26% of eTwinners do projects, out of them, 21 % (31500) are in the giant component.
eTwinning Teams - United for successdr. Riina VuorikariCSS - European SchoolnetPDW for eTwinning AmbassadorsAthens, Nov 8 2012
Who am I?Riina from FinlandFirst training: teacher in Finland,studying abroad (exchangeand postgraduate studies)e.g. hypermedia,web, research, Doctoral (‘09)2000-2011 in European Schoolnet as Senior Research Analyst and ProjectManager2012 -> part time in-house expert in European Schoolnet- plus other clients
European Schoolnet (EUN) Created in 1997, based in Brussels Network of 30 European Ministries of Education (MoE) or national educational authorities Transforming education in Europe
About this presentation1. Setting the context: Why school teams? Why eTwinning? What are teachers’ needs for Professional Development?2. Etwinning teams in schools What do we know about eTwinning teams? Central features that help form Professional learning communities3. Importance of being networked Diffusion of pedagogical innovation “Visible” eTwinners
1. Setting the context: Why school teams?Why eTwinning?What are teachers’ needs forProfessional Development?What is teachers’ co-operation?
Context 1. “ 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
Index of professional development need (2007-08) Index (Max=100) Scored across 11 aspects of teachers work 80 70 60 50 40 30 20 10 0 Italy Korea Brazil TALIS Malta Spain Slovak Ireland Estonia IcelandBulgaria Poland Norway Austria Mexico Turke Malaysia Lithuania Portugal Slovenia Hungary Australia DenmarkCountries are ranked in descending order of Belgium(Fl.)index of professional developmentSource: OECD. Table 3.4
Teachers’ co-operationTeachers working together in groups or teams Context 2.to improve educationalprocesses and outcomes – Frequency to undertake activities on 6-point scale ranging from “never” to “weekly”Possible to group activities: – Exchange and co-ordination for teaching – Professional collaboration
Teachers’ co-operationEXCHANGE AND PROFESSIONAL CO-ORDINATION for teaching COLLABORATION Discuss and decide on the Observe other teachers’ selection of instructional classes and provide feedback. media (e.g. textbooks, exercise books). Teach jointly as a team in the same class. Exchange teaching materials with colleagues. Engage in joint activities across different classes and Attend team conferences for age groups (e.g. projects). the age group I teach. eTwinning projects!
Benefits of teachers’ co-operationCo-operation among staff creates opportunities for – social and emotional support, – exchange of ideas and – practical advice.It can enhance – professionalism, Context 2. – feelings of self-efficacy and – prevent stress and “burnout”Different kinds of collaboration may not have the same effects!
1. Summary: Why school teams? WhyeTwinning?Through working together in teams,teachers co-operate andimprove educational processesand outcomes.eTwinning offers great potential forteacher co-operation bothacross schools in different countries,but also within schools,i.e in eTwinning teams.
2. eTwinning teamsWhy study eTwinning teams in schools?What do we know about eTwinning teams?Central features that help formProfessional learning communities
eTwinning teams in schoolseTwinning teams in school – Two or more educational professionals (e.g. teachers, librarians) working together on eTwinning activities (one project vs. separate ones)24 case studies in 15 countriesBased on a interview anda school visit in Spring 2012
Why study teams in schools?eTwinning is become more and more blended (= digital world is mixed with the physical one) eTwinning platform is online...but – training events (e.g. PDW, contact seminars) are often in a physical environment – Online collaboration in projects has a clear physical classroom aspect – eTwinning friends are equally found Like our through online and offline means lives too!
What do we know about eTwinning teams (1)?Initiator of the team: – Teacher-initiated teams, “pioneering nature”, more common in study – School management initiated teamsLeadership: – a leader centered model – a distributed leadership – blended oneA shared vision on eTwinning!
What do we know about eTwinning teams (2)?Leadership related to how team’ work isplanned, organised and carried out – Often participants have different roles and tasks – e.g. working on the portal, supporting curriculum development, pedagogical activities, supporting pupilsActivities around an eTwinnig project: – One project - different tasks – Different projects, but a common part (e.g. planning activities, working on the Portal)In other words: teachers’ co-operation
What do we know about eTwinning teams (3)?Some incentives and enablers Access to resources and PD: – Possible to have regular team meetings (formal/informal) – Often a dedicated place to work – Peer learning opportunities – eTwinning (e.g. support from NSS, PDW, local seminars) – Social and psychological rewards In other words: – focus on learning (among teachers) and – on reflective inquiry, e.g. did that activity work with pupils?
What do we know about eTwinning teams (4)?Timespan varies: 2/3 of the teams about 2 years old or younger – does not indicate the maturity of the team! Older teams a well-established part of the school structure – some cases show a “whole school” approach, eTwinning part of the curriculum
What do we know about eTwinning teams (5)?Institutional factors and the organisational climate of the school School innovation history: – School’s vision with regards to ICT, internationalism and collaborative learning, – how actively the school has sought for collaboration and development opportunities inside and outside of its own walls. Previous studies have shown that the longer and the richer the school’s innovation history, the more teachers display expertise and cooperation in the application of the innovation (e.g. Nachmias et al. 2004).
What do we know about eTwinning teams (6)? Size of the team: – Core group and members with different tasks – Core group and loose involvement of others an “Invisible teammate” – Participates in the school team, but not registered on eTwinning
De-privatisation of teaching practice means teachers observe each other, give feedback, and act as mentor, advisor or specialist teachers who report being involved in such activities regularly also have higher self-efficacy OECD, 2012: Teaching Practices and Pedagogical Innovations
2. Summary: eTwinning teams in schools = examples of “professional learning communities” – A shared vision – High level of co-operation among educational professionals – Shared practices (e.g.focus on learning, de-privatisation of teaching) – Coherent activities of professional development (e.g. reflective inquiry)“professional learning communities” see: OECD, 2012Teaching Practices and Pedagogical Innovations
3. Importance of being networkedDiffusion of pedagogical innovation“Visible” eTwinning
Spreading a positivevirus called pedagogicalinnovation.....who will notget the virus?
Who willnot getthe virus?The ones who are notconnected, e.g. who arenot co-operating withothers.
Channels through whichinformation, ideas and innovation flow This station is very central to the metro network =
Ambassadors as “gatekeepers”, connectors eT ambassador
The eTwinning Challenge: How to spread the “eTwinning virus” to the rest (= 79%)? Ambassadors are in a key position!eT ambassador
Summary: Importance of being networkedBeing networked allows you to be connected to others– this can lead to teacher co-operation opportunities and– formation of learning communities, e.g. eTwinning teams, project teamsEnhances teaching, PD and job satisfactionAmbassadors in a key position to– connect new teachers to eTwinning– connect eTwinners to the giant component– turn invisible eTwinners into visible ones-> to diffuse innovation
Happy “visible” eTwinning!Slides and book “Teacher networks” available athttp://www.slideshare.net/europeanschoolnet/ and later also on the PDW website