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eTwinning Closing Speech

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by Marc Durando, European Schoolnet

by Marc Durando, European Schoolnet

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  • Transcript

    • 1. The Importance of eTwinning for Ministries of Education Marc Durando Executive Director
    • 2.
      • What is European Schoolnet (EUN)?
      Dedicated to Support schools in bringing about the best use of technology in learning Promote the European dimension in schools and education Improve and raise the quality of education in Europe Network of 28 Ministries of Education in Europe
    • 3. Three strands of activity EUN Activities Knowledge building and Exchange on ICT policy and practice School networking and services Interoperability and content exchange
    • 4. Coordinating body at European level Spring Day Pedagogical Advisers LRE Interconnection of repositories of digital resources of 13 Ministries Xplora Science teachers European Insafe node eSafety Insight observatory CSS eTwinning EUN as coordinating body at European level CSS eTwinning Spring Day Pedagogical Advisers European Insafe node eSafety Insight observatory Xplora Science teachers CSS eTwinning Spring Day Pedagogical Advisers European Insafe node eSafety Insight observatory Xplora Science teachers
    • 5. Promote the use of evidence (usages) Practices in schools Encourage and enable eTwinning Particular attention to Maths, Sciences and Technology Sharing and reuse Of digital resources EUN Resolution Ministries of Education December 2007 EUN Resolution
    • 6. Role of Ministries in promoting and benefiting from eTwinning Role of Ministries Recognition in the formal systems for teachers and pupils Integrating eTwinning in the initial training of teachers (curriculum) Training teachers on eTwinning Inservice training Professional development eTwinning and the 8 key competencies 3 Cs – Communication -Mother tongue -Foreign language -Cultural awareness Digital competence Learning to learn MST Entrepreneurship Social & Civic competence
    • 7.
      • “ when organisations make strategic and effective use of ICT to improve educational outcomes.”
      • “ Other countries, depending on their policy goals for education, might have different focus e.g. on improved learning and teaching processes or the acquisition of a variety of “new” skills and competences enabled through adequate and strategic use of ICT.”
      What is eMaturity? Becta definition British Educational Communications and Technology Agency
    • 8. eMature school eMature teacher eMature learner eMature education system no single agency has all the answers about ICT in education. Partnerships are needed between government agencies, Ministries, schools, the private sector and other relevant bodies. the education system needs to ensure that there are appropriate infrastructure, resources, training and networking opportunities available for schools and teachers. address the learner at his/her stage of development, and facilitate personalised approaches. Integrate informally-acquired skills; enable eParticipation to diminish the discrepancy between high and low eMaturity schools. Offers eLearning for all type of learners (special needs, talented, students from socio economic deprived regions); reflects the needs of society as and encourages active citizenship; Infrastructure Multi stakeholder Core values Learner centred Inclusive egalitarian Responsive Societal needs Flexibility Access and location
    • 9. eMature school leadership Curriculum planning Quality assurance Administrative use Pedagogical use Infrastructure and resources eMature teacher eMature learner Use ICT to enhance teaching Competence and econfidence Developing Pupils’ICT capabilities Enhancement of learning Development of ICT skills eTwinning
    • 10.
      • Barriers to eMaturity
      Recognition issues Integral part of the curriculum Professional development opportunities Some obstacles to be alleviated
    • 11. Current assets and challenges for eTwinning Multilingual Simple Reliable and secure eTwinning eTwinning Project centred Practice oriented Supported by adapted tools Community building Open to school cooperation Synergies Worldwide recognition
    • 12.
      • Is ICT in schools no more than web searches, PowerPoint and word processing?
      eTwinning
      • ematurity versus
      • econfidence
      eTwinning
    • 13.
      • It is the supreme art of the teacher to awaken joy in creative expression and knowledge. Albert Einstein
      • All of us do not have equal talent, but all of us should have an equal opportunity to develop our talent - John F. Kennedy
      Conclusion
    • 14. All NSS Schools Winners Teachers pupils Local organiser Hotel CSS team Commission – Executive Agency Romanian authorities MoE and their representatives Our Key note speakers Chair and rapporteurs Local organisers THANKS THANKS
    • 15.
      • Multi-stakeholder partnerships: no single agency has all the answers about ICT in education. Partnerships are needed between government agencies, Ministries, schools, the private sector and other relevant bodies.
      • Provision of infrastructure and networking opportunities for schools and teachers: the education system needs to ensure that there are appropriate infrastructure, resources, training and networking opportunities available for schools and teachers.
      • Core values : a set of core values are needed to ensure guiding principles are implemented throughout programmes and initiatives.
      General features of an eMature education system
    • 16.
      • Learner-centred: address the learner at his/her stage of development, and facilitate personalised approaches. Integrate informally-acquired skills;
      • Inclusive and egalitarian : enable eParticipation to diminish the discrepancy between high and low eMaturity schools. Offers eLearning for all type of learners (special needs, talented, students from socio economic deprived regions);
      • Responsive to societal needs and promoting active citizenship: reflects the needs of society as and encourages active citizenship;
      • Flexibility in terms of access and location that allows for variety of settings and access methods.
      Core values of an eMature education system Values underpinning the system should guide policy-makers in making appropriate operational decisions.
    • 17.
      • Leadership: have a clear vision and strategy deployed in approaching ICT;
      • Infrastructure and resources : have appropriate ICT-based resources and support mechanisms to ensure their proper use;
      • Curriculum planning: meet (or exceed) national/international standards in curriculum planning using ICT, and has a coherent and innovative approach;
      • Quality assurance and improvement: demonstrate clear planning and review procedures, with a mechanism for ongoing improvement.
      • Administrative use: use ICT to identify issues impacting learning and teaching and to support communication with school stakeholders
      • Pedagogical use: eMature schools use ICT to improve standards of teaching and learning: increasing learner achievement, attainment and motivation;
      Indicators of an eMature school Based on the results of European Schoolnet P2P project
    • 18.
      • Developing pupils’ ICT capabilities: stimulate pupils to develop their ICT skills, cover the core ICT curriculum, ensure balance in the kind of learning activities provided;
      • Use ICT to enhance teaching: ensure ICT is used across subjects, in a variety of modalities, based on networks; support teacher-pupil communication and increase exposure to authentic learning experiences via ICT and personalise the learning experience;
      • Teaching staff competence and eConfidence: display reflective practice based on use of ICT devices, connectivity, creation and sharing of materials; select a variety of appropriate pedagogies and technical tools.
      eMature Teaching and Learning The eMature Teacher
    • 19.
      • Development of ICT skills: show continuous improvement of their ICT skills, with reflective, eConfident behaviour; select appropriate ICT tools and resources to complete their tasks and projects. Demonstrate awareness of safety and copyright issues, know how to use devices, and obtain, share and edit digital resources.
      • Enhancement of learning: use ICT to work in teams, and share knowledge with others, and for independent learning. Work at a fast pace due to efficiency gains of using ICT effectively, and demonstrate creativity. Demonstrate their learning outcomes to others using ICT and communicate with a wider learning community both in and outside of the school.
      eMature Teaching and Learning The eMature Learner

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