eTwinning Closing Speech

Slide 1: The Importance of eTwinning for Ministries of Education Marc Durando Executive Director www.eun.org www.etwinning.net

Slide 2: 2 What is European Schoolnet (EUN)? Network of 28 Ministries of Education in Europe Dedicated to Support schools in Promote the European bringing about the best use dimension in schools of technology in learning and education Improve and raise the quality of education in Europe www.eun.org www.etwinning.net

Slide 3: 3 Three strands of activity Knowledge building and Exchange on ICT policy and practice EUN Activities School networking Interoperability and and services content exchange www.eun.org www.etwinning.net

Slide 4: 4 EUN as coordinating body at European level Spring Day European CSS Pedagogical Insafe node eTwinning Advisers eSafety Coordinating body at European level Xplora LRE Science teachers Interconnection of repositories Insight of digital resources observatory of 13 Ministries www.eun.org www.etwinning.net

Slide 5: 5 EUN Resolution Sharing and reuse Of digital resources EUN Resolution Promote the use of Ministries of Education Encourage and enable evidence (usages) eTwinning Practices in schools December 2007 Particular attention to Maths, Sciences and Technology www.eun.org www.etwinning.net

Slide 6: 6 Role of Ministries in promoting and benefiting from eTwinning Digital competence 3 Cs – Communication Learning to learn -Mother tongue eTwinning and MST -Foreign language the 8 key competencies Entrepreneurship -Cultural awareness Social & Civic competence Training teachers Integrating eTwinning in the initial training of Role of on eTwinning Inservice training teachers (curriculum) Ministries Professional development Recognition in the formal systems for teachers and pupils www.eun.org www.etwinning.net

Slide 7: 7 What is eMaturity? Becta definition British Educational Communications and Technology Agency “ 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.” www.eun.org www.etwinning.net

Slide 8: 8 eMature education system the education system needs to ensure that eMature nothere areagency hasinfrastructure, single appropriate all the answers school Multi stakeholder address the training andhis/her the of enable eParticipation to diminish stage resources, learner at networking Infrastructure about ICT in education. Partnerships development, and facilitatelow and discrepancy available for schools opportunitiesbetween government are needed between high and personalised approaches. Integrate teachers. Ministries, schools, eMaturity agencies, schools. society as and the reflects the needs of Offers eLearning for eMature eMature private of activefrom socio economic all type sector and other needs, learner learners citizenship; encourages (special relevant informally-acquired skills; teacher talented, students bodies. regions); deprived Core values Inclusive Flexibility Learner Responsive centred egalitarian Access and location Societal needs www.eun.org www.etwinning.net

Slide 9: 9 leadership Infrastructure and resources Curriculum planning eMature Administrative use Quality assurance eT school Pedagogical use win Developin g nin Pupils’ICT capabilities g eMature eMature teacher learner Competence and Enhancement of learning econfidence Development Use ICT to of ICT skills enhance teaching www.eun.org www.etwinning.net

Slide 10: 10 Barriers to eMaturity Some obstacles to be alleviated Recognition Integral part issues of the curriculum Professional development opportunities www.eun.org www.etwinning.net

Slide 11: 11 Current assets and challenges for eTwinning eTwinning Simple Reliable Multilingual eTwinning and secure Project Practice Supported by centred oriented adapted tools Open to Community Worldwide school building recognition cooperation Synergies www.eun.org www.etwinning.net

Slide 12: eTwinning 12 Is ICT in schools no more than web searches, PowerPoint and word processing? ematurity versus econfidence eTwinning www.eun.org www.etwinning.net

Slide 13: 13 Conclusion • 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 www.eun.org www.etwinning.net

Slide 14: 14 THANKS Commission – Executive Agency Romanian authorities MoE and their representatives Our Key note speakers Chair and rapporteurs Local organisers Schools THANKS Winners All NSS Teachers pupils Local organiser Hotel CSS team www.eun.org www.etwinning.net

Slide 15: 15 General features of an eMature education system • 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. www.eun.org www.etwinning.net

Slide 16: 16 Core values of an eMature education system Values underpinning the system should guide policy-makers in making appropriate operational decisions. • 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. www.eun.org www.etwinning.net

Slide 17: 17 Indicators of an eMature school Based on the results of European Schoolnet P2P project • 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; www.eun.org www.etwinning.net

Slide 18: 18 eMature Teaching and Learning The eMature Teacher • 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. www.eun.org www.etwinning.net

Slide 19: 19 eMature Teaching and Learning The eMature Learner • 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. www.eun.org www.etwinning.net