Schools throughout Europe are experiencing more and more problems at school with social media (cyber bullying, exclusion, sexting, misinformation (fake news) …) There seems to be a lack of moral use of these media, pupils are not aware of the consequences of their online behavior nor towards others as towards their own online image. Schools, teachers and parents don’t really know how to react, in what manner they can interfere or how to cope with problems relating from the online activity. It is hard for schools and pupils to find the right balance on how to deal with these social media (what should we put online, what can we like or not, what can be future consequences, how do teachers need to react, how can we use these social media in a positive way…)Parents and students are also asking for our help in what way they can positively use these media both for personal and academic needs.In this project all of these schools want to work on the empowerment of the students because we believe if we can strengthen our students in order to prevent future problems, we can reach the best possible results. We deliberately are working with students of the age group 14-15 because this is the age group where most problems seem to occur, possibly linked to their puberty and 'new liberties' they gain. We have gathered five schools spread all over Europe with all different contexts but all experiencing the same issues. All schools are already working on this and are using various techniques on how to deal with this. All of these schools have specific strengths in working on these theme and can make each other and possibly also other schools stronger on this topic.This project meets the horizontal priority of ‘social integration’ because it delivers good practices on working on digital well-being of pupils, cyber bullying etc. We also will be taking our time to inform and work with students on matters as disinformation through the internet and fake news. Next to these 'threats' of the digital world we also want to learn what the educational possibilities of social media can be for us as educators. To do so first of all we will define what social media are and how they work. Therefore we will need to have sufficient knowledge of different social media and their opportunities and use. We also want to share basic knowledge on social media with parents so that they can also be informed on this issue since knowledge of what exists is a first step into dealing with the problems or opportunities that occur. We will do this in collaboration with the students who will inform their parents and peers.As a concrete result of this project we want to have an overview of good practices in these fields which can be shared with other schools throughout Europe. During the Transnational Learning Teaching and Training Activities we will try out all kinds of good practices on four topics 1.Communication Interaction: cyberbullying, sexting, exclusion from social media , peer pressure …2.Communication Cyber Image and reputation: How do we ‘make’ an image of ourselves? Do we know what our own image looks like? What are the consequences of that image? Do we think about our own/others safety? Is our cyber image futureproof? How do we define what is appropriate (and in what context)?3.Cyber Awareness: Trolls, click farms, user-orientated news, fake news, hidden advertising, product placement, influencing, nudging, GDPR, Cambridge Analytics and Facebook …4.Educational opportunities: How to use social media in the classroom? How to use social media as a school? Rules and regulations, access to digital media/wifi/cell phones, a code on social media at school… Off all these topics we will gather, share and try out good practices from all of the five countries. We will pour those good practices into a shareable format and publish this for all interested parties. Added to the mere summary we will also add the effects of the try-outs, what was successful, what wasn’t (and why) and in what ways have we adapted the good practices and support to implement these good practices in another (school)situation.As schools we also want to learn how we can adapt our policy towards social media both in our communication with students, parents and others and also in how we deal with the social media use of students and staff. We then of course will share our policy and in what way we have adapted it. In the long run we think that working on this project and changing the way we (staff, students) deal with social media can positively affect the well-being of staff and students both in school as at home. It can take away stressful situations and undermine possible threats. We also hope to being able to reach out to other schools in the same situation and support them by supplying them with accessible good practices.

"<< Background >>Our project intends for the youngsters of generation Z and their educators to manage and control technology and to so engage in activities jointly with their peers all around Europe, socialize and emerge as self-fulfilling individuals in the society by transforming their digital literacy to digital competences especially when we consider the long- term online education and we are planning to help the educators to fullfill their needs and come over their contemporary challenges.Digital competence is an evolving concept related to the development of digital technology and the political aims and expectations of citizenship in a knowledge society.The developed educational materials in our project is going to focus on creating a broad variety of topics including programming, video making, digital literacy, English, environment, culture, history, customs, hygiene and first aid and creating a device/approach that is easily usable to ensure wide implementation.To deal with the way in which new digital trends influence the underlying conditions for schools, pedagogy and subjects in the e-permeated society, a society also increasingly unpredictable and uncertain, not only “digital literacy” but also ""digital competence"" becomes not only a key factor in enabling participation in education, as well as employment and other aspects of social life, but also a means of gaining some understanding of the world. Collaboration between professional groups and networking between groups of schools - together with those from the creative and cultural sectors to stimulate European awareness and empower people of current and future generations- will contribute significantly to expediting the process. It requires some prioritizations for which the individual school managements must assume responsibility.We are going to try to introduce and share the good practices and experiences and create it as a sample and keep the sustainability within the project and after the project ends. Another specific objective of the project is to help the youngsters and their educators to thrive in their academic performance.We also aim at enabling them to become capable of managing the technology through digital competency development trainings, which we will be delivering on the basis the analyses that will be conducted jointly by project partners as a part of preventive actions, which is a significant means of combating addiction, and social support activities.It is the objective of our project to contribute to the upbringing of young individuals and their educators and the teacher trainers who:know how to prioritize and solve the problems they encounter in their lives, have learnt how to think systematically and develop plans, easily understand the logic of operation of digital devices, can correlate events and situations and separate bugs and errors in any given situation, and have high level of creating Computer literacy, media literacy, digital literacy and digital competence which are all concepts that highlight the need to handle technology in our digital age. However, when it comes to teachers’ digital competency, there is a need to develop a more pedagogic-didactic content for digital enhacessement in order to deal with the way in which new digital trends influence the underlying conditions for schools, pedagogy and subjects. In the e-permeated society, a society also increasingly unpredictable and uncertain, “digital literacy” becomes not only a key factor in enabling participation in education, as well as employment and other aspects of social life, but also a means of gaining some understanding of the world. We want to have the task of defining digital literacy and developing a framework and tools for digital literacy development in European educational settings.<< Objectives >>Critical, creative and selective competences have to be developed and trained in a targeted way and throughout the entire secondary school education. The need therefore exists for a broad initiative in terms of advanced teacher training courses, and it must be tied to the general professional didactic development process. Collaboration between professional groups and networking between groups of schools will contribute significantly to expediting the process. It requires some prioritizations for which the individual school managements must assume responsibility.planning.When it comes to introducing digital learning into the curriculum, educators can’t bury their heads in the sand. Instead, it is up to the government, online providers, parents, and teachers to work together to support and protect pupils online. Find out more how you can create a modern classroom to encourage digital literacy with a free, no-obligation. And we are planning to help the participants to gain the prospects of how to be a digital competent educator and supporter.The overall objective of the project is for teachers to learn how to effectively integrate technology in the classroom and ultimately reach the students to empower them to be creators of technology, rather than being only consumers.Also we would like:To become familiar with the Digital Competences for Educators and our European collaborative project that foster digital competence, such as Code Week, SELMA, or eTwinning.To explore different instruments and strategies to develop digital competence in their curricula and integrate digital technologies in the classroom.To discover innovative tools and approaches to increase student´s motivation, also via the use digital technologies.To develop teachers’ awareness and self-reflection about their digital competence by exploring tools such as TET-SAT or SELFIE.To become part of a community of enthusiastic teachers to interact, exchange, share best practices and participate together in the EU Code Week 2022 initiative.We are planning to create an online platform that will exhibit the best examples of creative and digital collaboration of works and will endure the sustainability during and after the project.<< Implementation >>A modern digital society educator must continuously enrich and complement their digital competence by working with the growing digital generation of aboriginal children in the digital society.To open up to the outside and thus move from a pedagogical project , there are many positive points:European mobility;Knowledge sharing and exchange of teaching practices for teachersAcquisition of new learning methods Improvement of language skills Discovery of new culturesTo train the teachers in each school of the country in open educational resources in school subjects—a single collection of digital educational resource.To raise the qualifications of teachers in e-learning methods, involving teachers in developing scenario lessons within the produced digital environment of the project, including basic ICT competencies of teachers in the professional standard of teachers.To enhance the program of developing a new system of teacher certification, taking into account the key competencies of active work in the digital learning environment based on the use of information training systems.To transform the schools in the digital environmentTo create: open educational resources (OER)Massive open online courses Educational platforms (learning management system/LMS)Electronic textbooks (smart book/e-book)Electronic libraries (e-library)Open licenses (e.g., Creative Commons)Mobile training and mobile educational servicesCloud educational systems and Internet services Web 3.0Digital video communicationsGlobal mediaAutomated management systems of educational organizations (e.g., the ACS of schools, “smart systems”)Electronic portfolios and personal electronic offices of participants in the educational process<< Results >>The traditional gymnasium/ school libraries and study centres must be transformed into the schools’ digital resource centres, and the professional librarians in the schools ought to be important players in the digital competence development. We will try to help the educators to gain these competences.Digital competence is an evolving concept related to the development of digital technology and the political aims and expectations of citizenship in a knowledge society. It is regarded as a core competence in policy papers; in educational research it is not yet a standardized concept. We suggest that it is a useful boundary concept, which can be used in various contexts.We expect to achieve the deep meaning that the essential component of digital literacy when it comes to the field of pedagogy is deep learning, of which there are six core skills: With collaboration, the participants will gain:1- the ability to work collaboratively with others, with strong interpersonal and team-related skills.2- creativity; being able to weigh up opportunities in an entrepreneurial manner and ask the right questions to generate new ideas.3- critical thinking, being able to evaluate information and arguments, identify patterns and connections, and construct meaningful knowledge and apply it in the real world. 4- European citizenship, the ability to consider issues and solve complex problems based on a deep understanding of diverse values and a European view.5- character; traits such as grit, tenacity, perseverance, and resilience; alongside a desire to make learning an integral part of living.6- communication; being able to communicate effectively through a variety of methods and tools to a range of different audiences.We expect that we will try to teach how to improve digital literacy at schools in order to: -collaborate with the colleagues around Europe-focus on the curriculum-create modern classrooms-make lessons digital-review the acceptable use policy: to ensure that everyone is aware of the online safety rules and expectations and establishing monitoring and evaluation processes to ensure - understanding of, and adherence to, online safety policies.-create digital ambassadors-engage the teachers and the students"

1. Context/background of project. The project introduced the problem of brownfield sites in the local environment in the classroom. In the partnership, there were five schools of different types, from Northern or Middle Europe, East and West, located in very different settlements. We approached the problem of brownfield sites in a way of education for sustainable development. We followed the interdisciplinary approach, as we included different school subject around one specific environmental problem. We developed independent and interdependent thinking about the environment among our teachers and pupils in a certain degree. 2. Objectives of the project. In the course of the project, our schools have developed cooperation in international environment among the pupils and the teachers of our partnership. We increased the level of using ICT by our teachers as well as by our pupils. With the involvement of natural scientific methods, we showed involved pupils how to estimate the health of environment in their local environment. Our schools got connected with various NGO-s, experts and government bodies from the field. We included more pupils with fewer chances in our project – we hope we avoid early school leaving by some of them. We certainly enriched the school culture of our organisations with strengthening the ties with the local community. 3. Number and profile of participants. We planned that in the core activities, up to eight teachers and up to 20 pupils from every school would take part. Since the school have different staff size, we couldn’t always ensure the envisaged diversity but we believe, we involved more pupils and teachers, partly thanks to extension of the project for a year. The selection of the pupils followed gender balance; we included some of those fewer opportunities. In the local activities and events, more pupils were included. 4. Description of activities: Initially five Learning Teaching Training Activities were extended with one at the end. The first one was the kick off meeting for teachers. The next five were mainly for the pupils. In the first one, they learned about environmental monitoring and big city brownfield sites; the second one made them familiar with natural habitat and small city brownfield sites; the third one trained them to work with ICT tools; the fourth one made them policy skilled and taught them about political actions. Because the last one was carried out virtually due covid-19 pandemics, we made the sixth one in Brussels: The pupils learned about the EU institutions and their politics. Besides that, we added various local activities and events, we conducted a survey, started a public campaign, with the cooperation of regional environmental NGO-s and environment monitoring research institutions. 5. Methodology, used in the project. Tasks should be equally distributed among the partners. Every school sets up one LTT activity. One is responsible for communication design, one for ICT, one for compilation and publishing, local events are in the responsibility of every single partner. There will be regular video conferences, regular activity checks every six months; the communication should be bundled up and be tracked in order to avoid overload and misunderstanding. 6. Not all envisaged results and impact were established. We raised the awareness about the brownfield sites in the local community. We did a survey on brownfield among pupils and teachers; we published a compendium of best practices, guidelines for dealing with brownfield in the school. We searched for solutions for brownfield sites in the local community; pupils understand the complexity of brownfields. Natural scientific methods are used by pupils; they can interpret the results; they can start a social/political action. 7. The potential long-term benefits. Brownfield sites in the local community remain in the focus of different school subjects included in the project. Usage of some ICT tools increased among pupils and teachers. Some teachers from our schools increased their international cooperation with smaller projects (eTwinning). The cooperation with the local community became more usual.