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eTwinning A model for future schools, Marc Durando
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eTwinning A model for future schools, Marc Durando

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Marc Durando, Director of European Schoolnet, Closing Keynote - eTwinning Conference Berlin March 2012

Marc Durando, Director of European Schoolnet, Closing Keynote - eTwinning Conference Berlin March 2012

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  • 1. eTwinning: a model for future classrooms Marc Durando www.europeanschoolnet.org - www.eun.org
  • 2. Structure of the presentation• What are the current educational trends? How has technology made a change?• Some reflections on eTwinning – from a teacher strategy to a school strategy? Is eTwinning a model for future classrooms ? www.europeanschoolnet.org - www.eun.org
  • 3. Current situation – Learning context Resources Abundance of resources made easily accessible via Internet is increasingly challenging us to revisit our role as People educators. People are able to work, learn, study whenever and Technology wherever they wantTechnology profoundly affects the way we work, collaborate, communicate and succeed www.europeanschoolnet.org - www.eun.org 3
  • 4. Current global context Economic pressure Digital media literacy New models of education • Control costs vs providing high• More and more a key skill in every quality of services dicipline • More students – less staff and• Lack of in service training resources Fundamental structure of K12 Demand for personalised learning education establishment• Efforts focussed on basic • Not adequatly supported by elements of current system current technology or practice• In and out school approaches www.europeanschoolnet.org - www.eun.org 4
  • 5. What are the major educational technological trends? Cloud Computing Mobiles Next 12 Months Game based Learning Open Content 2 – 3 Years Learning Analytics Personal learning Environments 5 Years www.europeanschoolnet.org - www.eun.org
  • 6. What Happened in the last 20 years ?1991 WEB – 1st IWB 1992 LINUX 19941997 1998 20012002 20032004 20052006 2007 Netbooks2009 2012 iAuthor www.europeanschoolnet.org - www.eun.org
  • 7. Consequences for the teacherWhat students are learningis changingWhat we teach must changeHow students are learningis changingHow we teach must changeWhere students are learningis changingWhere we teach must changeWhen students are learningis changing When we teach must change www.europeanschoolnet.org - www.eun.org
  • 8. Develop Future Classroom ExchangeInteract Create Collaborate www.europeanschoolnet.org - www.eun.org
  • 9. Future classroom DG Concept of Living schoolsINFSO for validations, demonstrations and showcasesDG Concept of Creative Classroom innovation and modernisation of learning and teachingEAC processes (collaboration, personalisation, active learning). www.europeanschoolnet.org - www.eun.org
  • 10. Future classroom In the classroom of the future learning will take place in a media rich environment when teachers will guideEuropean their pupils to develop, exchange, andSchoolnet create their ideas by interaction and collaboration with flexible learning spaces and innovative learning scenarios comprising in and out school learning processes. www.europeanschoolnet.org - www.eun.org
  • 11. What are the challenges? Innovation Main Challenges TrainingMainstreaming Pre service In service www.europeanschoolnet.org - www.eun.org
  • 12. The 3 Gaps of innovationPolicy gap Identification Evidence gap gap LessPolicy making observable How to needs because evaluate willing process related innovation and adopters when? Lack of communication www.europeanschoolnet.org - www.eun.org 12
  • 13. Training of teachers – Pre / In service Use of ICT is still optional in curricula Issue is the pedagogical use of technology not how technology worksCollaborative training Lack of new approaches Situation pedagogical models Provide teachers with support How to integrate in practices Need to provide time to teachers www.europeanschoolnet.org - www.eun.org
  • 14. Mainstreaming issue From a few to many … getting everyone involved The «Transformers» …what’s possible! The Pioneers/AdventurersNo of staff The Practitioners The neophytes/ «unwise» 3% 75 % 25 % Very Technology Comfort Level Not www.europeanschoolnet.org - www.eun.org
  • 15. Adoption of technology – a cyclic phenomenon ? Visionary discourses convincing Phase 1 decison makers to experiment. Enthusiasm Supported by academic studies Reserves from teachers Phase 2 Technical problems Desillusion Difficulty to adapt to the curriculum Modest use of technology versus Phase 3 their costs Alarming reports Waste of resources Phase 4 Lack of institutional support Criticisms Conservatism of teachers www.europeanschoolnet.org - www.eun.org
  • 16. eTwinning2005 Project cooperation platform Project cooperation platform2009 eTwinning 2.0 – Social Networking Teacher community – Learning events Implication of Head of schools2011 Implication of Territorial authorities Internationalisation www.europeanschoolnet.org - www.eun.org
  • 17. Can eTwinning be a model for future classrooms? Curriculum Three pillars of education systemsTeaching process Assessment www.europeanschoolnet.org - www.eun.org
  • 18. Does eTwinning impact on the curriculum ? Aleady existing To be consideredEmbedded in the Curriculum eTwinning taught in- Maths, Sciences, Langage, Pre service and In serviceArts, ….. curriculum of teachersCross Curricula projects Recognition in career ofassociating team of teachers teachersAcquisition of 21st centuryskills (collaborate, problem solving, eTwinning successfulcreative thinking, communication, modelsentrepreneurship, …). www.europeanschoolnet.org - www.eun.org
  • 19. Does eTwinning impact on the teaching processes ? Aleady existing To be considered Out school approachesPermanent pedagogical Inquired based educationreflections among teachers projects Training of teacherPedagogical scenarios componentNew approaches – learning More eTwinning dedicatedgroups and learning events learning resources (IWB, ….) www.europeanschoolnet.org - www.eun.org
  • 20. Does eTwinning impact on the assessment? To be consideredAnalysis of the added value How are the 21st centuryof eTwinning regarding skills developed assessed ?learning attainments How are we evaluating thisShould we consider some new process of teachingself assessment models? and learning ? www.europeanschoolnet.org - www.eun.org
  • 21. eTwinning – towards a school strategy Cooperation Teacher project Idea -Partner Search between-Project definition Classes School Strategy Sharing School results ? -Which lessons? Global -How to continue ? approach -Evaluation ? www.europeanschoolnet.org - www.eun.org
  • 22. What are the inhibitors to implement an eTwinning strategy at school level? Embed the eTwinning activity in the curriculum cross-curricular approach Lack of new Difficulty to Inhibitors pedagogical andimplement the change successful models Difficulty to shift current Parents expectations - culture more technology but (head of school, teachers conservative approach institutional support) to school organisation www.europeanschoolnet.org - www.eun.org
  • 23. What are the enablers to implement an eTwinning strategy at school level? Cooperation: the driving force Confidence of teachers Role of head of schools (more autonomy) To give time to teachers Use of ICTNew school environment Enablers Technology on/(in and out of the class) technology off Successful pilots (possible changes in school organisation) www.europeanschoolnet.org - www.eun.org
  • 24. Some challenges Mainstreaming versus Internationalisationlaboratory of innovation of eTwinning and experimentation Challenges Role and supportRole of Head of schools of institutional to develop innovative Stakeholders ambitious strategies Regions - MoEs www.europeanschoolnet.org - www.eun.org
  • 25. The 3 critical success factors Make it Recognition Political known & decision Time Evidence No way Givingdemonstrating recognition and backwardsit can happen time possible to teachers www.europeanschoolnet.org - www.eun.org 25
  • 26. Conclusion The future classroom: more a pedagogical challenge than a technological one. Complex issue – obstacles to overcome technical integration but more importantly in terms of processes. -------- Cooperation and comparison between countries: indispensable laboratory of practices and analysis. Research (and evaluation) even more necessary to support and guide a major evolution of our education systems. www.europeanschoolnet.org - www.eun.org 26
  • 27. Time Frame A Teacher 50 years old Student will use Knowledge acquired 25/30 years ago in 10/15 yearsThe communication period of the knowledge istherefore around 40 years, which means twice as longas any period which measures the key transformationsof our society www.europeanschoolnet.org - www.eun.org
  • 28. THANK YOUwww.europeanschoolnet.org www.eun.orgContact: marc.durando@eun.org www.europeanschoolnet.org - www.eun.org

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