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We organized netiquette and copyright activities.

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We organized netiquette and copyright activities.

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Student Introduction Ela YU.-Yeşim YILDIRAN/Namık Kemal Secondary School, Çanakkale, TÜRKİYE

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At that time, my last name was Ulusoy. Later, my last name changed. My last name is Yıldıran now. I would appreciate it if you pay attention to this.

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Student Introduction Bade YU. -Yeşim YILDIRAN/Namık Kemal Secondary School, Çanakkale, TÜRKİYE

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Student Introduction Taha YU. -Yeşim YILDIRAN/Namık Kemal Secondary School, Çanakkale, TÜRKİYE

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We participated in student, teacher and parent pre-tests.

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We participated in student, teacher and parent pre-tests.

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We did activities about e-safety. I made a presentation to my students about safe internet use. I had them watch videos. I told them what to pay attention to when doing research on the internet. They also paid attention to my words.

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We did activities about e-safety. I made a presentation to my students about safe internet use. I had them watch videos. I told them what to pay attention to when doing research on the internet. They also paid attention to my words.

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We had a logo design activity. Ela YU. from our team designed our logo. As a teacher, my first task in the project's task distribution was to conduct a logo selection survey. I conducted the logo selection survey using Google Forms.

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We had a logo design activity. Ela YU. from our team designed our logo. As a teacher, my first task in the project's task distribution was to conduct a logo selection survey. I conducted the logo selection survey using Google Forms.

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I uploaded the survey results to a QR code that redirects to Padlet.

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I uploaded the survey results to a QR code that redirects to Padlet.

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My students answered the questions asked to them via mentimeter.

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My students answered the questions asked to them via mentimeter.

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As Mixed School Teams, we researched world famous people. My 3 students were in different groups. They researched the people assigned to their groups. They used CHATGBT. I was one of the mentors of the mixed group Virginia Marie Ginni Rometty. We checked the work among the students. Ela YU. investigated Jeff Bezos.

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As Mixed School Teams, we researched world famous people. My 3 students were in different groups. They researched the people assigned to their groups. They used CHATGBT. I was one of the mentors of the mixed group Virginia Marie Ginni Rometty. We checked the work among the students. Ela YU. investigated Jeff Bezos.

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As Mixed School Teams, we researched world famous people. My 3 students were in different groups. They researched the people assigned to their groups. They used CHATGBT. I was one of the mentors of the mixed group Virginia Marie Ginni Rometty. We checked the work among the students.Bade YU. investigated Virginia Marie Ginni Rometty.

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As Mixed School Teams, we researched world famous people. My 3 students were in different groups. They researched the people assigned to their groups. They used CHATGBT. I was one of the mentors of the mixed group Virginia Marie Ginni Rometty. We checked the work among the students.Bade YU. investigated Virginia Marie Ginni Rometty.

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In order to introduce our culture to our project partners, we created visuals that are identified with our own country. In this way, we got to know the countries in the project better.Ela YU. drew and painted the Peribacaları.

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In order to introduce our culture to our project partners, we created visuals that are identified with our own country. In this way, we got to know the countries in the project better.Ela YU. drew and painted the Peribacaları.

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My students explained which country they wanted to go to and why through the video they shot. Ela YU. told us that she wanted to go to the England.

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My students explained which country they wanted to go to and why through the video they shot. Ela YU. told us that she wanted to go to the England.

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Ela YU. - Yeşim YILDIRAN/ Namık Kemal Secondary School, Çanakkale, TÜRKİYE

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My students explained which country they wanted to go to and why through the video they shot. Bade YU. told us that she wanted to go to the Holland.

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My students explained which country they wanted to go to and why through the video they shot. Bade YU. told us that she wanted to go to the Holland.

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Bade YU. - Yeşim YILDIRAN/ Namık Kemal Secondary School, Çanakkale, TÜRKİYE

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As Mixed School Teams, we researched world famous people. My 3 students were in different groups. They researched the people assigned to their groups. They used CHATGBT. I was one of the mentors of the mixed group Virginia Marie Ginni Rometty. We checked the work among the students.Taha YU. investigated Steve Jobs.

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As Mixed School Teams, we researched world famous people. My 3 students were in different groups. They researched the people assigned to their groups. They used CHATGBT. I was one of the mentors of the mixed group Virginia Marie Ginni Rometty. We checked the work among the students.Taha YU. investigated Steve Jobs.

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We took part in the group preparing a communication-themed school board or digital billboard. It was one of the joint works. Bade YU. in our team made our digital board on linoit and shared it with her friends.

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We took part in the group preparing a communication-themed school board or digital billboard. It was one of the joint works. Bade YU. in our team made our digital board on linoit and shared it with her friends.

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In order to introduce our culture to our project partners, we created visuals that are identified with our own country. In this way, we got to know the countries in the project better.Taha YU. drew and painted Mevlana.

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In order to introduce our culture to our project partners, we created visuals that are identified with our own country. In this way, we got to know the countries in the project better.Taha YU. drew and painted Mevlana.

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In order to introduce our culture to our project partners, we created visuals that are identified with our own country. In this way, we got to know the countries in the project better.The Trojan Horse was drawn and painted by Bade YU.

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In order to introduce our culture to our project partners, we created visuals that are identified with our own country. In this way, we got to know the countries in the project better.The Trojan Horse was drawn and painted by Bade YU.

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My students explained which country they wanted to go to and why through the video they shot. Taha YU. told us that she wanted to go to the Portugal

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My students explained which country they wanted to go to and why through the video they shot. Taha YU. told us that she wanted to go to the Portugal

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Taha YU. - Yeşim YILDIRAN/ Namık Kemal Secondary School, Çanakkale, TÜRKİYE

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My students drew and colored three emojis of their emotional states.

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My students drew and colored three emojis of their emotional states.

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We organized an event with the flags of our project partner countries. We drew and painted the flags of the countries in our project and displayed them on our school board.

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We organized an event with the flags of our project partner countries. We drew and painted the flags of the countries in our project and displayed them on our school board.

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We displayed our students' emojis on the school e-Twinning board.

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We displayed our students' emojis on the school e-Twinning board.

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We exhibited some of our work for e-safety on the school e-Twinning board.

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We exhibited some of our work for e-safety on the school e-Twinning board.

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We displayed the flags of our project's partner countries, drawn and painted by our students, on the school e-Twinning board.

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We displayed the flags of our project's partner countries, drawn and painted by our students, on the school e-Twinning board.

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Our students prepared their own emojis from the empty circles given to them. We displayed the emojis they prepared on our school e-Twinning board.

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Our students prepared their own emojis from the empty circles given to them. We displayed the emojis they prepared on our school e-Twinning board.

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We displayed the emojis prepared by our students on our school e-Twinning board.

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We displayed the emojis prepared by our students on our school e-Twinning board.

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As a joint product, we created an e-book called "I  Travel the World".  Taha YU. from our team told the story of the place he wanted to travel to.

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As a joint product, we created an e-book called "I  Travel the World".  Taha YU. from our team told the story of the place he wanted to travel to.

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Deniz YAPICI, Alenka Taslak, Aliye ÇIRAK, Ece Akkel, Elif Goktepe, Ercan Turgut, Gulay Apa, Yeşim Atıcı, Yeşim ULUSOY, Zeynep Turgut, eceakkel

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"SINIRLARIN ÖTESİNDE" - Free stories online. Create books for kids | StoryJumper

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StoryJumper book - "SINIRLARIN ÖTESİNDE".

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Taha YU. from our team talked about Portugal, the country he wants to go to, with its most important places.

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Taha YU. from our team talked about Portugal, the country he wants to go to, with its most important places.

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As a joint product of our project, we wrote the name of our project on Wordart. Bade YU. from our team created the letter "N" given to us.

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As a joint product of our project, we wrote the name of our project on Wordart. Bade YU. from our team created the letter "N" given to us.

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Bade YU. from our team created the letter "N" given to us. She used the names of our team members, our city, and our school's name when creating the letter.

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Bade YU. from our team created the letter "N" given to us. She used the names of our team members, our city, and our school's name when creating the letter.

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The final form of the letter "N" created by Bade YU. from our team.

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The final form of the letter "N" created by Bade YU. from our team.

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We shared our work on our school's official website and disseminated our work.

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We shared our work on our school's official website and disseminated our work.

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We shared and disseminated our work on our project's blog page.

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We shared and disseminated our work on our project's blog page.

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We shared and disseminated our work on our school's e-Twinning board.

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We shared and disseminated our work on our school's e-Twinning board.

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We created a collage of the works we did for our project.

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We created a collage of the works we did for our project.

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We prepared our brochure explaining our project.

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We prepared our brochure explaining our project.

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We prepared our virtual exhibition explaining our project.

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We prepared our virtual exhibition explaining our project.

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beyond borders 2025 welcome to our project end exhibition project team deniz yapıcı - namık kemal secondary school, Çanakkale/ türkiyeyeşim yıldıran -

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I filled out the certificates prepared for the teachers and students who took part in the project in the link provided.Teacher certificate.

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I filled out the certificates prepared for the teachers and students who took part in the project in the link provided.Teacher certificate.

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At the end of our project, our students explained the benefits the project provided to them. Ideas from Bade YU. in our group.

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At the end of our project, our students explained the benefits the project provided to them. Ideas from Bade YU. in our group.

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Bade YU. - Yeşim YILDIRAN/ Namık Kemal Secondary School, Çanakkale, TÜRKİYE

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Ela YU. - Yeşim YILDIRAN/ Namık Kemal Secondary School, Çanakkale, TÜRKİYE

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Taha YU. - Yeşim YILDIRAN/ Namık Kemal Secondary School, Çanakkale, TÜRKİYE

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I have filled in the benefits of the project we worked on for me as a teacher below. "Beyond Borders" helped me collaborate with teachers across Europe, gain intercultural awareness, and improve my digital skills. Using Web 2.0 tools, my students and I created digital content and learned together. The project supported my professional growth through eTwinning trainings. It made learning engaging and fun. This journey opened new horizons for both me and my students.

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I have filled in the benefits of the project we worked on for me as a teacher below. "Beyond Borders" helped me collaborate with teachers across Europe, gain intercultural awareness, and improve my digital skills. Using Web 2.0 tools, my students and I created digital content and learned together. The project supported my professional growth through eTwinning trainings. It made learning engaging and fun. This journey opened new horizons for both me and my students.

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After completing the project, we asked the parents of the students who took part in the project to write their opinions about the project.Ela YU.'s mother's thoughts are as follows:

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After completing the project, we asked the parents of the students who took part in the project to write their opinions about the project.Ela YU.'s mother's thoughts are as follows:

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Bade YU.'s mother's thoughts are as follows:

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Bade YU.'s mother's thoughts are as follows:

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Taha YU.'s mother's thoughts are as follows:

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Taha YU.'s mother's thoughts are as follows:

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“BEYOND BORDERS” - Free stories online. Create books for kids | StoryJumper