask the questions they are afraid to ask in the classroom environment and to encourage their friends to cooperate more to diversify the course structure. In addition, while the teacher uses common language in traditional teaching, he uses a personal, personalized style for cooperative learning. And it makes sense easier.

Peers, in this process, not only learn but also have the chance to meet in different activities with common pleasure such as sports, music and art.

Application of Cooperative Learning Application steps: 1. Creation of Teams 2. Warming Activities 3. Subject and task distribution in teams CREATIVE, ACTIVE, RESPONSIBLE STUDENTS IN THE DIGITAL WORLD

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4. Interaction with Other Groups 5. Activities in the team 6. Evaluation The Benefits of Teaching Based on Peer Cooperation can be summarized as follows.

(Saban, 2005) 1. Collaborative learning develops confidence, attitude and interest in the student with increasing academic success.

2. Ensure that students are responsible for their own learning and increase their motivation.

3. Collaborative learning improves social skills of students. It helps to develop appropriate transferable skills for listening, empathy, compromise, leadership, and social situations that may be faced in the future.

4. Collaborative learning enables students to develop positive feelings towards each other.

Self-confidence and verbal communication skills.

5. It is a powerful system that supports creativity.

6. Ensures that different ethnic groups, majority and minorities, women and men work together.

7. Students learn to be respectful, tolerant, and discussing the ideas of others. In short, it gains a habit of living democratically.

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Table 1. Differences between collaborative and traditional (cluster) learning groups Collaborative learning groups

Traditional (Cluster) groups

1. Collaborative Learning groups, group 1. Group members in the cluster study members is based on positive addiction to members are not dependent each other and each other. The objectives are organized there is no positive addiction that all group members own qualifications 2. Collaborative Learning groups have a clear an individual responsibility. This responsibility is about assessed and related material. Students give feedback each other about their works so group members know who will be helped and who will be motive

2. In cluster study, There is no responsibility for the group. The person is against him

3. In collaborative learning groups, Talent and personality traits are heterogeneous

3. In cluster study, groups are homogeneous. Ability and social skills are not considered

4. In Collaborative learning groups share leadership responsibilities for performing their activities in the elements group.

Another Say shared leadership is the word

4. In traditional learning groups, there is only one leader is assigned and remains unchanged. It obstructs another member to be a leader

5. In cooperative learning groups,

5. In traditional learning groups, They don’t feel responsible themselves learning

6. Social skills taught directly in collaborative learning. These are honesty, resolution of communication..etc.

6. In cluster runs, these values are often are formatted incorrectly

7. In collaborative learning, Teacher groups observe and solve all kinds of problems together searched

7. In cluster studies, teacher Instead of observation do everything itself. Namely teacher works instead of student

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The importance of making students aware of recycling and their responsibility towards society – Social Recycling

By Helena Ramos Agrupamento de Escolas do Forte da Casa, Portugal Recycling is one of the best ways to have a positive environmental impact on the world in which we live. Recycling is important to both, the natural environment and us. It is, therefore, undoubtedly important that we act fast and efficiently as the amount of waste we create is growing dangerously.

Due to the increasing wealth, people are buying more and more products, and there are also emerging different lifestyles and new food habits, which ultimately contribute to the global production of more waste. Unfortunately, a lot of new products come with nonbiodegradable packaging, although they are sold with the tag of green and biodegradability.

The fact, however, is that they are of inherent toxicity and non-biodegradable nature, which represents a constant and terrible threat to ecology.

As a matter of fact, recycling is a very important issue, which we have to be focused on if we want to prevent extinction and destruction. We simply have to follow environmental changes and thoroughly avoid any kind of negative impact on the natural environment.

There is also an energetic point of view involved: making products from scratch requires more energy than using materials already worked upon.

As a matter of fact, working with students from 11 to 13 represents a supreme effort to bring recycling to a major important scenario – they have left their childhood behind from a cognitive development point of view, though they are not adults yet, with an assertive position regarding recycling. At this stage of life, they strongly are prone to peer pressure and following trends. For that reason, it is crucial to make them understand that they have the world in their hands and that recycling is, in fact, a “nature friendly trend”, which they have the power to believe in and to control – they do matter, they do influence, they have an important role in this world.

To make them aware of their influence in the world and the community they live in, brings also extra power to the project students are involved in from the very beginning – and they do have become more active and more responsible. When working with students this age, we must bear in mind that some theorists call it development in context or human ecology theory or ecological systems theory, originally formulated by Urie Bronfenbrenner.

This development specifies four types of nested environmental systems, with bidirectional influences within and between the systems. Each system contains roles, norms and rules that can powerfully shape development. Development of students in these environments — from the family to economic and political structures — have come to be viewed as part of the life course from childhood through adulthood and this is where we place our target audience. In a stage where they start feeling they can influence and shape environments with their actions.

Ecologic work and recycling activities enhance the students’ responsibility to influence the world as they know it.

In a time where controversy has become in the centre of world as regarding global warmth, ecological consciousness has become a rare and most welcome item – active and responsible students going through childhood to small adults can and will make a difference.

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Game-based learning, using online video games for educational purposes

By Eleni Androulaki 3rd Primary School of Agios Nikolaos Crete, Greece At the turn of the 21st century, public interest in games as learning tools took hold. In the eyes of digital game-based learning proponents, the general public and today’s teachers finally understood something that students and educational researchers knew all along.

Ongoing research supports their effectiveness in education. Another factor for the acceptance of digital game-based learning, is that today’s students are a part of a digital generation that has become disengaged with traditional instruction. As a result, digital games may have a permanent home in education. According to a survey of K-8 teachers, 55 % have students play digital games in class at least weekly.

Definitions Digital game-based learning refers to using actual digital video games as learning tools. The basic idea behind digital game-based learning in the classroom is that, as opposed to isolated tasks such as memorization, quizzing and drilling, digital games help students learn subject matter in context, as part of an interactive system.

Game-based learning should not be confused with gamification. Gamification takes an element of education and replaces it with a game-based element. For instance, a teacher may replace grades with levels or experience points.

Several types of games may be used in digital game-based learning.

Educational Games: Video and computer games that use an engaging and immersive learning experience to deliver specific learning goals, outcomes and experiences.

Online Games: Games that range from simple text-based games to games that span complex, virtual worlds used by large numbers of players simultaneously.

Serious Games: Games that train or educate users; generally, serious games have a primary purpose other than entertainment.

Simulations: Games that model real-world situations.

Effectiveness of Digital Game-Based Learning Digital games are effective teaching tools because, “Games embody well-established principles and models of learning,” according to EDUCAUSE Review. “For instance, games are effective partly because the learning takes place within a meaningful (to the game) context. What you must learn is directly related to the environment in which you learn and demonstrate it; thus, the learning is not only relevant but applied and practiced within that context. Learning that occurs in meaningful and relevant contexts is more effective than learning that occurs outside of those contexts, as is the case with most formal instruction. Researchers refer to this principle as situated cognition and have demonstrated its effectiveness in many studies over the last fifteen years.”

Other reasons help account for the success of digital games in education. Researchers point to play as a primary socialization and learning mechanism common to all human cultures and many animal species. Also, games apply to Jean Piaget’s theories about children and learning. The concepts of assimilation and accommodation are relevant to digital games, where cognitive disequilibrium is at play for the learner. In other words, students learn from failures and successes they encounter during digital games.

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Digital games create environments for students that are immersive and actively engaging. The learning process is transformed, and students can gain value from the various cognitive, motivational, emotional and social benefits video games offer, American Psychologist explains.

Implementing Digital Game-Based Learning in the Classroom Evaluate Resources Resources may dictate the potential for digital game-based learning in your classroom. For instance, is school-owned hardware available or will students need to bring their own device? Will games be a full-class activity or will they make up a single station in a room full of learning activities?

Your ability to implement digital game-based learning in your classroom can be affected by financial and technical support as well. You may need financial resources for games and hardware. And you may require technical support for assistance with schoolowned hardware or issues that arise with student-owned devices.

Select and Prepare the Game Before choosing a game, keep a few considerations in mind.

Your Students’ Needs: Look for subject matter, intended grade levels and what skills the game promotes.

Resources: You may need to limit your search to free games or to games on a specific device or operating system.

Scope of Search: Widen or narrow your search based on your goals. Remember that several games are versatile. For instance, Minecraft, a sandbox building game, is used by art and science teachers across multiple grade levels.

Once you find a game, play it. Get to know it inside and out, so that you’re aware of its strengths and weaknesses. Try to understand the game from the perspective of your students.

This will help you understand how you should introduce and use the game as a learning tool.

Finally, prepare the game for your class. Develop a plan for integrating the game into the lesson. Websites such as Educade offer game-based lesson plans. You can also search online to see how other teachers are using the game in the classroom.

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Social Media in the Classroom

By Ludmila Smolova Zakladni skola Zamberk, 28.rijna 581, Czech Republic Social media includes web-based and mobile based technologies which are used to turn communication into interactive dialogue among organizations, communities, and individuals.

Why Use Social Media?

Social media engages students. It encourages participation as students have the chance to express themselves through media they feel comfortable using.

Social media enhances student collaboration. Students can easily interact and share information, work together on projects, and communicate freely and easily.

Social media allows the teacher to share resources like images, worksheets and websites effortlessly and effectively.

Social media has tremendous potential for creative and engaging homework tasks.

Social media helps keep parents and family members in your group. Groups may share class activities, post photos and publish their work online.

Disadvantages of Using Social Media in the Classroom It is necessary to supervise student activity, and monitor comments and posts for inappropriate content, remarks or even cyber bullying.

Social media can be a huge distraction. Students may stray from the tasks at hand and use social networking sites for personal interactions or to play online games, for example.

Social media relies more heavily on written, rather than spoken, interactions.

Students’ ability to interact face to face may be affected.

Here are some fun tips for social media in the classroom: Snapchat: Yes, you can use Snapchat. They like sharing pictures and videos, and they also like watching them. What about mini learning videos at any time of the day? You can share mini lessons or photos from your daily life that are related to a classroom topic.

Instagram: Create a photo project about your lesson topic. For history, your students have to discover the ancient city and photograph special historical places and buildings.

Another fun idea is to let your students introduce themselves with Instagram.

Facebook: Create a Facebook group for your class. Students will share more and ask way more questions. You can post interesting video books, polls and many more. It’s very important that students know the rules of this group.

Twitter: One of the simplest ways to use Twitter in the classroom involves setting up a feed dedicated exclusively to due dates, tests or quizzes. As a result, students get a small reminder of the upcoming due dates and assignments. You can also use Twitter for setting up a field trip.

YouTube: You can let students make their own YouTube video about a lesson topic instead of a PowerPoint presentation.

Advantages of Using Social Media in the Classroom 1. Social media sites can increase student collaboration CREATIVE, ACTIVE, RESPONSIBLE STUDENTS IN THE DIGITAL WORLD

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Social media sites provide an avenue for students to easily contact one another regarding school projects, group assignments or for help on homework assignments.

2. Using social media in the classroom can encourage more participation Students who do not participate regularly in class may feel they can express their thoughts through social media 3. Social media sites can be useful for homework help When students have questions about a class assignment they can easily post a message asking if anyone can help.

4. Share resources quickly when using social media in the classroom If the teacher needs to direct students to a particular online resource they can easily share the site through social media sites like twitter.

5. Social media helps keep parents, teachers and students all on the same page It is very useful for teachers to be able to post on social media sites about class activities, homework assignments and even school events. This helps the teachers, parents and students all stay on the same page.

Disadvantages of Using Social Media in the Classroom 1. Social media can be a distraction in class Students could easily be sidetracked from an assignment and it could be difficult for teachers to tell who is paying attention or not.

2. Improper use of social media in the classroom Students might take advantage of being able to access social media in the classroom and use it for personal interactions instead of for school related activities.

3. Using social media in the classroom can detract from human interaction If students are encouraged to participate in class discussions through social media websites this could impact their ability to interact in face to face situations 4. Cyber bullying on social media websites Some students have experienced cyber bullying through social media. This could increase cyber bullying where students write hurtful messages targeting other students.

5. Posting inappropriate content on social media websites One of the reasons social media sites are not allowed in schools is because it is difficult to monitor how students use social media sites.

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Social Media Tool

Activity

Learning Style(s)

Twitter https://twitter.com/

Create a class hashtag (#) to have running

Visual

discussion, ask questions about assignments, collaborate with other students.

Google Hangouts https://plus.google.com/hangouts

Instagram https://instagram.com/

Facebook www.classtools.net/FB/homepage YouTube https://www.youtube.com/

Use to facilitate guest speaker discussions, create online tutorials

Teachers can showcase student work,

Visual Auditory

Visual

demonstrate steps in an assignment, or capture field trip memories Students can create social networks for

Visual

historical figures or characters from a novel

Students can create movie trailers or commercials.

Visual Auditory Tactile

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CREATIVE USE OF TABLETS IN THE CLASSROOM Liceul Tehnologic “Octavian Goga” Jibou, Romania

By Melinda Nagy WHY USE TABLETS IN THE CLASSROOM? Students using tablets in classroom: -find learning more interesting, more creative -they communicate more -they are more independent -they do more creative work in lessons We live in a world where technology is becoming increasingly important. We are not preparing our students for today, we are preparing them for tomorrow. Therefore, technology will be an important part of everything they do.

AN APP FOR TEACHING: EDMODO It is essential to think about a consistent form of how students and teachers share and communicate with the tablets which is why it is important to have the right kind of virtual learning environment in place at an early stage.

Edmodo, a free virtual learning environment that’s excellent for communicating and sharing resources with students and supporting collaboration in across the school.

CONTENT CREATION WITH TABLETS: ebook, a short video clip, a digital postcard, a blog, an animation, a comic strip, a presentation, an audio recording, etc.

One of the key elements of an effective content creation project in your class is to have students develop a piece of content that has relevancy and meaning beyond the purposes of the classroom activity. For example, students could produce videos or online content for a local charity camp.

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APPS FOR CONTENT CREATION: 1. STORYTIME: -create stories, read and share 2. TALKING TOM: -making your characters talk 3. PowToon: -for Creating Presentations with animation 4. THINGLINK: -for creating interactive images and videos for web, social, advertising, and educational channels

Tablets with their simple interface, portability, speed, affordability and their variety of apps are quickly moving into schools across Europe and a growing number of teachers are experimenting with tablets or are interested in doing so.

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Digital storytelling – educational use for learning Liceul Tehnologic “Octavian Goga” Jibou, Romania

By Melinda Nagy In today’s digitized world, visual storytelling is a favorite classroom tool, and the affordability and accessibility of technology provides opportunities not imagined twenty years ago.

Digital storytelling empowers students to be confident communicators and creators of media as they gain essential 21st-century literacy skills and reach deeper understanding in all areas of the curriculum.

This technique is a combination of the old storytelling tradition and new technology.

With increasing availability of computerized devices in schools, various forms of digital media production have become quite common as approaches to learning.

Advantages of digital storytelling in the classroom: 1. It develops creativity and critical thinking Students who are shy or afraid to talk in class get a chance to speak out their minds 2. It empowers students voice to deliver rich, deep message that is capable of conveying a powerful message.

3. It helps students explore the meaning of their own experience, give value to it, and communicate that experience with others.

4. It promotes the notions of life long learning and independent learning 5. It develops students communicative skills 6. It is a reflective process that helps students reflect upon their learning and find deep connections with the subject matter of a course or with an out-of-class experience.

7. It fosters students sense of individuality 8. It also gives students an opportunity to experiment with self-representation and establish their identity.

9. Students creating digital stories develop proficiency with multimedia applications

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Digital storytelling is also the perfect platform for project-based learning. Digital storytelling is still writing. Whether it is a multi-day project or a storyboard created in ten minutes, the process for digital storytelling is the same as any other project: Brainstorm Plan Create Revise Edit Publish Reflect List of some of the best free digital storytelling tools for teachers: ZimmerTwins is a web2.0 tool that allows students to give vent to their imaginative powers and exercise their storytelling skills from early stages to advances ones. http://zimmertwins.com/splash Storybird: a website that allows students and teachers to create short art inspired stories to read, share or print out. https://storybird.com/ PicLit: a website where students can choose a picture and start drawing or writing a text on it to create a story. http://www.piclits.com/compose_dragdrop.aspx Generator: This is a creative studio space where students explore the moving image and create their own digital stories to share with others. http://generator.acmi.net.au/storyboard Slidestory: This is a free digital storytelling tool that students can use to combine sharing pictures and narration to create awesome presentations and stories to share with others. http://www.slidestory.com/

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Chapter 2: Logo Competition The logo contest at school level was organized in December 2016. All schools organised an exhibition at which children presented the works they had created during the contest time. Each school chose only one logo.

20/12/2016 submission deadline for the winning logo at school level.

Liceul Tehnologic “Octavian Goga” Jibou, Romania:

Agrupamento de Escolas do Forte da Casa, Portugal:

Zakladni skola Zamberk, 28.rijna 581, Czech Republic:

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General Kemal Balikesir Ortaokulu, Turkey:

3rd Primary School of Agios Nikolaos Crete, Greece:

The logo contest was organized on our Facebook page between 9 – 13 January 2017.

Each school was represented by one logo. The post with the logo contest has reached 71,155 people.

The winning logo was that of General Kemal Balikesir Ortaokulu, Turkey – 2900 Likes 3rd Primary School of Agios Nikolaos Crete, Greece – 2300 Likes Liceul Tehnologic “Octavian Goga” Jibou, Romania – 346 Likes Agrupamento de Escolas do Forte da Casa, Portugal – 323 Likes Zakladni skola Zamberk, 28.rijna 581, Czech Republic – 261 Likes

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Chapter 3: Digital Tools in the Classroom- Activities during the project Creativity through Digital Photography January-February 2017 Digital cameras are one of the single most successful ICT purchases you can make in a school. They enhance communication for students and teachers. Digital cameras allow anyone to enjoy photography. They promote visual literacy.

“Creativity through Digital Photography” – was a common activity implemented by all the 5 schools participating in the project.

Part 1: Each school organized a seminar by their teachers or by professional photographers to introduce pupils into the art of photography. They also had the chance to visit a professional photo studio.

Part 2: Pupils had the task to take photos and express their creativity in 3 category: My Town, Feelings and Nature.

Part 3: Sharing their art with the rest of the world. All pupils’ photos can be viewed also online: -on our blog: http://carsinthedigitalage.blogspot.ro/p/common-activities.html -on our Facebook page: https://www.facebook.com/erasmusprojectgoga/ Liceul Tehnologic “Octavian Goga” Jibou, Romania: printed a photo album (30x24cm) with all the photos that students have taken during the Creativity Through Digital Photography activity. It is displayed at the Erasmus + corner in the main hall and can be CREATIVE, ACTIVE, RESPONSIBLE STUDENTS IN THE DIGITAL WORLD

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admired by everyone.

3rd Primary School of Agios Nikolaos Crete, Greece: 1. The students of D and ST classes attended lectures at school given by professional photographers and members of the mountaineering club.

2. Poster print out under the topic ‘Feelings’. The B class students posed and the senior students took their pictures to practice digital photography. The poster got printed in several copies to be used as classroom charts to help children identify their feelings. An essential tool for emotional awareness lessons. https://drive.google.com/file/d/0B1LmhsgToPuGa203YkNmU0wyUzg/view 3. During their English class the students combined technology in search for pictures (photo) and created a PPT to practice their grammar. The results can be found at: https://youtu.be/wh-itbqOnd0 4. The foreign languages teachers implemented a British Council lesson plan under the topic of photography followed by discussion cards and worksheets. All the material can be found at:https://drive.google.com/file/d/0B1LmhsgToPuGRlVuRGM2VUR1RVk/view

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Promotional videos March – April 2017 In March and April 2017 pupils participating in the project had the chance to develop their creativity through making 2 promotional videos.

The first one was in March 2017 when pupils needed to come up with an idea on how to promote active and responsible citizenship, upcycling and clean environment. Each partner school was responsible and free to choose the way they realize their promotional videos and the topic they want to address to raise awareness on and to promote.

Pupils from Liceul Tehnologic Octavian Goga Jibou, Romania chose to make a social experiment by recording people how they go past the litter dropped on the street and by taking interviews from people about pollution, how it affects them, how they fight it.

Between 06-10 March students from Turkey prepared their own recycling project about citizenship, upcycling and clean environment. On the 14th of March volunteer students made projects in school garden.

The second one was in April 2017 when pupils needed to express their opinion of why it is important to take part in European projects. The activity was done to celebrate 30 years from Erasmus to Erasmus +.

Pupils’ videos can be viewed online: -on our blog: http://carsinthedigitalage.blogspot.ro/p/common-activities.html -on our Facebook page: https://www.facebook.com/erasmusprojectgoga/

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Digital storytelling January – February 2018 In the period of 7th January – 28th February, students created an educational story with fictional characters on the topic of protection of the environment / recycling / active citizenship. After finishing their story, they turned them into a digital story.

The stories can be viewed on our blog: http://carsinthedigitalage.blogspot.com/p/common-activities.html

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Created by Alex Mocan, class 8A Liceul Tehnologic Octavian Goga Jibou, Romania

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Educational online/video games recommended by pupils March 2018 In March 2018, students had the chance to share experiences on our Twinspace Forum about online / video games they play, what they learn from them.

The questions were: 1. What online or video games do you play?

2. Are they educational? What do you learn from them?

3. What educational video games would you recommend?

Here are some examples from students: 1. I like to make quizzes to test my level of knowledge. I would recommend Triviador.

(Andra Haiduc, RO) 2. Cram helps you learn English. I recommend cram because you learn while playing.

(Nikols Kokolakis, GR) 3. I would recommend Cram and Edpuzzle. I practise on English grammar. (Nikoleta Brokalaki, GR) 4. Edpuzzle is very nice! (Nikoleta Leanka, GR) 5. Minecraft helps you explore the world and cram helps you learn English. (Spyridon Kardamis, GR) 6. At school we play memory games, edpuzzle and cram. I recommend them all. (Eleni Dermitzaki, GR) 7. I recommend Ed puzzle because its fun to learn 29nglish from video. (Stavros Simaiakis, GR) 8. I like playingNBA live on tablet and nba 2k at PC. They help me become better at basketball. I would 29nglish29d games with the past simple on mes games because with this way you can become better on it. (Ioannis Tzortzis, GR) 9. I like playing Blossom Saga on my phone. It isn’t educational but you can learn 29nglish vocabulary from it. Mes Games is a lot of fun. (Oljiana Xhaferaj, GR) 10. I like playing online crossword on my tablet. You can learn vocabulary and spelling. I recommend mes games to learn English. (Kalliopi Brokou, GR) 11. I usually play on PS4 with my friends. They are not extremely educational, but they teach me how to stay focused. (Carla Avram, RO) 12. I usually play on Xbox. I think these games are not educational, but they help me be happierđ&#x;˜Š) I want to recommend the video games: Big Brain Academy and City-Building.

(Oana Haiduc, RO) 13. I like to play Our World. It is not educational, but you can learn some new words in English. I recommend “PAC-MANâ€? because it teaches you to be careful. (Patricia Maghiar, RO) 14. I like make quizzes, some of them are about general knowledge. I would recommend quizzes about English or Geography. (Ingrid Laszlo, RO) 15. I like to make quizzes, they are educational. I recommend quizzes about geography. (Daria Iacob, RO) 16. I like playing WORD COOKIES and CROSWORD PUZZLE FREE. I like this games because I can learn new vocabulary. (Tereza MarkovĂĄ, CZ) 17. I like playing The Sims 4 on Pc. I like this game because it simulates a real life and there are English texts and dialogues. (Michaela KĹ™ikavovĂĄ, CZ) 18. I like WORD SEARCH because I like to find out new words. I enjoy learning new English words. I think this game is popular. (Tereza BeierovĂĄ, CZ) CREATIVE, ACTIVE, RESPONSIBLE STUDENTS IN THE DIGITAL WORLD

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19. I enjoy playing English Word cookies because I like learning English. This game helps me to now know more new English words. I play this games two or three times a week.

I sometimes play this game with my friends. (Hana Flekrová, CZ) 20. I like WW2 games on the all consoles and on PC. I can learn about WW2 history and about war forces. I recommend studio Wargaming.net. (Jakub Exler, CZ) 21. I like to play the World Cookies Cross game because I have been playing this game for a long time and I expand my vocabulary. This game have a nice a nice design and great music. (Ludmila Kolocová, CZ) 22. I like to play video games on my computer. I don’t know if these games are educational, but they learn me to be more careful about what is around me. I want to recommend the video game Escape Alcatraz. (Ana Dobai, RO)

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Language Learning with Tablets Liceul Tehnologic Octavian Goga Jibou, Romania Melinda Nagy ADDING TEXTS TO PHOTOS: Text on pictures — that’s the idea behind messaging, poster art, greeting cards, scenic displays, brochures, leaflets, logos etc.

1. http://addtext.com/ 2. http://picfont.com/ 3. https://www.befunky.com/features/text-editor/ 4. http://www.fotor.com/features/text.html 5. https://www.picmonkey.com/photo-editor/add-text-to-photo

Android: Phonto, Over, PicLab, Textgram, PixelLab, Font Studio

IOS: Typic, Over, Font Candy, Bubble Frame, PicLab, WordFoto, Stickr

Activity 1: Modal Verbs (must/mustn’t, should/shouldn’t) School: Liceul Tehnologic Octavian Goga Jibou, Romania Teacher: Melinda Nagy Classes: 8B and 8C (17/03/2017) The aim of the activity was to practise the use of the modal verbs in real situations and to develop digital skills in a funny and engaging way.

Step 1: Short presentation of the uses of modal verbs (must – obligation, mustn’t – prohibition/interdiction, should/shouldn’t – advice) Step 2: Whole class discussion about school/class rules – students give examples CREATIVE, ACTIVE, RESPONSIBLE STUDENTS IN THE DIGITAL WORLD

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e.g. We mustn’t run in the classroom.

We must do our homework.

Step 3: Students work in groups to write examples of rules in their classroom.

Step 4: Students using their tablets take photographs representing the rules they have written.

Step 5: Using a text-photo editing app, they write the rule on each photo.

Step 6: Students present their works (final photos with rules) Step 7: Photos are printed and displayed in the classroom.

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Activity 2: First Conditional School: Liceul Tehnologic Octavian Goga Jibou, Romania Teacher: Melinda Nagy Classes: 8B and 8C (04/04/2017) The aim of the activity was to practise the use of the first conditional sentences related to the protection of the environment and to develop digital skills.

Step 1: Short presentation of the rules and uses of the first conditional.

Step 2: Students brainstorm sentences using the first conditional which are related with the environment. e.g. If you plant more trees, the air will be cleaner.

Step 3: Students search for photos on the internet which would best represent their sentences.

Step 4: They label the photos with the sentences they have created.

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Activity 3: Photo Caption School: Liceul Tehnologic Octavian Goga Jibou, Romania Teacher: Melinda Nagy Classes: 8B and 8C (07/04/2017) The aim of the activity was to develop students’ creativity, their written English and digital skills.

Step 1: Students search on the internet very interesting, uncommon photos.

Step 2: Students give a caption to each photo and write it on the photo.

Step 3: They share their work with each other.

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Chapter 4: Creative recycling workshops Creative recycling is a true recycling or even better an upcycling where waste materials or useless products are turned into new materials or products of better quality or a higher environmental value.

Upcycling, also known as creative reuse, is the process of transforming by-products, waste materials, useless, or unwanted products into new materials or products of better quality or for better environmental value.

The environmental benefits of upcycling are a lot, aside from minimising the volume of discarded materials and waste being sent to landfill each year, it also reduces the need for production using new or raw materials which means a reduction in air pollution, water pollution, greenhouse gas emissions and often a conservation of global resources.

Naturally, we are huge fans of the upcycling phenomenon and want to encourage everyone else to jump on board.

Upcycling helps reduce CO2 emissions by using old materials instead of new ones.

In fact, for every ton of discarded textiles used again, 20 tons of CO2 is prevented from entering the atmosphere. Upcycling also saves you money, as it allows you to find new uses for old clothes that no longer fit or the like. It also promotes sustainable innovation and creativity and can provide fun crafting time. Finally, it helps preserve our precious resources.

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During the 2-year-project we had many creative recycling workshops to foster students’ creativity, develop their ability to turn ideas into action, turn them into a more responsible, global citizen. As many of our students are facing economic obstacles, these workshops are a good way to teach them, that they don’t always need money to have new things. With little effort and creativity, they can make themselves the desired products from old materials.

The video tutorials resulting from these workshops can be found:

1. Facebook page: https://www.facebook.com/erasmusprojectgoga/

2. Blog: http://carsinthedigitalage.blogspot.com/p/creative-recycling.html

3. YouTube channel: https://www.youtube.com/channel/UCX12F0B35V49YaTvX5yFAow/featu red …and the playlist created from our videos: https://www.youtube.com/channel/UCX12F0B35V49YaTvX5yFAow/playlists

4. Twinspace: https://twinspace.etwinning.net/9745/pages/page/189241

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Chapter 5: eTwinning activities in our project The synergy between Erasmus+ and eTwinning is very important. It is necessary in communication and collaboration between pupils, schools, countries.

eTwinning – the base of cooperation, communication and dissemination

All activities, instructions, materials, results, dissemination activities are shared on the TwinSpace. There are public pages available to everyone, for each main activity: Dissemination, Partners, About the project, Activities (timeline for the 1st year), Activities (Timeline for the 2nd year), Survey results, Common activities, Creative recycling activities, Educational articles, Transnational Project Meetings and Learning/Teaching/Training Activities.

The eTwinning project “Creativity in the Digital Age” https://twinspace.etwinning.net/9745/home -was founded by Eleni Androulaki (GR) and Ayten Geyhan Akyildiz (TR). Teachers and students were added to Twinspace for communication and collaboration. We used FORUM for communication, where students could cooperate in a safe place with each other.

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Chapter 6: Learning, Teaching, Training Activities C1: Blended mobility of learners Place: Zamberk, Czech Republic Date: 30 April – 06 May 2017 30th April 2017 – Arrival Day / 6th May 2017 – Departure Day 1st May – first day of activities We were welcomed at school by Ludmila and Regina and their students. They have prepared for us name tags of different colours, each colour representing an international group. We were guided in our walk by the local students to get to know the town and its history. We had the task to take photos and complete the quest about the town. There were questions about different statues, buildings, institutions and the town itself. At the end of the tour and the quest we were waited by Ludmila in the town square and all participants were rewarded with candies. We had lunch together at the restaurant.

In the afternoon, we were invited to watch the activities and the show which the town has prepared to celebrate the day of 1st May. There were modern dances, drama performances, concert, singers. At the parade, we could also see the students from Základní škola Žamberk, 28. Října 581, Czech Republic, who presented their costumes they have created of recycled materials.

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2nd May – second day of activities In the morning, we were greeted by the school headmistress, school teachers and students. Ludmila has said a few words about their school and briefly presented the educational system in Czech Republic. The school choir sang some traditional Czech songs.

Next, we were given a tour of the school and we could also enter in some of the classrooms to greet the students and teachers. After the tour, we were grouped again in international teams and assisted some very interactive presentations that students and teachers have prepared for us of different Czech traditions.

Before lunch, the members of the Students’ Parliament have organized some activities for the guest students, where they played and danced together, having a wonderful time.

After lunch, we were invited to the Art School to enjoy the concert of the students.

It was a short concert of the students playing different musical instruments, just enough to get an insight into the activities the Art School usually does.

3rd May – third day of activities Cultural visit to Prague. The host have prepared us beforehand descriptions and photos of the places we were going to visit. Fortunately, the weather was also nice, so we had all the reasons to enjoy the beautiful city, Prague. Some of the things we visited: Prague

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Castle, Charles Bridge, The Old Town Square, St. Vitus Cathedral, Wenceslas Square, Powder Tower, Prague Astronomical Clock etc.

4th May – fourth day of activities In the morning, students had the chance to participate in different creative recycling workshops, prepared by all of us from home: Czech team: -retouching technique (using old magazines, newspapers) and decorations (from tea bags) Greek team: -origami bookmarks and bottle cap pins Turkey team: -things from ice cream bars Portuguese team: -cork coasters Romanian team: - scarf from T-shirt After the workshop, the work of students was displayed at school in the hall to be seen by those who hadn’t been there. After lunch, a group of students and teachers gathered all the things created in the morning and took them to the Old People Centre in Zamberk and donated to them.

Before lunch, we had a very short meeting only teachers, while students were attending the activities organized by the Students’ Parliament. Our host, Ludmila, presented their activities they had done during the first 6 months of the project. She gave us the Certificates of Attendance and asked us to complete the evaluation questionnaire by the next day. The Portuguese team has gathered from each partner their available dates for the next meeting, they will analyse them and when they have reached to a conclusion they will let us know.

In the evening, we attended the concert at the Chapel performed by the school choir. The host had a gift prepared for each team, a CD with the songs of the choir.

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5th May – 5th day of activities In the morning, we had 2 creative workshops: painting eggs and decorating gingerbread. We were divided in two teams: Romanian team with the Turkish, and Greek team with the Portuguese. All participants received products made by professionals as a souvenir and could take their work with them, too.

In the evening, we had our farewell dinner together and students had the chance to play bowling. Each team had half an hour to play and enjoy their last night in Zamberk.

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C2: Blended mobility of learners Place: Forte da Casa, Portugal Date: 15 – 21 October 2017 15th October 2017 – Arrival Day / 21st October 2017 – Departure Day Day 1, Monday: 16th October 2017 We were welcomed by the teachers and students, who have prepared for us a small show. Later students had some team-building and getting to know each other games. In the afternoon each team presented a traditional story from their country and set up the Erasmus + corner in the hall of the school.

Day 2, Tuesday: 17th October 2017 We had creative recycling workshops: Using cork to produce creative protections for tables, small wallets for coins and pencils.

Making paper mache paste puppies - recreating marine species expected to see in Lisbon’s Oceanarium at the activity Sleeping with the sharks.

Later, there was an exhibition prepared with the work of the students.

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Day 3, Wednesday: 18th October 2017 Cultural visits to Lisbon, Cascais and Sintra. We had picnic together and learnt about the culture and history of Portugal.

Day 4, Thursday: 19th October 2017 Workshops about safe internet (choosing a password, protection of personal data, cyber bullying, social network, grooming, download/copy-paste/copyright, unverified information, internet addiction) materials used from Safe Internet Day, (videos, worksheets, links). Students worked in multicultural groups to create posters advertising safe internet usage. Students spent the night at Lisbon’s Oceanarium, sleeping with the sharks.

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Day 5, Friday: 20th October 2017 Each participant put their hand print on a big poster and wrote a message about this meeting. In the evening we had a farewell dinner with karaoke.

The activity has contributed to reaching the objectives of the project. It had recycling workshops which developed students' creativity and ability to work in teams. The digital workshops about online safety made students aware of the dangers they might encounter in the digital world they live in.

Moreover, it developed a positive attitude towards cultural differences and diversity, raised participants' interest in intercultural communication by working in multicultural groups.

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C3: Blended mobility of learners Place: Agios Nikolaos, Crete, Greece Date: 20th May – 26th May 2018 20th May 2018 – Arrival Day / 26th May 2018 – Departure Day 21st May 2018 – first day

9.00 Arrival at school 9.00 – 9.15 Τeachers set Erasmus corner/country 9.15 – 9.40 Greetings from District Administrator, District Advisor, Headmistress

10.00 Teachers: Meet the school staff-buffet by the parents’ association.

Students: Divide into teams.

Students take turns visiting the classrooms: 1st΄class– Craft: «make the Greek flag-Dress the doll» 2nd΄class-play the labyrinth game 5th΄class/6th΄class Games of the world Jigsaw puzzle 18.00 – 19.30 Afternoon- tour of our town on a little train

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22nd May 2018 – second day 9.00-9.40 Digital app presentation “The myth of Europa and Zeus” in Storyjumper Students: Divide into international teams 6Χ6 10.00 – 11.30 “What if there was internet in the myth of Europa and Zeus?”

Computer lab A+B team Computer room C+D team School yard E+F team are taught traditional dances (Syrtaki and Siganos) by 5th and 6th grade students

11.45 – 13.15 Computer lab E+F team Visiting BioAroma Factory

23rd May 2018 – third day 9.00 Arrival at school 4 teams Χ 9students (creative recycling workshops): W1. Pebble stones W2. Decoupage W3. Creative painting with music “Musical colours” Crafts were donated for sale to café ‘ONIRIKON’ – a Mental Health Charity. Town community will be notified.

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24th May 2018 – fourth day Cultural visit to Spinalonga island/ Outdoor Workshop

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25th May 2018 – fifth day Cultural visit to Kritsa (a traditional village) Visit at olive oil mill, “Kera” monastery, “The Home of Rodanthe” (traditional village house) Closing Ceremony with Farewell Cocktail Party

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Chapter 7: Transnational Project Meetings M1: Transnational Project Meeting Place: Jibou, Romania th Date: 28 November 2016 – 3rd December 2016 28th November 2016 – Arrival Day / 3rd December 2016 – Departure Day Tuesday, 29.11.2016 Our partners were welcomed at school by the teachers and headmaster. Pupils from VII A have prepared a programme with traditional Christmas carols.

Partners had the chance to visit 3 classes: Class I A, Music lesson, Teacher: Andreea Roja – traditional songs in Romanian Hungarian Primary classes, Art and Handcraft lesson, Teacher: Iudita Romocea – making a snowman Class IV C, English lesson, Teacher: Nagy Melinda – presenting digital textbooks After visiting classes, our partners could taste traditional food prepared by pupils and parents.

At 11.00 the welcome show prepared by our pupils and the professional dance group of the town has begun.

After the show, we have visited the Botanical Garden “Vasile Fati” guided by Mrs. Mladin, followed by the lunch at Restaurant Eden.

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Wednesday, 30.11.2016 Cultural Vist: getting to know the Romanian culture Merry Cemetary – Sapanta, Museum of Maramures, Traditional lunch at Pastravaria Alex, Barsana Monastery Thursday, 01.12.2016 Celebrating the National Day of Romania Watching the military parade on the boulevard in Zalau Tasting traditional food and wine for 1st December Creating flags at the History and Art Museum, Zalau Visiting the Art and History Museum Zalau Watching the candles lit up for 1st December.

Friday, 02.12.2016 Working on the project: Activities and list of deliverables for the first year of the project, responsibilities and deadlines Activities for the LTT in Zamberk, Czech Republic Rules for the logo competition Certificates of attendance Evaluation of the meeting

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M2: Transnational Project Meeting Place: Balikesir, Turkey Date: 1st – 5th October 2018 1st October 2018 – Arrival Day / 5th October 2018 – Departure Day

This was the last Transnational Project Meeting, where all partners schools have participated except the representatives of Agrupamento de Escolas do Forte da Casa from Portugal.

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Chapter 8: Survey Results We administered 3 surveys for students to evaluate the progress of the project.

Pre-Survey: November 2016 (116 students) Mid-survey: November 2017 (133 students) Final survey: September 2018 (116 students) 1. What is the name of your school?

School Liceul Tehnologic "Octavian Goga" Jibou, Romania Agrupamento de Escolas do Forte da Casa, Portugal Zakladni skola Zamberk, 28.rijna 581, Czech Republic 3rd Primary School of Agios Nikolaos Crete, Greece General Kemal Balikesir Ortaokulu, Turkey

2016 25,9%

2017 25,6%

2018 25,9%

23,3%

6,8%

12,9%

20,7%

21,1%

31,9%

19%

16,5%

17,2%

11,2%

30,1%

12,1%

2016 7,8% 32,8% 22,4% 25,9% 11,2%

2017 0,8% 15% 26,3% 21,1% 36,8%

2018 0% 4,3% 18,1% 31,1% 34,5%

2. How old are you?

Age 10 11 12 13 14

3. How often do you use digital technology for projects or in class?

Never or almost never Occasionally Frequently In all or nearly all lessons

2016 10,3% 54,3% 22,4% 12,9%

2017 5,3% 16,5% 66,9% 11,3%

2018 1,7% 20,7% 50,9% 26,7%

2017 3,8% 29,3%

2018 2,6% 31%

4. How often do you work in small groups in class?

Never or almost never Occasionally

2016 7,8% 56,9%

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Frequently In all or nearly all lessons

22,4% 12,9%

60,2% 6,8%

40,5% 25,9%

5. How often do you work on projects that need at least one week to complete?

Never or almost never Occasionally Frequently In all or nearly all lessons

2016 21,6% 44,8% 29,3% 4,3%

2017 6% 34,6% 57,1% 2,3%

2018 20,7% 31% 24,9% 25,9%

2016 50% 69,8%

2017 66,2% 74,4%

2018 75,9% 87,9%

47,4%

72,2%

75%

4,3%

0,8%

9%

6. What do you use the Internet for?

to look up for information entertainment (music, video, film etc.) educational purposes (reading eBooks, help with homework, doing exercises, learn a language etc.)

Other

7. Which of the activities of the project are you more interested in?

Media workshops (photo/video) Use of the digital technology (smartphone, tablet, computer) in learning Creative recycling workshops Visiting other countries, meeting new students, making new friends

2016 43,1%

2017 47,4%

2018 56,9%

51,7%

54,1%

66,4%

28,4% 56%

54,9% 67,7%

68,1% 81,9%

2017 95,5% 4,5%

2018 88,8% 11%

2017 86,5% 78,2% 48,9%

2018 90,5% 89,7% 72,4%

8. Have you ever heard of creative recycling?

Yes No

2016 71,1% 28,9%

9. What materials do you usually recycle?

Plastic Paper Cardboard

2016 80,2% 74,1% 37,9%

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Cans Bottles Other

28,4% 56,9% 3,4%

45,9% 67,7% 3,4%

53,4% 75,9% 11,9%

10. What do you do with the clothes you do not wear anymore?

Throw them away and buy something new Pass them to other family members or friends Donate them to a charity Redesign them Other

2016 4,3%

2017 6%

2018 10,3%

69,8%

66,2%

83,6%

49,1% 12,1% 0,9%

63,9% 40,6% 1,6%

75,9% 36,2% 4%

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Conclusions Comments, feelings, suggestions at the end of the project STUDENTS: It was a great project, and we had lots of opportunities of learning English better and do some cultural activities or visit other countries.

I don't have any suggestions, I think that the project was perfect the way it was.

This project was the best one. The opportunity that he gave us to make new friend, learn new languages, and visit other countries was unique. With the help of Creative, active, responsible students in the digital world, I meet friends from other countries with who I talk and in these days.

It was an amazing project.

I cannot believe it's the end of the project. I have made so many memories and learned so much from the world and how she should look. I will miss it.

I met a lot of wonderful people. I learnt about new countries. It is the first time I´ve used English out of school.

I hope the friendship will last forever.

I started recycling more things. This project helped me to know more about the saving the environment.

My English is better nowadays our project gave me chance of using English a lot.

I learnt a lot of tools and I got more responsible of recycling.

I hope the friendship will last forever.

I want to take part in more programs in high school

i loved it

i liked it very much

i feel very lucky i had this opportunity and i thank my teachers for that

I met a lot of wonderful people, started recycling more and of course learnt English.

it was a wonderful experience

Erasmus projects are great

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happy,excited

i want more

I felt very happy for taking part

Everybody should have the chance to participate in such programs

I feel sad it's over

I wish it wasn't over

I want to participate in another program in high school

I feel sad that it is over

It was amazaing!

good project

I learnt a lot of new things a meet a lot of wonderful people.

I really enjoyed working on the project.

Meet new friends once more.

great time!

can we meet again?

I want to take part at Erasmus+ project.

Super project!

I would like to take path at another project at secondary school.

I want to take part at Erasmus+ project at secondary school next year. This project was great for me because I met new friends and had possibility to visit Portugal and Crete.

I want more projects like our one.

I would like to meet my new friends once more.

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I would like to take part et Erasmus+ project in the future. I am glat to take part et this project. It was cool.

It was fun, educational and creative.

I LOVED ALL THE EXPERIENCE. WILL ADVICE ALL PEOPLE TO PARTICIPATE IN THEY CAN

I WISH WE HAD MORE TIME TO WORK IN OTHER COUNTRIES

I WISH MY SCHOOL TO CONTINUE TO WORK ON ERASMUS+ PROJECTS!!!

FANTASTIC

I started learning English more and I hope I will be good at English at secondary school. This project was super!

I Just loved .I hope to repeat That experience

VERY GOOD

I THINK THIS PROJECT SHOULD BE LONGER. BECAUSE THIS PROJECT WAS VERY VERY GOOD AND FUNNY.

The best project đ&#x;˜?

It was the best experience in my life! Thanks Meli and Bârji for all you did for us!!

Love u đ&#x;˜‡â?¤

I LOVE Erasmus, i hope we go to other countries.

VERY NICE PROJECT CONGRATULATIONS

I AM VERY HAPPY TO JOIN THIS PROJECT. EVERYTHING WAS PERFECT. THANKS FOR EVERYTHING

I love you guys, thanks for giving me this huge opportunity and thanks for learning us how to be creative in our own waysâ?¤

I am very happy that I had the chance to be part of this project.

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TEACHERS: I started using team work more often. It is very useful for me because I teach languages. I started integrating digital technology into the classroom more often. Students were able to take part in eTwinning projects. I didn´t use them before. I learnt a lot from my partners. They were very handy in different PC games for teaching. I started to use them as well. I and my students started using skype for the communication with our partners. I Iearnt a lot from the pedagogical articles about tools and apps writing by our partners.

Increased use of technology in teaching methods, for example the Kahoot method.

The interaction with other teachers from other countries has definitely broadened my horizons.

It has changed a lot.

We involve the use of ICT on a daily basis.

WHAT SCHOOL SUBJECTS DID YOU INVOLVE?

FOREIGN LANGUAGES (English) and MOTHER TONGUE

ICT/ DESIGN & TECHNOLOGY

SCIENCE/NATURE STUDY

ART (Music, Visual Arts)

MATHS

CITIZENSHIP/CIVICS EDUCATION

GEOGRAPHY

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The only obstacle was the fact that some colleagues weren't fluent English speakers and that restrained them from getting involved in the programme.

Our the biggest problem is finding time for working together. We have no problems except this

I advise all my colleagues to take part in projects in Europe

A very small number of teachers is against European programs but this number is getting smaller year by year.

I encourage my colleagues to take part in European projects. They are going to try K1 projects. My friend is going to take part in the eTwinning project.

I have always done so...

Of course we have already discussed and suggested to other colleagues to take part to future projects.

Yes - absolutely

ALL BLOGS:

1 http://carsin thedigitalage. blogspot.cz/ p/ltt-czechrepublic.html

2

3

https://erasm uscars.wordpr ess.com/

https://3dimc arsdigital.blog spot.com/

5

4 http://carsinthe digitalage.blogsp ot.cz/p/lttczechrepublic.html

https://digital goga.blogspot. com/

SPECIAL THANKS TO EVERYONE WHO CONTRIBUTED TO THE SUCCESS OF THIS PROJECT!!!

Project coordinator, Melinda Nagy CREATIVE, ACTIVE, RESPONSIBLE STUDENTS IN THE DIGITAL WORLD

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