"The project ""SIT for School: Smart Innovation Technology for School"" stems from the need advanced by the I.T.I.S. ""Biagio Pascal"" and by educational institutions that have joined the partnership in Poland, Turkey and Greece, to focus on students, school staff and families who relies on the education and future of the schools to these educational institutes children, as well as to all stakeholders, the importance of resorting to increasingly digital education, which is able to keep up with technological progress at European and worldwide level.Specific project objectives are:1)to enhance the digital skills of students through transnational exchange activities that make the students players of the action; 2) to create a digital didactic environment, that is able to meet the requirements related to digital skills advanced by school users; 3) to increase transversal skills and the knowledge of oral and written English in participating students; 4) to realize a network of knowledge at a territorial and European level that is willing to support the learner in developing and enhancing their digital skills.""SIT for School - Smart Technology Innovation for School"" is addressed to different direct and indirect beneficiaries:A)the project provides for the involvement of 128 students of classes III and IV (for a total of 32 students for each partner school and 8 students for each transnational exchange), even if the project establishes the active participation of both students who will take part of the mobility than of the entire class group;B)teaching and administrative staff: 2 teachers will accompany the student delegation during each transnational exchange, in order to support students from an educational and emotional point of view. The administrative staff will act as a management support for the realization and the development of the project, guaranteeing the support to the teachers responsible for the project in the economic and administrative management; C) families of students and relevant local stakeholders.The project will last 24 months and will involve n. 32 students of the third and of the forth classes of the Institute and will include 4 transnational exchanges in Greece, Poland, Turkey and Italy lasting 7 days: 5 training days and 2 travelling days which will focus on the following topics:- Activity 1 - technological knowledge on a national level and digitalization analysis in the world of European education;- Activity 2 - the challenges of technology: knowing the digital world and defending yourself against its challenges. Digital security activities and knowledge of the potential and limits of social networks among the younger generations;- Activity 3 - Robotics in my home: robotics challenge among partner institutes. Presentation of examples of national technology excellence on a national level;- Activity 4 - School and technology: analysis of teaching methods in the digital and technological field. Adapting education to the European Digital Agenda.The project partnership can therefore estimate that ""SIT for School"" will produce:- improvement of one point in school results in 50% of students and half a point in another 50%;- activation of training courses and work related learning activities in the sectors of the project for 50% of the participants;- a study period abroad for 20% of the participants: of these, 15% will obtain a linguistic certification;- improvement of the scholastic results in the classes where the teachers at least the 20% of the students - improvement of educational results in the classes in which the teachers serve at least 20% of the students, following the use of teaching methods learned during the project (lessons in foreign languages, simulation of activities through digital support, us of laboratory facilities, virtual exchanges with other European classes thanks eTwinning);- enhancement of the Educational Offer: it will be consequential to the adoption of teaching methods aimed at creating innovative and open educational environments, as well as the activation of extra-curricular activities more careful not only to training needs, but also to social needs, through a greater awareness of cyberbullying;- development of management skills: the administrative staff will have become more familiar with the use of the tools available for Erasmus + in the administrative and accounting management of projects, as well as in the activation of extra-curricular educational courses;- progress of project competences, which can be translated into the increase of candidate project proposals within the Erasmus + framework and activation of agreement protocols with local companies for the realization of internships and dual-training systems - learning and working related to the sectors involved in the project."

The aim of this project is to build a European network of schools that enables students’ personal development. Offering innovative way of teaching we will motivate our students to effective collaboration and learning. This way we will act to solve many of the problems of modern education: we will lower school absenteeism and early dropout, we will get higher involvement in participation in the classroom and introduce a new teaching model, by bringing the trainees to the very centre of the education process. In order to achieve that we are to deal with two major factors: curriculum (subject of studies) and methodology (ways of studying). Both can be largely improved by effective communication with students and by organizing collaborative workshops in modern, international project. Planning our work, we have refered to one of the most applied pedagogical theories worldwide - the “Social learning” theory, developed by Lev Vygotzky in the 30s, which focuses on communication as a key factor to develop learning skills among pupils and students.A large number of researchers and professionals of education have implemented and confirmed the validity of the ideas that Vygotzky developed and that took form in the “interactive groups” methodology, which is based on creating the right conditions for students to interact and work together to solve a given task, under the supervision of the teacher.As stated before, this technique is widely spread and continues producing considerable results from the pedagogical point of view. Nonetheless, the task to be carried out, the core of the whole process, is usually a “traditional” one, i.e. belonging to the analogical world, such as mathematics problems, geography questions, history analysis etc.The motivation at the basis of our project is providing more stimulating tasks within the interactive groups’ methodology, connecting it to the innovative practices in the digital era we’re living in. The schools participating in the project have often detected that providing the right stimuli is an essential aspect of the learning process. It’s not by coincidence that each one of them has implemented new technologies in their methodologies for years, obtaining considerable results. We have therefore formed this partnership in order to share our knowledge on innovative technologies and merge it with the social learning theory, in order to provide our students with a stimulating and effective environment which will foster their “soft skills” (creativity, collaboration, cooperation, critical thinking, resilience and assertiveness), along with the basic skills included in the curriculum (3Rs: reading, writing, arithmetic; other school subjects), digital competences, European citizenship and of course the ability to speak foreign languages.Either Vygotzky’s theory or modern technologies or project-based learning have proven to be remarkable tools in the classroom, so why not blend them in order to obtain a new, innovative practice that takes in consideration the multiple issues that characterise the learning process. A cutting-edge methodology, built upon solid pillars and with a high degree of applicability.The reason why our project should be funded rely not only on its novelty and degree of ambition, but also on the actual cost of the modern technologies involved. Robotics, virtual reality, 3D printing, app design and web 2.0 are considered worldwide as extremely useful tools, but they undoubtedly require investments that not all European schools can afford.We can therefore easily identify the expected results of our project as: creating a more participative class environment; increasing the knowledge and usage of digital technologies such as robotics, 3D printing, virtual reality, app design and web 2.0; achieving a higher degree of key competences among students; improving school results and avoiding early school drop-out.The planned six Learning Teaching Training Activities are also expected to bring results like Erasmus Plus Club: a reference point for the students who are willing to join the project; open TwinSpace on eTwinning, digital works and PDF print-outs of LTTAs, E – DIARY, interviews, questionnaires.The outlined objectives and results will also allow us to work according to the multiple intelligences theory, which aims at providing the right learning environment for the eight types of intelligences known so far: visual, musical, kinesthesic, linguistic, logical, intrapersonal, interpersonal and naturalistic. Implementing this theory implies getting closer to the personalised education that so many students, teachers and parents long for.As a result, our project is characterised by both short-term and long-term objectives and results, which align in the vision of modern school who strive to challenge the traditional teaching model and replace it with one that allows the children and young people to thrive not only as students but also as human beings.

<< Objectives >>The objectives of this project are :1 -To encourage exchanges between students and teachers from differents countries about sea preservation2 -To allow the local communities in each country thanks to the solutions that students had found to develop their motivation to enjoy coastal tourism in a green way.3 -To increase digital media exchanges between youngs and adults of european countries and to give them a better global view of their impact on their environment thanks to the sharing of data<< Implementation >>The activities we would implement are : - to discover and to learn about the local coastlines (fauna and flora) in order to find solutions to protect them-to visit Natural History museums and oceanographic centers to learn about species that are today in danger because of the risks of pollution-to eliminate waste on the beaches and compare the treatment of the wastes : learning how to recycle plastics-to exchange with institutionnal authorities (National Navy) and sea protection associations<< Results >>The results expected are :- to awake curiosity for environmental problems specially sea protection- to increase the ability and skills to exchange and to debate among european students which ways of life depend on the climate, habits, geography and history of their country- to exploit activities that have been implemented to initiate in the local community a new approach of a blue growth- to increase links between public bodies and students in order to find solution together

"The project “Visual aids for easier learning/teaching” will be completed by 6 partners – technical secondary schools from BG Burgas, GR Aigion, FR Dijon, SL Prešov, SE Vaggeryd, CZ Pardubice.These schools provide education to at about 1 000 students aged 15 – 19 (12 – 19 BG). Taught branches are concentrated on Mathematics, Physics, ICT, Electrical engineering, Electronics, Science, (BG), Wind turbine maintenance (FR), others.Each partner is going to create 6 quality videos which should visualize learning/teaching technical subjects, Mathematics, Science. The aim is to make learning of its difficult parts more clear, understandable. One video will popularize a subject(s) students consider to be interesting, belong to their favourite. Its choice will be based on eTwinning project ""My favourite subject(s)"" Participating members will be students studying Multimedia subjects and/or are interested in videos making, at about 30 at each school. They will learn/deepen knowledge and skills needed for the quality videos making (handle with camera, do script, cut, soundtrack, animation, video effects, write titles, use distribution means). They will also learn basics of programs used by video makers in each school ( For example Adobe Premiere - Pinnacle Studio, Audacity, Subtitle Workshop, Animate, Affects, media Encode) Apart from professional aims the project implementation includes other objectives and benefits - partners will exchange methods of teaching multimedia and technical subjects which will enrich their school curricula. Teachers will process “Methodology of video teaching” to help beginners. Participants will considerably enrich awareness about 6 countries cultures, lifestyle; they will improve English, learn basics of each partner language; deepen team work while cooperating in international teams; increase motivation to self- study. Personal development (responsibility, reliability) cannot be neglected.Project implementation is divided into 6 learning/teaching phases, each is focused on precision of one step of video creating precision which will be realized by making 1 video. At the end of each phase partners will cooperate in LTTA, gradually at each partner school. Made videos will be projected, evaluated, discussed there. Students will also create short videos/clips in international teams to exchange practical experience, improve learned skills during LTTAs.Dissemination belongs to inseparable parts of the project. Participants will make videos, presentations about each LTTA which they will perform in classes, at school events, to the public - at parents meetings, Open school door, others.Visual aids will be accessible for interested schools since they will be published on the project web in the file MP4, You tube, eTwinning and Erasmus platforms. Other dissemination means will be roll ups, posters, noticeboards, short performance on Amos Visual interactive panels installed in 30 CZ schools. Popularization technical studies and the project implementation, results will be also made by articles published in the local press, at the meetings of headmasters, in SIPO (methodical web) of the Czech School Ministry. Variety of knowledge which students obtain will be definitely used in the future as well be as visual aids will be used in schools for teaching and self-studies. Some these schools can follow the method of making videos to visualize learning/teaching."

A Comenius project from 2013 to 2015 was successfully completed and all five participating schools wanted to renew the experience with another project. We independently financed a meeting together in Hatvan, Hungary, in order to discuss the possibilities and decided to invite the EcoSchools association to join us in our new project. So, the participants were 5 high schools and the Netherlands branch of an international association, Eco Schools within the FEE organisation, called SME Advies.The aim of the project was to accompany SME in their development of an app for tablet and smartphone to be used by schools which are members of the EcoSchools organisation. The app would also be available to non-members and free to download from the App store and Google Play. EcoSchools encourage work on sustainability in schools and award flags and certificates to reward progress. The app developed is a tool to enable schools or other organisations to collate data and create a sustainability profile at the beginning and end of the school year or period. The data can be analyzed and consulted by schools so they can compare their progress before and after their work on sustainability and compare with other schools or countries. The 5 high schools collaborated on all the steps in the development of the app with the developer in order to uniformise the diagnostic test procedure, to make it applicable or usable in a maximum number of countries. None of the high schools had previously participated tin the EcoSchools programme so all signed up to their countries' organisations for the period of the project. Students involved began by doing the diagnostic test for their schools using the paper questionnaires provided. This was the basis for adapting the process to a digital format. Once each school had completed the tests, the students joined forces to select the questions suited to the new format and worked on the rewording of them. Some questions were altered or rethought to make them as compatible as possible to a wide international public.Students worked on 2 levels - first as members of Eco committees in schools following the steps to reach the EcoSchools objectives and secondly as testers and sounding boards for the app at every stage of its development. Between the student exchange meetings and transnational meetings, skype meetings between the teaching staff and SME Advies staff were held regularly to compare progress and discuss the steps undertaken. Students also prepared diverse presentations for the workshops and conferences held during the exchanges.The app went live in Autumn 2019 and was officially presented at the EcoSchools National Operators Meeting to attendees from 60 countries in November 2019.