About isilgulmez

I am vice-principal also a computer science teacher in a high school. I am STEM coordinator of Bursa from Turkey. I have PHD degree on educational management. I am also an ambassador of Scientix. I am interested in integrating STEM subjects to learning. As a computer science teacher, i am participating and conducting national and international projects.



Food is a highlighting element of the cultural background of a country. Traditional foods are adapted to the elements that nature brings to people. Thus traditional food is an adaptation to the environment and plays an important role in the cultural heritage.


This is an eTwinning project in which Dr. Işıl Gülmez was co-founder with Guillem Amer (English teacher) who first had the idea of the project. We had partners from Turkey, Spain (Mallorca), France and Italy.

Our aim was to encourage students to promote their cultures through traditional recipes. We also aimed to practice the countable and uncountable nouns, the use of adverbs. In addition we aimed to promote the language exchange.


We used various technologies in our project. Tools such as Canva, Jamboard, Padlet, Flipbook, Google Documents were used in the project.

In order to evaluate the results of the project we used not only post survey but also Kahoot quiz. Within the scope of survey we also got opinions of students about the project. The opinions were shared in Wordcloud.


Our project included step-by-step recipes. It overlaps with the algorithm subject in ICT courses. Our project also used multidisciplinary approach that included various subjects.


Our project promoted key competences as well as STEM concepts. Thus our project promoted competences such as language literacy, Math, science, digital and entrepreneurship.

math competence

In our project students used quantitative data such as weight and time. In addition they used figures, numbers.

scıence competence

Students made experiments and observations of physical and chemical changes in their kitchen while cooking. They also could to do

dıgıtal competence

Students used algorithm when they were working with step by steps the recipes step by step. They also used web 2.0 tools in the project hence promoted digital competence.

Learning to learn competence

Students shared their works and got feedbacks from others. These feedback allowed them to reflect on their own works which helped them to improve themselves.

Entrepreneurship competence:

Each group had a word on how to do the tasks. Students took responsibilities of their own work in creating new contents.

Social and civic competence

Colloborative works in project promoted students’ communication, empathetic thinking and their respect others’ values and opinions. 

Cultural awareness and expression competence

On the whole of the project in which we teamed up with different countries, we learned about different cultures. We found out similarities and differences. We also learned to respect other cultures. 


In conclusion, project improved students’ collaboration, motivation, digital, social skills and cultural awareness. Results of surveys revealed that partners liked the project. To sum up our project reached its goals.

Link of the project: https://twinspace.etwinning.net/209731/home

A Human Network That Shares Its Knowledge To Better Understand the Internet

“A Human Network That Shares Its Knowledge to Better Understand the Internet” is an eTwinning project which was conducted with partnership of Turkey and France. In this project two teachers worked as co-founder; Dr. Işıl GÜLMEZ from Turkey and technology teacher Jean Philippe VIALA from France.

A Human Network That Shares Its Knowledge to Better Understand the Internet eTwinning project

The aim of the project was to enable students to comprehend computer networks. The project also proposed to teach students web 2.0 technologies through games and animations they created using Scratch. Partners generated images to illustrate the Internet network as part of the project’s scope. They created animations related to Internet networks as well. This project had several stages for making tasks clear for partners. Stages are as follows:

Stage 1

Firstly we tried to create a design to compare a human network and a computer network in a symmetrical way. Our students were divided into teams. We started by introducing the teams with the design of a team-building slogan. To do this, each team designed a word cloud with the slogan of each other team.

Secondly partners chose a network topology for building networks. Next they designed a different word cloud in which they wrote the first names of team members. They used a background image that matches network topology they chose. Afterwards each student in teams made a presentation of themselves using Scratch tool.

In addition, teams attempted to build an animation that included a conversation in order to learn phrases related to a network device or network language. They did this by using Scratch to design characters. One of the characters asked questions about the network the other responded.

Stage 3

Finally, each team designed an evaluation using Scratch application in which each teams suggested one or two questions on the topic. Finally we conducted post-survey to get opinions of partners about the project. The results showed that partners liked the project. Besides the results showed that the project motivated students to learn more about the subject. In conclusion we can summarise that our project reached its purpose.


Augmented Reality of Social Activities – STEM Discovery Week 2019.

A teacher asked students to solve a problem using technology. Students said that no one reads texts on school boards so they planned to add some interaction to school boards.


Our students researched the ways to interact with photos and text on school boards. Then they came up with the idea of using augmented reality. They used some tools and chose ROAR tool to implement in this project.

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Natural Resources (STEM Discovery Week 2019)

We have organised the STEM Discovery Week 2019 activities in 6 Nisan Anatolian High School. I am going to write about my experiences connected with the activities of bioeconomy.

What is bioeconomy?

Students watched a video about bioeconomy, “The Bioeconomy starts here!” https://youtu.be/2xvXkOMRTs4. Teacher defined bioeconomy as the production of renewable biological resources and their conversion into food, feed, energy, chemicals and other materials. The EU definition of bioeconomy is “sustainable production and processing of biomass for food, health products, fibre products, industry, and energy”

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Solving problems with use of technology

My students determined a problem and solve it using robotic technologies. I presented renewable energy resources to the students.  I used a web page https://goo.gl/RmHNp2 and asked students to design a model which will use a windmill or a solar battery to produce energy. Students designed models and presented them in a class. Students thought how they can produce energy.

STEM Week 2019 Solving Problems Using Technology

Our activities: https://youtu.be/lFt9BD5EXvM

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