The Classes on The Moon

We planed to overtake the need for experience exchange in the field of distance teaching that has been imposed by the pandemic. In the next ten years, was predicted that there will be a new...

Our teachers increased the teaching skills with the help of CODING and ROBOTIC trainings although they have monoton business approach and burnout syndrome because of teaching lessons by using traditional methods before this education. Catching up with an educational environment in which lessons are more efficient, so the students wantto be active participants and with the integration of the technology which was a necessity of our future, contributed to our teachers professional development and motivated them. and their computer skills developed through the English and Basic Computer trainings in LTTs. So our teachers: - increased interests in digital lessons (Maths, Science, Computer Sciences,Languages, etc) by making them mored attractive and more comprehensive with the help of robots, - learned CODING and ROBOTIC Programming language and also how to oparate it, - started to use computational thinking approach in their lessons , - Our education level was internationalized. - Algorithmic thinking was realized, cooperation with ICT teachers was provided, and students' problem-solving skills were developed in real life. - Teachers gained awareness about learning environments using coding / robotic tools and their mentality, etc.

We planned to implement training activities, where teachers shared their experience in a bi-directional flow from/to secondary and VET schools, providing synergy between different educational levels. There were various outcomes planned. General activities were as follows: 1. LOGO of project - the first international contest was focused on development of a logo for the project. 2. QUEST - multilateral questionnaire regarding both cultural and STEM topics which showed partner schools and also represented the national approaches in this field 3. STEM CALENDAR – the International calendar presenting STEM achievements for all partner countries . 4. INTERNATIONAL STEM JOURNAL – Every partner was responsible for creating 80 references during the project time. All of these references were tagged and cross referenced. They consisted of scientific, technological, engineering and mathematical achievements at national levels. 5. WEBSITE– Work on the project was followed on the project website; 6. Guide= lessons and activities book: A guide was created and published based on teachers' activities throughout the project. 7.E-twinning project: during the Erasmus project. By having more effective and entartining lessons, all teachers increased the active participation in lesssons so the students’ right answers increaded in university entrance exam.

We developed a good practices guide, a project website, a platform with materials for teachers; presenting practical ideas to teachers showing how to include technolohy in lessons, -We encouraged basic education about Robots and programmable machines, - We met different programming languages, -we introduced Coding and present Robotic usage in education tendency in today; - we presented new methods in Coding such as problem solving, object analysis, scale usage; - we improved active and constructive participation in classroom by using Coding and Robotics; The number of teachers joining in Europe Mobility Activity transfered their knowledge to other teachers in our organisations with the scope of spreading their knowledge and the number of qualified teachers in this field is at least 75 percent . All the project activities, theoretical as well as practical contents were included in the guide which constitute a valuable material to be distributed to schools in the regions and the countries involved via web, hardcopies and direct dissemination sessions.We also promoted the project outcomes within our non-school communities. Students enriched their skils as a result of this project.