This document discusses future perspectives on teacher networks. It analyzes 5 scenarios for how teacher networks may evolve, including a European education network, user-centered social networks, networks assisted by intelligent agents, networks supporting diversified teaching careers, and informal learning camps. Key issues addressed are recognition of professional development, ownership and privacy of user data, and ensuring networks remain open and interoperable. The document recommends policies to support teacher networking, including revising teaching approaches, investing in training, and promoting open tools and sharing of resources.

1. Teacher Networks: Future Perspectives
on the teaching profession
Yves Punie
Action leader ICT for Learning and Inclusion
JRC-IPTS
Media & Learning Conference, 14-15 November 2012,
Brussels
Workshop session: Social media networks in schools and in
teachers’ lives

2. European Commission Joint
Research Centre
Institute for Prospective
Technological Studies (IPTS):
Research Institute supporting EU
policy-making on socio-
economic, scientific and/or
technological issues

3. Information Society Unit
Digital Economy
Economic Aspects of eHealth
ICT Industry Analysis
Social Computing
eGovernance
Digital Living & Identity
Inclusion &
Cultural Diversity Learning & Skills

4. Since 2005, evidence-based policy research on ICT for Learning and
Skilling
PAST projects:
• Learning 2.0
• Innovation & Creativity in E&T
• Future of Learning & Skilling
• ICT for Assessment of Key Competences
CURRENT projects:
• Mapping Technologies for Learning (2012-2013)
• Digital Competence Framework (2010-2012)
• Teacher Networking (eTwinning – TELLNET)
• Mainstreaming “Creative Classrooms” (2011-2013)
• Open Educational Resources (2012-2012)
In collaboration with DG EAC, linked to other EC policies (CONNECT, ENTR,
EMPL)

5. Educational transformation in a digital world
• Mainstreaming and Up-scaling ICT for innovating and
modernizing Education and Training (E&T)
• New Skills and Competences in a digital society

6. IPTS Future of Learning
reports
6

7. Significant changes in
what we learn,
how we learn,
where we learn and
when we learn
Thus affecting also role of teachers

8. Approach

9. Literature
 Surveys indicate that teacher networks can enhance
quality of teaching by enabling teachers to expand their
capacity through exchange with other teachers
− Fighting teacher isolation (Gatt et all. 2009)
− Informal dialogue ranked high in terms of impact (OECD TALIS
2009)
− Reducing workload through re-use of OER (Johnson et all. 2011)
 Research & Foresight on Teacher Collaboration Networks
not widespread
 Teachers positive on ICT, use for preparation but little
pedagogical use and in classroom

10. Future Teacher Networks: 5 mini-scenarios
Scenario 1: eNet: European Education Network
Scenario 2: MyNetwork
Scenario 3: Intelligent Agents
Scenario 4: Diversified Teaching Careers
Scenario 5: Informal Learning Camps

11. 1. European Education Network (eNet):
Expansion of eTwinning model
Pro’s
− Part of initial TT and recognition of CPD
− Expansion towards more stakeholders
− Safe, secure environment for teachers, students and parents to interact
− Low threshold for teachers
− Public funding (EU) for independence and sustainability
Con’s
− Centralised governance and structure
− Less favorable in terms of openess, flexibility and interoperabilty with
other networks and spheres of life.

12. 2. MyNetwork: User-centred social networking approach
Pro’s
− Decentralisation and federation across networks
− Flexible, serving a diverse needs and profiles
− Wide variety and choice - Personalised approach
Con’s
− Market fragmentation and individual approaches
− Interoperability and lack of common, shared approaches
− Favours technology proficient users – others may stay behind
− Difficult to engage parents and other stakeholders
− Formal recognition as CPD unclear

13. 3. Intelligent Agents: Technology-focused approach
Pro’s
− Avatar
− Dealing with information overload and complexity
− Reduction of workload for repetitive activities
− OER
Con’s
− Technology dependence: reliability, dependability, trust, security,
privacy, automated suggestions and decision-making
− Private market solutions only

14. 4. Diversified Teacher Careers:
Autonomous learning & teachers as mentors
Pro’s
− Personalised and autonomous learners
− Different teaching professions: teaching in class, teaching virtually,
student monitoring
Con’s
− Highly dependant on use of digital technologies for organisation and
administration of learning
− Supported by performant infrastructure and learning analytics
− Significant investment in teacher training

15. 5. Informal Learning Camps: Bottom-up peer learning
Pro’s
− Teachers as leaders and contributors
− Better serve their needs
− Collaborative development and design
− Open technologies, OSS, OER, open licenses
− Informal, bottom-up, peer learning
Con’s
− Not recognised as CPD
− Local support needed – may go against established policies and approved
technological system
− Strong engagement and motivation of teachers – only for the few, voluntary
engagement

16. Crosscutting issues
− 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

17. Policy recommendations
General (all levels)
− Revise current teaching and learning approaches
− Recognise the potential driving role of teachers
− Revise and maintain investments in ITT and CPD
− Establish closer interaction between research, practice and policy
− Recognise diversity approaches but bring them together
− Support and promote open tools, interoperability, and OER
EU
− Open Method of Coordination: common challenges, peer learning,
joint initiatives
− Support European networks such as eTwinning
− Support more widespread use of ICT for teaching, teacher training
and collaboration

18. Policy recommendations
Member States, regional and local levels
− Support and motivate teachers to share educational practices with ICT
− Recognise and incentivise participation of teachers in teacher
networks, including formal recognition as part of CPD
− Enable informal, alternative teacher collaboration to take place
− Develop incentives for teachers participation (workload, curricula,
career paths)
− Promote cross-border, European connections between national and
regional platforms
− Encourage innovation with and through ICT, via pilots and initiatives to
scale-up.

19. Thank you!
yves.punie@ec.europa.eu
• http://is.jrc.ec.europa.eu/pages/EAP/eLearning.html
• http://is.jrc.ec.europa.eu/pages/EAP/eInclusion.html