Mathematics, besides having a significant history, is one of the oldest sciences in the history. From past to present, lots of developments have been occured, and this science has become an inseperable part of our daily lives. Mathematics, having this importance troughout history, is infamous for the concern and fear to which is felt by students in not only Turkey, but worldwide. Mathematics is considered to be a hard area for not only students to learn, but also instructorsto teach. (Öcalan, 2004)The purpose of this paper was to analyze the results of the Programme for International Student Assessment (PISA), which is an internationally standardized assessment that was jointly developed by participating economies and administered to 15-year-olds in schools. PISA, which is administered by the Organization for Economic Cooperation and Development (OECD), aims to find answers to the questions such as “whether students are well prepared for future challenges, whether they can analyze, reason and communicate effectively, and whether they have the capacity to continue learning throughout life”. In this paper, the performances of Turkish youngsters who took PISA exams were investigated. According to the results of this investigation, Turkish educational system was evaluated. The limited developments which are thanks to the positive individual participation of the partners can be observerd by checking the PISA results according to years. According to the academic research, the highly successful countries about mathematics are providing: firstly teacher raising programs (Simola, 2015), making the use of technology and information effective and studies of extensification of them and by means of regulations to make students feel at home, providing equal education opportunities. (Kivirauma & Ruoho, 2007) So as to give the countries the chance of making the necessary regulations of their educational programs, making up the deficiences, and seeing their success internationally; our project is to be conducted. Main purpose of the project is about success of students in mathematics.In our project, we have 3 national and 4 transnational partners. The national partners are Hacettepe University Informatics Institution, Necmettin Erbakan University Mathematics Department and FEDA Education-Informatics Corporation. The transnational partners are IDEA Education from Czech Republic, BragaMOB from Portugal, Pangeaeducation from Poland and Istituto Comprensivo Castel Frentano from Italy. In our project, there will be 5 TMs and 5 LTT activities. All the activities implemented in the project will be predicated on cooperative study method. The methods and the activities they will be implemented within the context of project can be listed like learning by practising and experience, case method, role-playing, brainstorming, snowball method…etc. The main purpose of the project is, by means of alternative approaches, to improve the partners' current mathematics education. Another effect that is to be reached with dissemination events is, in accordance with the aim of the project, creating regional awareness.By means of creating a web site, educational softwares with different learning enviroments and interesting learning activities and enviroments with game-basis in it; an open access output will be provided for all of the participants and those concerned.Moreover, with the activity handbook for teachers, instructors will have alternative mathematics book to implement in class. This book will consist of six chapters, and will be prepared by an academic editorial. This book will be an efficient educational source due to having gathered educational experiences of the participants, as well.

<< Background >>The Covid 19 crisis has highlighted the major role which adult learning can play in achieving the European Education Area (EC,2020) goals.Education and training at all levels should equip people with the digital skills, but also other competences, such as entrepreneurship and learning to learn, which are needed to navigate in the labour market transformed by technological change which has been introduced as one of the six dimensions of European Education Area (EC,2020) which is introduced by the European Commission to establish a reinforced approach to ensure the achievement of Europe.Digital literacy is a must, the more so in a post-Covid-19 world. Practically all further learning and jobs in all sectors will require some form of digital skills, yet on average two in five Europeans aged 16-74 are lacking these skills.Education and training at all levels should equip people with the digital skills, but also other competences, such as entrepreneurship and learning to learn, which are needed to navigate in the labour market transformed by technological change which has been introduced as one of the six dimensions of European Education Area (EC,2020) which is introduced by the European Commission to establish a reinforced approach to ensure the achievement of Europe.Unlike the compulsory school system, adult learning is a voluntary commitment based on high levels of motivation and proactivity. This presents more of a challenge for education providers. Efforts must be made to continuously develop innovative methodologies and tools in order to engage adult learners in improving their skills and competences.The project aims to develop an innovative multilingual Digital Competences Development System fully compatible with the European framework DigComp 2.0 for adult educators by providing them O1:Self-assessment and recommendation tool for e-skills (SERT) O2:An open online course (OOC) about teaching e-skills<< Objectives >>In 24 months, in a collaborative and cross-sectoral way, the partners from Belgium,Turkey,Austria and Slovenia will pave the way for more tailored solutions for overcoming the barriers to:-Provide guidance and resources for adult educators across Europe on training low skilled adults on how to use ICT tools and digital methods to better deliver e government services -Provide skills to access public services online, which for elders means to keep up-to-date personal competences and transversal skills, leading to a significant step towards active ageing. -Define/develop a self-assessment tool for digitisation of low skilled adults in order to effectively use e government services -Train low-skilled adults and develop their competences in digital skills through a gamified web-platform hosting an interactive online step-by-step web tool to guide target group users in learn digital skills,connected to Open Badges System (OBS) to be tested/complete through two specific training sessions during the project life time<< Implementation >>The project will implement two project results, five Multiplier Events and three transnational projects to support 7 work packages.All these will result in the realization of the project aims.WP1 Project Management to ensure that the project meets its objectives within budget and scheduled timescales. WP2 to develop project result 1-Self Assessment Tool tailored to the needs of adult educators to provide them self assess competencies to train low skilled adults on digital skills.WP3 to develop project result 2: Open Online Course to teach e-skills including an innovative method (gamification) to support adults learning through increasing their motivation and engagement. WP4 Dissemination and exploitation to carry on the regular activities of the work package concerning communication and information through the participation to different meetings with the target group and the stakeholders and to write regular reports on E-Skills.WP 5 Quality control and monitoring to monitor the efficient progress of the activities towards the scheduled milestones and deliverables, and to monitor the quality of the results generated and disseminated in line with the application form.WP6 – Sustainability to assure the assessment of the elaborated sustainability plans.<< Results >>R1 SERT:Self-assessment and recommendation tool will be developed to provide educators with an overview of low skilled adults’ digital competences in line with the DigComp Framework.R2 OOC:A Multilingual e-learning platform , with innovative e-Learning courses and OOC on ICT-based teaching methods for educators working with adults will be developed. Online courses will aim at facilitating that trainers acquire the necessary skills and knowledge. The online materials developed will be able to be re-used and adapted.R3 5 Multiplier Events for 250 participants:To disseminate the project and support the development of the two project results, 5 Multiplier Events will be held for 250 participants in 4 partner countries. Intangible results (both during the project lifetime and after its end) are the following:-Raised digital competences for low skilled adults in becoming socially integrated.-Increased digital literacy of adults;-Better accomplishment and personal satisfaction into adults’ lives leading to a more active and healthier 3rd age;-Developed and tested training program and e-learning and e-assistance tools tailored to provide the specific skills and support needed to digitally access the public services-Effective methodology for high-quality work with adults in 5 European countries and beyond by applying confidence-building approach and using interactivity;-Knowledge and experience gained by partner organisations in the field of transnational cooperation, project management, innovative practices to inclusion of older people;

Context/background of the projectThis professional development project supports interactive approaches to language teaching with technology. It took a collaborative action research approach with researchers, teachers and learners of all ages creating open educational resources to support language teachers in integrating a variety of new technologies into effective communicative and task-based language teaching. The project: a) involved project teachers in in-depth and ongoing collaboration and reflection on how language teaching can promote language acquisition; b) used on this work to create a new multi-lingual open education resource [OER) website portal (www.itilt2.eu) with videos of real classroom practice; c.) created associated e-resources and library including examples of technology-mediated teaching practice, d.) piloted an online community of practice to explore and record innovative practice in language teaching using technology. The iTIL2 project built on the highly successful iTILT (interactive Technologies In Language Teaching) funded by European LLPs (KA2 Languages), which focused on using the interactive whiteboard (IWB) for teaching foreign languages. Extensive resources, including videos from real classrooms, were hosted on the original project website (www.itilt.eu). With this background, iTILT2 built on a well-designed open educational resource and an experienced team with complementary skills & a successful collaboration. The iTILT2 project developed and extended our existing work and further supported language learners and teachers in making the most of the acquisitional opportunities offered by educational technologies. iTILT2 moved beyond the IWB to focus on developing effective teaching & learning of second languages with a much wider range of new and emerging interactive technologies (such as iPads, tablet PCs and videoconferencing software), both independently and in combination. The data collection/professional development cycle included extensive teacher development involving researcher input and peer collaboration using face-to-face and online spaces, followed by two iterations of classroom filming and participant interviews. ObjectivesThe objective of iTILT2 was to promote effective foreign language teaching and learning by supporting teachers in their integration of a variety of interactive technologies into communicative classroom practice. This was achieved by producing a multilingual web site, hosting videos and other project resources for the professional development of primary, secondary, and higher education teachers and lecturers. Number and profile of participating organisationsThere were 6 partners (2.1 below), all of whom had worked together previously on the first iTILT project. The team had a very wide range of expertise, including university teaching, research, teacher-training, consultancy and skills in dissemination. Description of undertaken main activitiesWe used an approach developed & refined during the first iTILT project based on collaborative action research, involving videoing classroom teaching and video stimulated reflective dialogue to include teacher and learner perspectives. This ensured the project was grounded in current classroom practice, but also reflected the research team’s expertise in effective language teaching with technology. This collaborative approach was used throughout the project & was a strong feature. We organised 3 multiplayer events to promote the project, findings & resources. Results and impact attainedThe project successfully developed, promoted and disseminated new and innovative practice in supporting interactive language teaching in diverse European languages using ICT. We produced an open educational resource multilingual website (www.itilt2.eu) to host O1-4: 117 video examples of the use of interactive technologies in second language teaching; a professional development e-resource; 3 mini-guides; online library. In collaboration with teachers, classroom activities were planned, videoed, edited & tagged to produce video examples of real teaching situations. Teacher and learner comments were used to help illuminate the video resources in primary (UK, FR, DE) and secondary (BE, FR) schools and tertiary education (TK, FR, DE), with resources in five languages. In addition, we worked with teachers to produce a professional development e-resource, pilot an online community of practice and produced three mini guides in e-book format. The web site also allows users to search a wide range of videos from the different sectors and to the ability to download our resources and find a range of other technology-related language teaching materials in the selected languages. Evidence form the multiplayer events (4. below) shows the positive impact on the teachers involved. As the resource is web-based it provides a resource which can be freely accessed anywhere with an internet access.

<< Objectives >>The vision of the project is a society in which girls confidently lead in STEM entrepreneurship and contribute to their community and the economy.The main objectives of this project are:1. Promote access to and retention of women in STEM higher education at all levels.2. Promote gender equality in career progression for scientists and engineers.3. Change perceptions, attitudes, behaviors, social norms and stereotypes towards women in STEM in society.<< Implementation >>1. Developing an e-platform for mentoring.2, Collecting a wide range of information on STEM studies and career choices.3. Videos involving STEM promotion.4. STEM cafes stories promotional activities, both in STEM Laboratories and with a role model.5. Conference in Ankara: Women in STEM.6. Development of guidelines on integrating gender perspectives in teaching.7. Training on integrating gender perspectives in teaching in Rijeka.<< Results >>1. E-learning platform- a digital tool for mentoring girls and young women.2. Guidelines on integrating gender perspectives in teaching, intended to increase awareness of gender bias, particularly unconscious and unintentional bias held by individuals in academic sense in STEM fields.3. Impact on getting girls into STEM subject studies. By the end of this project we expect increased number of females enrolling in STEM subject studies on the partner universities.