Teacher networks for professional development -the case of eTwinning
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Transcript of Teacher networks for professional development -the case of eTwinning
Teacher networks for
professional development -
the case of eTwinning
Dr. Riina Vuorikari
European Schoolnet
National Agency for Education (Skolverket) Stockholm, Sweden
21.11.2012
• Created in 1997, based in Brussels
• Network of 30 European Ministries of Education
(MoE) or National Educational Authorities
• Transforming education in Europe
European Schoolnet (EUN)
Outline of this presentation • eTwinning
– What is eTwinning?
• Teacher networks – What are teacher networks? – What is teachers’ co-operation?
• Different scenarios for 2025
• Concluding remarks
What is eTwinning?
A Lifelong Learning Programme initiative - within Comenius
Launched January 2005
2005-2008 Phase 1
2008-2013 Phase 2
2014 Entering Phase 3 - within « Erasmus for all »
the portal www.etwinning.net
is the heart of
eTwinning
1983 schools 3907 eTwinners
in Sweden
eTwinning offers:
1. Cross-border school projects • Using Information and Communication Technologies
2. Formal and informal professional development
• On-line: distance courses and online interest for teachers, • Off-line: Professional Development Workshops,
national meetings
3. Social networking tools
What are eTwinning projects?
http://www.etwinning.net/en/pub/news/news/top_european_2012.htm
http://www.youtube.com/watch?v=lE35aIQ71Hs&feature=youtu.be
eTwinning professional development
offers
13
PD on-line:Teacher Rooms
Designed as places to invite other people to discuss topics
PD on-line: eTwinning Groups 34 Groups now active
PD on-line: Learning Events
15
15 Learning events a year 20,000 + teachers involved
eTwinning as
a social networking tool
Social networking: Personal profile
17
Personal content
Contacts
Journal
Projects
eTwinning as
a network
eTwinning-
spreading a positive virus
called pedagogical innovation!
Who will not
get the virus?
Channels through which information, ideas and innovation flow
=
Who will not get
the virus?
The ones who are not
connected, e.g. who are not
co-operating with others.
Part 2: What are teacher networks?
What are teacher networks? • Learning networks, i.e. technology-supported
communities – learners share knowledge with one another – jointly develop new knowledge
• Include various forms of teachers’ co-operation,
• i.e. teaches working together in groups or teams to improve educational processes and outcomes (OECD, 2009)
• Can exist on many levels – within a school – across schools at regional, national and
international level
Context 1.
• More and more often, blended networks
=> digital world is mixed with the physical one
• Contribute to the quality of – the teaching profession and – the learning experience of students – by encouraging collaboration and knowledge
exchange at both teacher and student level
Context 1. What are teacher networks?
Like our lives too!
Teachers’ co-operation
• The TALIS studied various forms of teachers working together (OECD, 2009)
• Possible to group activities: 1. Exchange and co-ordination for teaching
– e.g. exchange teaching materials with colleagues 2. Professional collaboration
– e.g. Teach jointly as a team in the same class – Engage in joint activities across different classes and
age groups (e.g. projects).
Context 2.
eTwinning projects!
Benefits of teachers’ co-operation
• Co-operation among staff creates opportunities for – social and emotional support, – exchange of ideas and – practical advice.
• It can enhance
– professionalism, – feelings of self-efficacy and – prevent stress and “burnout”
• Different kinds of collaboration may not have the same effects!
“ more than half of the teachers surveyed
reported having wanted
more professional development
than they had received.” Teaching and Learning International Survey (Talis)
OECD, 2009
Context 3.
Context 3.
TALIS, OECD, 2009 eTwinning!
Context 4.
A long term engagement in eTwinning
1 out 7 of “old-timers” keep coming back!
Part 3: Scenarios for
the teaching professionin 2025
Significant changes in what we learn, how we learn, where we learn and when we learn
Thus affecting also role of teachers
36
Institute of Prospective Technological Studies
“Future of Learning” reports
Why look into the future?
• Prospective scenario building as a strategic planning method to help make flexible long-term plans.
• It's a process of analysing possible future events by considering alternative possible outcomes (scenarios).
• The future landscape is "only one childhood away" • Unless we plan strategically for the future of teacher education, we will be unable to deal with teachers' future needs (Newby, 2005 in Journal of Education for Teaching)
Five stories of possible futures:
imagining how
the teaching profession could look in 2025,
in order to challenge assumptions
and stimulate thinking about the present.
Five scenarios for teacher profession and teacher networks in 2025
Crosscutting issues in scenarios • Scenarios not mutually exclusive
• Highlighting changes in teacher profession
• Opening of teacher networks towards other stakeholders
• Importance of ITT and recognition as CPD
• Ownership and control of data
• Privacy, security, safety, identity
An example
Scenario 4: Diversified Teaching Careers � New roles as a teacher
Pro’s • Personalised and autonomous learning • Different teaching professions: teaching in
class, teaching virtually, student monitoring Con’s
• Significant investment in teacher training • Highly dependent on use of digital technologies
for organisation and administration of learning • Supported by demanding infrastructure and
learning analytics
Scenarios leading to recommendations
Policy recommendations General (all levels)
• Recognise the potential driving role of teachers • Revise current teaching and learning approaches • Revise and maintain investments in ITT and CPD
• Establish closer interaction between research, practice and policy • Recognise diversity approaches but bring them together
Policy recommendations Member States, regional and local levels
• Support and motivate teachers to share educational practices with ICT
• Develop incentives for teachers participation (e.g. workload, curricula, career paths)
• Enable informal, alternative teacher collaboration to take place
• Recognise and incentivise participation of teachers in teacher networks, including formal recognition as part of CPD
• Promote cross-border, European connections between national and regional platforms
• Encourage innovation with and through ICT, via pilots and initiatives to scale-up.
To conclude:Benefits of
eTwinning for schools
eTwinning benefits
1. Variety of pedagogical practices in the class • E.g. Project-based pedagogies, ICT, authentic learning, play
2. Professional development through co-operation
• Within the school, e.g. eTwinning teams • Across schools, e.g. local co-operation, networking • With other stakeholders, e.g. learning beyond school walls
3. School vision and internationalisation
• eTwinning part of the vision
See you in eTwinning!