"Digital Addiction is a global problem to be hadled meticulously. Social media is notorious for its impact on the mental health of young people. Gaming addiction is listed as a mental health condition for the first time in 2018 by the WHO. A study shows that as mobile phone use increases, so does anxiety. There is a strong link between heavy internet use and depression. Information pollution on these platforms also caused many disastrous chaoses. The languages also got affected negatively. Mısuse of Language via non-sense abbreviations degenarated Linguistic competence. If we are to google ""Child” and “Digital World” together, we can see many sources but almost half of them praises Digital World Children and other half shows the bad results for them. In the 21st Century Digital Era, we have seen the strong need to combine Technology and digital media and information literacy, a subcategory of 21st Century Skills with the Principles of Europe 2020, ET 2020 and Lisbon Strategy which means we will work on raising awareness of the good use of Teachnology for reasonable TECH-LIFE Balance. As this case is spread all over the world we would like to work as 6 schools to raise awareness in 6 European Schools opening to that city; Country with a well-designed Dissemination. We started our works with "" Responsible Digital Natives; Ready Natives"" on Etwinning and plan on goin on with this Erasmus Project which means that we have been immersed in this project from the beginning till the end. In the project we will have both Peer – Coaching&Learning and INTERGENERATIONAL based approach within our “Inclusive” approach to all students. Our first focus group is Secondary School Ss so that they can be good models for their younger siblings; Ss at the same school and they will be conscious highschool Ss. While working on this project we will work with parents, the other primary Focus Society, as they should also be good models for their children.These Ss will also be good models for one another. In this way, we believe that we’ll expand our area for conscious individuals who will be the active and RESPONSIBLE citizens tomorrow. Our goals are to - motivate all project participants to use technology for wellbeing, teaching, learning, sharing,developing new ideas, disseminating ideas working with participants of all ages to make them conscious that technology can make our lives better if we use it on responsible way. - use interdisciplinary and inclusive method around partnership among 6 European Schools- transfere the good examples into all schools- develop inter-cultural dialogue to be Responsible, Active citizens eradicating Xenephonia-raise awareness about Mother Tongue and Foreign Language Purification through encouraging good Language Use sterilized from non-sense Social Media Language- enlighten students about copy right, how to make research using Digital platforms against information pollution.- include teachers, management staff,other schools, parents, local people, local directorates aspossible as the natural disseminators of this project- get more prestige for each school and self-esteem, proficiency for each participants for Life Long Learning PhilosophyWe would like to work with as many students as possible but to be concise in the name of evaluating, we will mostly work on 10-12 year old Ss. At local activities all Ss will have chance to join activities. The Ss having some barriers such as social, health will be encouraged. We have a well-designed dissemination Plan so that each single part will be visible for the ones interested around Europe and the world. For this, we will focus heavily on e-twinning. We have started our works around ""fair share of work"" and we believe that we will end in this motto. Apart from common activities we have specialized the project's ongoing arrangements such as general coordination on Spanish school, website works on Lıthuanian team; e-twinning checks on Croatian and Latvian teams, Mobility Dissemination videos on Turkish team, Questionnaires-evaluation on Polish team. Sustainability is another focus of our Project which means we would like to attract many schools for further projects in the name of being pioneers ; we will be able to create further projects with new partners either on etwinning or Erasmus + adding the applied good examples of this project to the upcoming ones. We want everyone to learn how to be e-safe, to revise online sources and to evaluate them, develop critical thinking considering online sources, to use technology on proper and safe ways, to use digital tools in teaching, etc.Face-to-face interaction for sharing experiences, Live events on eTwinning for planning, developing and project management, Learning Teaching Trainings working around “collaborative Problem Solving” method will encourage any participants more than any other Project ideas so it will be the best if we implement these ideas through this Erasmus Plus KA229 Project."

"""From Peer Bullying To Peer Friendship” is a cross-sectorial cooperation with 6 countries i.e. Italy,Turkey , Czech Republic ,Poland who are coordinated by Romania to combat bullying and early school leaving due to it. To maximize the ultimate effect of main project activities, we started off our partnership with organizations with a successful background and experience in the project theme. Our partnership is based on a collaborative work in an international setting to promote regional development and cross sectoral cooperation to build bridges and share knowledge between the different formal and informal education and training sectors. As the project team, we defined all the responsibilities among partners; considered risk factors which focus on threats and opportunities of the project; identified effective techniques to monitor and evaluate qualitative and quantitive indicators of achievement. These indicators will be used to measure progress towards goals.We will make impact assessment to evaluate achievements and to generate recommendations for future improvements. We ensured that our project comprises an appropriate mix of complementary participating organizations with necessary profile, experience and expertise to successfully deliver all these aspects of the project. Cooperating with the relevant staff whose organizational profile, skills and competence are linked to the project goals and objectives will increase the impact of our project’s tangible and intangible results. İn this project, the term of “Peer Bullying” has been observed according to definitions and approaches variety in European Countries. “Bullying” is used synonym of violence and aggressiveness today and spread of all cultures in the world as an international concept. “Bullying” is a widespread fact which consists of physical, verbal and social damage to a feeble one. It is a kind of violence and can be defined as incapability of someone to a person or more than one person’s violence. the frequency and extent of violence is very effective on espousal, insensitivity and unresponsiveness of the students. Thus, they use them as a problem solving instrument and also can move them to all parts of their life. Bullying should not be tolerated and should always be followed by an immediate and appropriate response.Within the increasing devastating effects of bullying, it has now become imperative that schools take the problem more seriously and explore ways to reduce it. In order to deal with bullying, which can appear in many kinds and degrees, schools should search for opportunities to build the capacity of students and teachers to take actions to stamp out bullying. Our project’s main objective is to raise awareness of the problem and looking for tools to eliminate it. We aim to exchange our experiences and good practice, carry out peer learning activities and workshops, attend LTT activities and search for ways to appease the aggression at schools. Two types of Learning-Teaching-Training activities are embedded in the project programme: 2 short-term joint-staff trainings and 4 short-term mobility of pupils. Our project employs project-based collaboration, peer-learning, workshops, virtual laboratories, virtual collaboration spaces, information, guidance, teaching and counselling activities to accomplish the goal of our project. Questionnaires, interviews, observations and assessments will help us measure our performance.Our generic project methodology consists of 3 stages: a controlled start with pre-project activities, designing the project and organizational preparation; a controlled middle with proper monitoring/controlling the activity plan with documentation and reports; a controlled end with self-assesment and overall evaluation of the project lifecycle. Dissemination will be intensive at these last two stages. We will undertake a targeted and wide dissemination of our project’s tangible and intangible results through offline means such as making news in school magazines and press statements in local newspapers, internal meetings and team sessions, utilizing audiovisual materials developed during the project and using online tools such as project websites, social media networks and organizational websites. The ultimate goal of dissemination will be to increase the impact of project activities beyond the organisations directly participating in the project. To ensure sustainability and dissemination of project results we will build the capacity of our organizations through motivating our staff for new training activities and projects in local/regional or international context. The final outcomes of the project will be put together as a set of good practices including workshop and training reports and local level activities. These practices will maintain the sustainability of the project longer."

We are 6 countries partners : Ile de la Réunion ( French Department ) Spain, Poland , Rumania , Italy , France (Château –Thierry). Our project was born out of the wish to share a collaborative work experience with each other . We are aiming at offering opportunities to enhance the transversal, civic and social skills of the pupils of 6 different schools and countries .Throughout all the planned activities , we are also aiming at helping and bringing support to low skilled students , or to students who are proned to drop out and thus give them more motivation towards learning achievements in a school’s environment. Throughout the various workshops and their outputs , students will be able to improve their new technologies skills , learn how to improve tools linked to the audiovisual sector.Thus , this shared working experience will lead the pupils to have a keener and more accute perception of the European Union while they will also learn how to put forward their own geographical, historical and cultural specificities . Owing to the workshops and activities implemented by the teachers ( Documentary researches , exchanges of ideas , exchanges of analysis , surveys, informations from the interviews …)the students from the various schools will work on the mindframing of what it is to be a young European in 2020.They will also be expected to carry out a personal and a collective reflexion on the status and the importance of the youth in today and tomorrow’ s society. Through the eTwinning platform students and teachers will be able to communicate and exchange work. Furthermore everybody will benifit from ITC, drama and audiovisual training to guarantee proper project performance. The outputs will be various according to the work stages : diaporamas, virtual travel books ,survey ‘s questionnaires , quizzes and diagrams, sketches, short scripts and theatre scenes, posters, and for the final production a collectively written and shot documentary ( film). The results and impacts we espect are the students improvement of their school results, their self-confidence and their spirit of initiative. A short term expectation will be the desire amongs our young pleople to integrate mobility in their studying and proffesional projects. A signe of success will be the continuity in the relationship amongst the project members (students and teachers). A long term expectation is a commitment of the different members of the educational community in each school to the project pedagogy associated to an international opening and the wish to implement Erasmus Projects in our ordinary teaching practice. Finally, our collaboration will be able to continue beyond the project, through the eTwinning platform, the partnerships and long blended mobilities.

<< Objectives >>We formed a group of young people (aged 14 –18) from Marian Mokwa Secondary School n° XIX in Gdansk, Poland and Colegiul National „Nichita Stanescu” secondary school from Ploiesti, Romania to explore the issue of Art in a creative way. Through project activities we wanted to prove ourselves and show a wider audience that Art is a very important part of our lives as it is engaged in global problems and gives commentary to the world surrounding us. We also wanted to draw more attention to the issues connected with the future of our planet - ecology, environmental protection as well as some social issues such as equality, democracy, exclusion, independence of an individual, discrimination (on different levels). Our objective was also to reflect on the problems of an individual: loneliness, alienation, relationships with other people.We wanted to learn about some aspects of art, artists and the process of creation as well as experience the moment of creation in practice and share it with our international group. We wanted to work with professionals (a street photographer, a psychologist, a young model) to gain some experience and knowledge how art can be applied in everyday life and to find inspiration, which could help us and other people overcome everyday problems. By referring to different types of intelligence we intended to prove that we can be artistic in many ways, this making us feel valued and worthwhile. We also wished to discover and experience our own originality in order to become more confident to make our thinking innovative and perform well in the future.Additionally we aimed at getting experienced at designing, organising and carrying our European projects. Staying together in an international team was to motivate us to improve our communication skills. We believed that owing to this project we would become more flexible and open to new possibilities and the artistic spirit of our activities would help to improve collaboration and communication between our Polish Romanian team. In general, we wanted to prove that art is an important key to self-development.<< Implementation >>The project – ‘Art and Creativity – the key to self-development’ was realised during youth exchange in Gdansk by two organisations: Marian Mokwa Secondary School n° XIX from Gdansk, Poland and Colegiul National „Nichita Stanescu” secondary school from Ploiesti, Romania. The activity was broken into a few sections accordin to the project objectives and the topic:Day one and day two - THE ART OF PHOTOGRAPHY- were devoted to the topic of photography, especially concerned one. The subject of photography was introduced by a street photographer in an Art workshop of XIX LO. There was a lecture and a workshop on how to shoot photos; presentation of analogue and digital cameras (differences and technical details concerning taking photos with different cameras). Our expert also presented her photos depicting environmental and social issues (‘street photography’). We also explored the issue of environment protection in photography while watching and discussing the film about an environmental project Instituto Terra realised by a photographer Sebastiano Salgado. Then we put knowledge in practice. In international groups we brainstormed ideas and, than took photos in the streets of Gdansk with the use of our own cameras. Our task was to present two problems of the City and people living in it - one environmental and one social issue. We also tried to find a solution and present it in a creative way. During the follow up activity (brainstorming, discussion), we reflected on the open air session products and chose the best photographs to be shown on an exhibition.Day three - THE ART OF FASHIONIn this session we explored the topic of ecology in fashion as well as compared the colours, patterns and motives of Poland and Romania’s fashion. First, we presented the results of the research done before the youth exchange on fashion trends for young people in Poland and Romania, especially towards ecological products (multimedia presentations, films, photos). We had an online meeting with a student of the University of Glasgow who presented the topic of sustainability issues in the fashion and talked about her personal project - Glasgow University Charity Fashion Show. We also went zero waste shopping in local charity and second hand shops and in international groups prepared a stylisation corresponding with Polish and Romanian tradition, national colours, motives and patterns out of reusable, second hand materials. This activity was followed by a fashion show – group presentation.Day four - ART THERAPHYDuring the meeting with a psychologist we were presented the therapeutic function of art. After a lecture, we had workshops during which we were trying to name and express our emotions through colours and shapes – we made collages, painted images of emotions in circles, we made colouring pages based on nature motives.Day Five – PROJECT DAYOn this day we focused on presenting and disseminating our project work and its outcomes. We prepared a photo and painting exhibition and presented it to school management, the City authorities, fellow students from our forms and Student Council representatives; our teachers, parents, local society – members of ‘Neighbours’ Club Wrzeszczak’. The final project evaluation was carried out in the form of discussion and evaluation cards. We also visited an Art gallery in Sopot to admire the paintings of Polish contemporary artist Jerzy Nowosielski.The project involved 38 people (15 students and 3 teachers from each country) The students were aged 14-18. Polish Group, Receiving organisation consisted of 15 students from the first, second and third grades (aged 15-18) of XIX secondary school in Gdansk and 3 teachers (of English and Art and a school headteacher). The group of youth was made up of 4 boys and 11 girls who had different interests and passions connected with art, languages, drama, fashion, photography, which helped to divide project tasks equally at every stage and share interests and competences with other participants. The project participants from two art classes and from a language class shared their artistic and linguistic experience and organized some project activities according to their skills and passions. The students’ English language skills were on level B2-C1. Eight students were interested in drawing and painting – their works are regularly exhibited and awarded in art contests. They also make pieces of art to be sold at charity events. Six students were interested in photography Three students were keen on theatre and films. They write their playscripts and put up plays in the English language– they presented the film ‘The Salt of The Earth’ to other participants. Other interests of our participants included: ecology, climbing, horse riding, sport, music, history, dance, Broadway theatre, foreign languages. Amongst the young people there was one person who is experienced in designing European projects and student exchanges.Two of the teachers were experienced in European projects with young people in their previous organizations. The headteacher was especially interested in involving students and teachers in European cooperation. She monitored the work of the team as far as formal and financial issues were concerned. Romanian Group – Participating organisation - consisted of 15 students aged 14-18 of Nichita Stanescu National College (2 boys and 13 girls). Students of all backgrounds were encouraged to participate in the project because at this age young people (regardless of their wealth, education, family ties) experience feelings of a wide variety, from stress and anxiety to a certain lack of concern regarding their present status, this leading to frustration and alienation. The team was started by two leading students who were part of the school Debate team and had taken part in many debate competitions at county and national level. The students involved were from classes of different profiles we have in our school. They were all interested in different types of art and pursued their passions in their free time mostly self-studying since in the Romanian school art is not paid enough attention. One of the students had taken a photography & philosophy course and was passionate about black and white pictures as well as drawing and reading. Some of the students were into drawing one of them could use a tablet for drawing, too and some of them had won third prize and Honourable Mention in Lectiicu Nichita contest in the photography section having taken pictures to illustrate the poet’s lyrics. Most of them were passionate about literature and music. One of the boys enjoys composing music and studies the way lyrics of different song are made in order to make his own. Five of the students had already taken part in an Erasmus+ project KA2 exchange and were familiar with what it means to work in international teams and they shared their experience with the rest.<< Results >>Getting engaged in project activities, we got basic competences vital for personal development, such as describing and presenting ideas, planning and organizing our work, exchanging experiences, taking up decisions, seeing different points of view and approaches to the topic of Art, searching for information and skills of self-presentation. Thanks to different approaches to the project themes and applying different methods and forms of work during the exchange, we became rich in new experiences, took part in interesting activities and performed unusual tasks. We increased our motivation to create things and became more innovative. Contacts with foreign partners during the exchange and via different channels of communication motivated us to develop our language competence and the skills in using ICT. Finally, we broadened our horizons, gained knowledge on contemporary art and increased our self-esteem. We also developed our social abilities and increased our self-confidence by working in a team and presenting individual achievements to European ‘audience’. Project realization had impact on our multicultural awareness and we believe that it will influence our performance at universities and at work in our future careers.Project results in details. The project participants:- learned about different functions of art (educational, recreational and healing); experiencing it from both sides: as perceivers and performers;- got some theoretical knowledge on photography; learned in practice how to take a good picture; become aware of differences and technical details concerning taking photos with different cameras (analogue and digital);- got more vulnerable to some global and social problems; now are able (thanks to theoretical and practical activities) to recognise and visualise environmental problems (e.g. pollution, food waste, consumerism) and other issues (exclusion, independence of an individual, discrimination, loneliness, alienation, relationships with other people); they became more aware of the power of visual arts which are engaged in solving social and environmental problems;- learned about an environmental project Instituto Terra realised by a photographer Sebastiano Salgado, and were able to discuss the ideas shown in the film; - learned from each other about trends in fashion for young people in Poland and Romania and about the issue of ecology in fashion in their countries and in the world while creating and preparing a stylisation based on Polish and Romanian motives, colours, patterns with ecological accents out of reusable materials;- brought to life the idea of Zero Waste in shopping for clothes (were able to create a fashionable and original outfit out of reusable materials), as well as got an idea how charity shops in Gdansk work; - learned how to express emotions through art - colours, shapes (creative works) in order to prevent or treat fears, anxiety, depression;- experienced the moment of creation together with their peers from another country, learned how to spend free time and to gain relaxation in order to stay healthy and happy;- improved their linguistic skills by direct contact with foreigners, especially spoken English as well as extend English vocabulary while learning about the project issues, such as photography, psychology of art, fashion (CLIL method), working on project results, describing activities, disseminating the project results; -mastered their ICT skills in relation to working on a photo material, creating documents (plans, reports, evaluation surveys and statistics, recordings, graphics, setting up and managing websites, creating and uploading documents, audio/video);- learned about the work of such professionals as a photographer, model, psychologist, who apart from presenting the project topics, revealed some information about their everyday work; - developed and took advantage of their own communication, interpersonal, entrepreneurial, leadership skills;- are now better prepared for the labour market; developed collaboration skills thanks to creative activities, working in international teams and innovative approach to problem solving;- learned basic life skills (planning meals, transportation, booking tickets); got more experience in organising student exchanges and being able to plan more European projects in the future.

Digital Challenges: Unlock the Escape Room! (DigiCh) is a project to foster mutual learnings on digital citizenship among six secondary schools from Spain, Turkey, Finland, Netherlands, Italy and Poland. We tackle a common issue: rapid evolution of technology makes learning methodologies and teacher training obsolete quickly, and inclusion has a rising digital dimension. There are few pedagogical resources to support digital citizenship classroom practice, so grassroots attempts are usually the only, limited way and teachers need to proactively build their own capacities. An added issue is that none of our educational systems provide in teacher's provisions a cross-border dimension even its global features, or keep pace with developing new technologies. Some pupils are more often engaged in “progressive” uses of technology involving collaborative and inquiry-based activities, while some others receive more traditional practice or drilling on devices.The online universe permeates classroom limits, disregarding local, regional or national frontiers, especially while a global language like English facilitates interactions. Digital lives and experiences are now a part of the school experience and it is our duty to introduce this new reality into our educational practice. The new digitalized world poses new challenges for the modern citizen, and the youth of today need solid skills to build digital resilience regarding how to separate the real information/content from the fake information/content, and even on how to hold up a self-worth that is not based only on clicks and likes. No matter our country or culture of origin, it affects equally all of our students owning a digital device connected to a data provider. Neuroscience proves that the human brain undergoes changes between the ages of 15 and 25 accountable for mood swings, risk-taking, impulsive behavior, over-sensitivity, and irresponsible behavior. This makes teenagers especially exposed to online threats. Secondary schools can also be considered as high-fueled venues for online hate speech. Recent cases of online defamation towards our schools as organizations and teachers as professionals of some public relevance stand alongside perennial misuse of mobiles among pupils, and even among their families too. Growing use of digital devices for online teaching while coronavirus alert is in force makes this still more relevant. Recent known challenges related to defamation and harassment online campaigns towards our schools and our educational community (pupils, teachers, families, school leaders…) raise the need to network to achieve results that wouldn’t be possible to reach alone in our countries. International collaboration may enrich the educational experience as we come from countries featuring very different digital skills in our schools and staff and levels of introduction in the educational use of ICT.DigiCh will reach its objectives by using Phenomenon Learning (PhL), where pupils study a topic through collaborative settings in a holistic approach instead of in a subject-based approach. A gamified structure based in Escape Room concept complements Phenomenal Learning approach to make learning activities more enjoyable. They are complex games to solve collaboratively problems and tasks involving all 21st Century Skills. Gamified learning elements such as immediate feedback for completing the challenges successfully or social interactions while playing in a group modifies the brain’s reward and pleasure center and improves learning by the release of the neurotransmitter dopamine.We are using as a connecting thread a ficticious character, the Monster of Fame, feeding from likes and forwards in social media. To keep it under control it has to be locked in a box by international teams of teenagers. On completion of every learning activity, students get codes that will lock the monster until the next stage of the project. A digital version of the escape room will be supported by an Augmented Reality platform, may be Spatial, Metaverse, Blippar or some better option that would enable the game in several settings. Teachers will collaborate to plan different versions of educational escape rooms, to create questions, answers and to manage activities. DigiCh also uses the Escape Room concept to assess learning achievement. DigiCh aims to benefit our educational communities by exchanges of pedagogical good practice and ways to tackle digital challenges and malicious actions. We expect this project to have a permanent impact on our schools, pupils and educational community.