Our project concentrates on priorities and needs of our schools. As the negative effects of cyber bullying are undeniable in educational settings, it is one of the most studied topics by the educators/ researchers. But it is not enough only to inform our students about the concepts related to the cyber bullying, we should also increase the knowledge and awareness on cyber bullying, informing school societies on their rights, focusing on the consequences and taking preventive actions against cyber bullying.Thus, creating a safe school environment by having strong policies in place to address cyber bullying. In this Project, our students will not only develop a deeper understanding to cyber bullying in national dimension, they will have a chance to discuss their existing situation with their European peers, they will try tackle with the cyber bulling problem together by negotiating via different platforms and face- to- face discussions, they will offers the solution to peers and decide whether the offers work in their context. This process means much more than an informative, passive cyber bullying conference session. To achieve these aims, a number of activities have been designed. These activities include initiation activities (the activities concerning about informing school communities and other people about our project such as making announcement on each school website, setting up an e twinning project), educational activities (the activities related to raising the knowledge and awareness of students on cyber bullying and other key concepts such as informing students about their rights and punishments for cyber bullying crimes by experts, analyzing country’s and school’s policy,) , Cyber bullying days (conducting the meetings in Portugal and Italy with the pupils, initiating discussion, making decisions and publishing them), and transnational activities (including transnational meetings and exchange of pupils). While carrying out this project, 4 partners will work together, involving Turkey (the coordinator), Portugal, Greece, and Italy. In the report of European Parliament, 2016, Cyber Bullying Among Young People, the partners of this project, were defined as “low medium risk countries of cyber bullying.” But, it doesn’t mean these countries eliminate or reduced cyber bullying successfully in their contexts. They simply do not have certain definitions or key concepts for cyber bullying and haven’t gathered data on the subject. Similarly, one of the common features of the partner countries is that they lack preventive actions against cyber bullying or still working on them, which will add value to the efforts of this Project.The kick off meeting will be held in coordinator Country, Turkey. Short term exchange of students will be in Portugal and in Italy. The last transnational meeting will be in Greece. It is planned that 8 teachers and 16 students from each participant country will join the transnational activities. One representative from student counsel of the school will join the LLTs to find immediate and effective solutions to the cyber bullying problem while conducting their counsel work. Particular consideration will be given to applicants who may be expected to benefit most significantly from the opportunities provided, and who may not previously have had access to similar opportunities. The number of pupils and teachers involved in mobilities will be restricted , but at least 60% of school community will be involved in the preparation- implementation of the project. The results can be divided into two categories; CONCRETE RESULTS which includes high level use of e-twinning portal, Project logo, slogan, leaflets and website, Posters, plays ,videos, Exhibition of project works, Project corners, 2018-2019 Calendars, Efficacy questionnaires, seminars given by experts, and Cyber Safety Week and the advisory circulars of the meetings; ABSTRACT RESULTS are educated and conscious internet users, an awareness on cyber ethics and juridical dimension of cyber crimes, increased cooperation and international experience, high tolerance towards diversity and deep understanding of cyber bullying. Participants are expected to improve their skills on expressing themselves in FOREIGN LANGUAGE and DIGITAL COMPETENCES at the end of the project. In terms of transversal skills, the students will obtain the competence of actively taking part in the society they belong to. They will be initiators that define the key concepts of cyber bullying and compel their schools to take necessary precautions on it. When 21st century skills considered, students will be able to develop interpersonal/ intercultural competences throughout the activities. The school counsels will have a chance to see they can analyze, debate and write a joint declaration on cyber bullying and take concrete steps to solve a current problem in their context, which leads a step forward to educate active citizens of future.

"In the strategic plan of or school,school's fundemental principal is determined as to heed common values.Yet,when our values education club's report was analyzed,we've noticed that the values and the activities were insufficient for pupils to be included actively.We received the pupils' opinions about the subject matter,they've gotten a handle on the issue with MANGA,a kind of comic book first appeared in Japan.The etwin project ""Common Values With Manga"" was set by Eskişehir Anadolu Lisesi and Mustafa Kemal MTAL.In this project, the students are engaged in meaningful activities to reach outcome and many disciplines were integrated including art,literature and ICT.They conducted a survey to decide which common values should be worked on.Results of survey show that they decided to work on different values;women rights, empathy etc.This partnership project is originated from those etwinning processes.Though we practised drawing mangas and filling speech balloons,we saw that our final products were multinational products but they should be developed.By adding an animation production phase and European values,we are trying to challenge our students to take a step forward to European citizenship and add an ICT value to their product.Thus,in this project we aim to:-make pupils understand the importance of values-compare the viewpoints of values among partner countries- raise awareness about values by using Manga &Anime-give pupils the opportunity to express themselves clearly in artistic way in transnational surroundings- enhance critical thinking&media literacy-develop intercultural,digital&linguistic competences-decrease dissimilarity in access of digital technologies-promote peer learning&learning by doing and livingIn order to accomplish those aims we ve planned project activities,Joint Staff Learning activities,ShortTerm Exchanges of Pupils and dissemination activities. Project activities will be fulfilled during the project process including informing,trainings,preperations about mobilities.A Joint Staff Learning(12teachers from all partner schools)five Short Term Exchanges of Pupils(180pupils&72 teachers from all partner schools)were planned.Joint Staff Learning is to decrease the dissimilarity in access of digital technologies.Teachers joining this mobility are responsible for training pupils about ICT,anime making and ETwinning.Short Term Exchanges of Pupils aim to raise awareness about each European Value determined by pupils by making 6 animes during each activity and develop intercultural, digital and linguistic competences,promote peer learning &learning by doing and living,enhance critical thinking&media literacyPlanned dissemination activities consists of presenting the project via websites,Youtube,ETwinning,Instagram and Erasmus+Boards and local press,logos&mottos,raising the awareness of European values and mangas/animes,arranging a conferance about values,Manga exhibitions,Celebrating World Values Day,booklets of all mangas drawn during the Project and printing them,presenting ANIMATIONS at local schools& interactive pannels of municipalities,making MANGA Ebooks and installing animations to DVDs and to exhibit them on Etwinning,uploading animations and ebooks to EBA in order supply ematerial for VALUES EDUCATION,proposal of founding Manga Clubs ,proposing the values to be added into the lesson plans and values education club plans,conducting a provincevide panel,writing project's reports&sharing them with NAs of partner schools.Methodology to be used in carrying out the project consists of introductıon of the project,participant trainings,being prepared for the mobilities,writing texts about value, Identifying and drawing characters&background,drawing Manga basing on text,LTTs, Webinars for evaluating LTTs,writing the final report and presenting it to NA.Consequently,once the project is implemented pupils will be aware of the European values,express themselves in an artistic way in transnational surroundings,have the ability of critical thinking &media literacy,develop intercultural, digital and linguistic competences,be active Etwinners, experience peer learning& learning by doing and living,have group work and social skills.Teachers will have intercultural,digital and linguistic developments,learn web2 tools and adopt them to their teaching environments, use Etwinning effectively and improve their lesson plans in terms of European values. On the other hand partner schools will develop new strategies for teaching values to supply with their pupils in terms of European Citizenship,lesson/club plans will be improved with the new values added, Manga Clubs will change the pupils viewpoints towards school since they will feel that they are included to learning-teaching environment.Once the European Values are disseminated throughout the countries ,social cohesion and a positive and inclusive common sense of belonging at local,regional,national ,Union level will be strengthened."

"Virtual reality; Although it is a technology used in many different sectors in developed countries, its use in our country is very limited. Students do not seem to be able to learn this technology because they do not take part in the curriculum applied in public schools. Whereas the ""Turkey vision 2023 "" and EU 2020 strategies are aimed at developing new skills in students to increase employability, knowledge-based economics and qualified workforce. Teachers who have virtual reality training will give students virtual reality training. This allows students to become more qualified, to gain the skills that should be in the future's professions, to become preferred individuals in the sector.In this context, teachers in the scope of the project will be given training on virtual reality applications in the first movement. Trainings will be carried out in the workshops using the learning by doing model. In the trainings; firstly, the historical buildings in our country will be animated in 3D, the students will be interested in the historical works and the cultural heritage will be protected. Then, the informatics teacher who has received the virtual reality education at our school will train the other 36 informatics teachers in the province through in-service training. Teachers who do not want to take courses will be provided with mini workshops. Each teacher who takes the course will teach their students the virtual reality practices in the IT laboratory in their schools.In project scope; project logos, project brochures will be designed; web sites, Google groups, Facebook and e-twining accounts will be created. Trainings will be organized for volunteer teachers on the TV channels. A cultural heritage-related video contest on virtual reality will be organized and a booklet will be prepared.The information teachers will be informed about the studies done up to that date within the scope of the project and the project post will be prepared. An e-book with all the information gathered throughout the project will be prepared at the end of the project. Project results will be published, a project evaluation report will be presented, and at the end of the project, participation in the best practices exhibition organized by the Provincial Directorate of National Education will be ensured to spread the project at the highest level.In terms of our project agency; this project will contribute-To increase preference and recognition of the school-To strengthen cooperation between us and our partners,-To have a chance to have workshops with modern equipment,-To have an idea of the European perspective on gifted students,-To establish a rapport with the foundations, companies and the sector,-To increase the possibility of graduation of qualified students-To establish a cultural heritage awareness as a institutional culture.With this project our students will - Satisfy their needs to learn new technologies and the continuity of the school will increase.- Learn applications and programs related to virtual reality.- Develop digital skills and integrations.- Catch technological development and develop their expertise skills.- Develop teaching modules and activities.- Develop curiosity and questioning methods - Develop critical and creative knowledge technologies of students - Get a chance to join courses.- Be able to do virtual reality applications in real sense.- Improve communication skills and creativity.- Achieve cultural heritage protection awareness - Be aware of European citizenship.- Develop their English speaking skills - Develop the intercultural teamwork skills, and tolerance for accepting differences and respecting the different.With this project, our teachers will;-Realize the modern technological applications,-Increase their professional skills-Have the chance to participate in the Certified courses.-Learn about European perspective against their vocational teachers.-Have a chance to observe the workshops of different cultures.-Be able to raise students according to their needs.-Develop digital skills and integrations.-Realize modern approaches in the name of school education.With this project, firstly 36 informatics teachers will be reached and then 16736 students will be directly educated with the trainings they will give. Students will learn about virtual reality-related applications. All volunteer teachers who wish to learn about this technology will be trained in the dissemination process of the project. The spread of the project will ensure that our teachers and students are educated well and that the quality of our education system will increase. Therefore, students who graduate from our schools will increase their preference both in the country and abroad and they will be employed more easily. Thus, they will be able to contribute to the country's economy."

"""Destination: Happiness"" is a 2-year project which aims at developing a strategic partnership between 6 European secondary schools from Poland, the Czech Republic, Romania, Italy, Lithuania and Greece. It is designed in a way teachers of all school subjects, psychologists, pedagogues, parents, specialists and high school students (15-19 years old) can contribute to the project implementation on broadening the knowledge of happiness and introducing ways of achieving and maintaining a state of happiness in order to improve the quality of life.The project will consist of 4 modules, each related to the idea of happiness in its unique way and carried out based on the Project Cycle Stages: investigating, planning, taking action, and evaluating. Each module will add to participants’ knowledge of happiness, including its benefits, sources, obstacles and threats. Apart from various methods of research and presentation of conclusions, participants will be encouraged to engage in non-formal activities as well as reflect and come up with solutions or indulge in artistic self-expression. Along with different forms of project work, it will develop their critical thinking, research, communication, collaboration and self-management skills. The variety of products to be completed will demand motivation, positive attitude and responsibility. All those skills are necessary for academic performance and professional career. In the first module, the participants will explore the concept of happiness in different fields of knowledge and will work out a recipe for happiness. Along with their individual perception of happiness, backed by results of a diagnostic survey they will undergo, participants will formulate their algorithm for happiness. The response to the investigation part will be also workshops on happiness-related issues like life balance, body image, mind-shift.In the second module, the participants will find out how stress might shatter happiness and learn how to cope with it to not let it hinder their self-development. It will be achieved through research on stress, its sources and possible repercussions, including interviews with specialists recorded as podcasts and blog entries, where students will share their experiences and consequences they suffered. Students will also write the set of guidelines advising on stress management while all participants will take part in workshops.In the third module, the focus will be on the unavoidable risks of our interference with the natural environment that puts some strain on our experiencing of happiness. Humans are part of the ecosystem and our intervention has an irreversible effect on nature itself and our physicality and mentality as well. The results of the investigation, including meetings with university staff and researchers, will be gathered and diversely presented with panels recorded as podcasts, whereas as an action students will take up an artistic challenge in order to praise the advantages of people’s living in harmony with nature. A ‘Model United Nations’-styled conference will be organised so that students can reflect on the question of the natural environment even more while some will give a speech as ‘goodwill ambassadors’.In the fourth module, students will become advocates of change, activists, promoters of personal development and global change of mindset. Inspired by the previous modules, they will act as writers and speakers when delivering their speeches at a school TEDx-like conference. We will all leave a message for future generations in the time capsules.During the project it is intended to create a project website, organise workshops, panels on relevant topics, conduct surveys for continuous evaluation, set up an eTwinning website; students and teachers are going to use cloud computing and ICT tools to prepare presentations, posters, podcasts, blog and social media posts etc. All the results will be shared on the open license (CC-BY-SA). At the end of the project students are expected to:1. confidently and critically use the variety of ICT tools to create podcasts, posts, posters, presentations, infographics, surveys, tutorials etc2. communicate their ideas and opinions in English in a variety of forms (written, oral, formal and non-formal), develop awareness of intercultural understanding and demonstrate positive attitude and appreciation of cultural diversity3. identify needs, initiate, plan, manage, execute and evaluate actions with an awareness of possible implications that come with them, assuming different roles and developing motivation and determination in achieving goals4. explore different teaching and learning techniques and develop new teaching strategies that will be implemented in the partner schools5. cooperate transnationally with partners and nationally with local partners and institutions, especially university staff, researchers, psychologists, coaches."

The project A Cup of Creativity in Educational Process brought together schools of secondary education from four European countries: Slovenia, Italy, Greece and Portugal. All the schools observed the need to include creativity as a competence, intercultural, linguistic and digital competences in educational process. All partner countries have developed diverse social habits connected with drinking coffee, tea and milk, which served as the basis for researching and creating. The objectives of the project were: inclusion of creativity in learning and teaching, development of social and intercultural competences and the change of teacher's as well as students' perception of creativity and its evaluation. The core project teams at each school consisted of four teachers and six students. In order to achieve the goals, there were national and four international learning activities in the time period of 24 months. In each initial activity, the students researched their local environment. The preparatory activities were followed by international learning activities, where the findings were presented in international groups. What is more, they served as the starting point for cooperative creative activities – the research of characteristics, habits, culture and economy of each country, and presenting them as a lesson plan, a video or a visual presentation to be used educational process.Each international activity focused on a topic that was agreed upon by all partners as the most suitable for their environment: the meeting in Ptuj focused on languages and cultural awareness, introducing the participants to the period of the Middle Ages and Baroque. Kavala hosted the second meeting, whose topic was history and art. Torino provided the participants with the environment where science and entrepreneurship can flourish. Caldas da Rainha focused on multimedia and the activities connected with it. The teachers exchanged examples of good practice and included creative approaches in teaching. Thus the methodology followed the pattern: researching/learning – creating – presenting/use of results.During the project, the website was being created, which now comprises the tangible project results: an online resource pack of creative material for classroom use, created by the participants, which comprises creative lessons for English, History, History or Art, Literature, Mathematics and Geography; a collection of guidelines for assessment of creative activity, created by the teachers, the findings of the international research of beverages drunk from a cup, and a gallery of posters, drawings, paintings, design produced by the participants. The website also represents an exhaustive diary of all project activities, including tools for monitoring and evaluation, dissemination activities and use of results.The activities and the impact were evaluated with tools created during the project. Thus, at the project's completion, all four participating institutions observed an increased awareness of their creative potential among participating students, the positive change in their perception of partner countries as well as the novel perception of their homecountry's ingenuity, attractions and heritage, improved interpersonal skills and the ability to actively contribute to the work of (an international) group, improved presentational skills and self-confidence, and new pursuits in the field of ICT, particularly in the field of video-presentation projects. The teachers began including creative material in their lessons, either the project results by created students or their own creations. The new approach to creative teaching was the inclusion of creative projects as homework activity. In each partner country, the most remarkable impact of project activities was observed on school, local and regional levels. Teachers at partner schools and at primary/secondary schools in the region were willing to try out the project results as soon as they were disseminated, already in the duration of the project. Local cultural organisations, craftsmen and entrepreneurs were actively involved in the project activities, in turn, their activity was presented to the international audience.Creative activities did not end at the project completion: the website remains active and is upgraded into an online collection of examples of creative approaches in education. Schools to which the project results have been disseminated use the material and/or add their own creations. An e-mail address was created, allowing all interested teachers to comment on the results or their use of results and approaches. The cooperation between the participating schools and the local institutions involved in the project activities continues in the future.