Project Contents

eTwinning Closing with an Open Twinspace



Hi dear friends, 



Today, I tried to count the produced materials in these pages, and it is approximately  1000 !  (pics, docs, slayts, videos, presentations etc. )


I thought the participated students in each material, and it could be as 10 for each material from the point of its mean percentages.


And it makes the student-member number of this project  at least 10.000 !


From the point of member teachers more than 200, with regarding the attented students in these pages by their teacher's contributions, as it is possible to guess approximately 1000 students from each school,  all these make approximately 200.000 attented minds for our durations to support the Japanese people. 


However, even to the approximated numbers of these project-pages, the real huge and wonderful and warm and definite reason for a big success of this project, would absolutely be its effect for a smile of a small eye in Japan!



Thanks a lot dear Atsuko Akamatsu, for your efforts to provide the realisation of this final stage. 


Thanks a lot dear member-teacher friends, for your efforts to provide the realisation of the duration stages.


Thanks a lot dear students.






(ps: Even eTwinning-door will be closed in this week, Twinspace doors and windows will be open.)



aydın sarıkaya


A Letter For Natural Disaster in Japan

It is an earthquake or tsunami or nuclear reactions, but a natural disaster can also be not to aware and be ready for all disasters. Words are the most effectual tools in these manners which may need and share with others, to struggle and resist against all difficulties and problems. Even it may change according to the situations of the problems, the underlined essential case is to know, to share and to feel that nobody is lonely. Hence to prepare a context of a letter for the people in these disasters, would underline everybody that nobody is lonely, in every manner. The writers, as schools pupils etc., of these letter would share the text in english and native languages.


While using english language and ICT abilities, pariticipants also would use their native language and values in order to share what they feel and how they resist against difficult times. Textual constuctions are aimed by the school names, teachers and pupils as well. The stages would be a support moment which is realised by the conditions of each participant level.


By awaring natural disaster, participants underline the  values of environment and nature. Disasters in Japan as earthquake, tsunami and nuclear reactions are the main model themselves in this context. Hence, what japanese people have experienced nowadays is itself the subtitles of letters, by entitleing what they live in their feelings. By this framework, the participants care about japanese people experiences and feelings, which are the possible events in their daily life. By this durations, participants get and underline  the conciousness and values of needs in the possible disasters. And they share all by using ICT technologies, in different forms. The realisation of final stage is to share all by the education institutions in Japan in their hard stages.


To realise the importance of the values and conciousness of supporting eachother, in the minds of the pupils and people in difficult times. For this, to underline the environmental and natural disasters by constructing the textual content of the resistance and conciousness of feeling against difficult times,for everybody, which would be simplified as a short message that nobody is lonely. Hence having the ability for to aware to save and to share them.

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In order to share "togetherness" in difficult times, what can be shared? An earthquake, then a tsunami and then a nuclear radiation. But the worst would be to feel being lonely. Even this project is going to be constructed by the words, the base is within the digital system. Hence, the words can be with visual materials, voice and video files as well. However, the essential case would be about to share and communicate with the japanese people. but in order to think and formulate it, first of all we should realise the amount of materials, written, drawn,photo, video etc. with the aim of sharing and communicating with them. (
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A Letter for the  Pedagogy of Disaster*

In the history of science, while the methodology of paradigmes has been developing on the ability of thinking and logic rules, the underlined reality within the recent methods of training and teaching, is the feeling conciousness and values that should not be less important than these. 
Against the natural disasters which seem as a difficult paradigme of today’s reality, the solidarity feeling increases in this framework of scientific, artistic and projective productions of social sciences.
The experienced flows of knowledges and effects within this solidarity feelings, can also construct the contextual structures of formal experiences and learning, for the young generations. The social sensitivity as a response to the natural disasters in the different areas of world, is a sign for this.
The last earthquake and tsunami disasters, inform the young generations of the order of new techno-world, about the future which would be given them as an heritage. The thematic dimensions of this heritage, show the hard titles of responsibilities for young generations.
How is the realisation of durations in the education institutions of today’s socaities, about the teaching and training programs which reflect the necessary techno-structure and curriculums in order to prepare them for this responsibility? 
Rather than answering this question,  the aim of this article is to share an underlined point as a sign of a social sensitivity against the stages in Japan where almost all possible dimensions of a disaster which  mentioned above, has been experienced in March,  within the webpages of a project entitled as “A Letter for the Natural Disasters in Japan”, by the international European school and teacher members of a network portal.
Especially, within multilanguage and multinational communications, in the realised pages the supportive feelings has been aimed, produced and shared by more than twenty European countries together with Japanese schools which were mainly introduced by a teacher from Tokyo.
While the messages, themselves, contruct a referance for understanding  of what goes on, they are also the possible necessaries against similar disasters in the future of the teachers and students who contextualize  “letter”  in the title of the project at “  “ url adress, at the same time, the same messages share the supportive feelings of the words for Japan that “ they are not alone ”, for the Japanese people who are, just for now, the “reader” of these messages.
 The social, artistic and scientific examinations of these letter studies by the teachers with their students around the schools construct, in themselves, at least the picture or an example case for the preparing the responsible and sensitive young generations.
By Aydın Sarıkaya, (2011), "Felaketin Pedagojisi İçin Mektup" , in Eleştirel Pedagoji, Periodic Journal,(tr) No:15, Mayıs-Haziran, Published in Ankara, Turkey, Pages:59-61