European Schoolnet• Network of 31 European Ministries of Education or other national education authorities• Created in 1997 and based in Brussels• Mission: to bring about innovation in teaching and learning through the use of new technology in schools
European Schoolnet (EUN)Active in European wide projects and programmes, e.g.• eTwinning, a community for schools in Europe www.eTwinning.net• iTEC, Designing Future Classrooms www.itec.eun.org• Acer-EUN Educational Netbook Pilot www.netbooks.eun.org
This presentation will look at: eTwinning and project-based learning Giving learners a central role Teachers recognition
eTwinning - Keep it SimpleSchools start projects with a partner – Pupils from 4 to 19 yearsNo money involved – No paper work nor applications!Any topic - use of ICT to make it happen – From very basic use of email to more elaborated use of video, skype, ....
More than 132’262 teachers!They love it because it: Offers a safe laboratory to test innovative pedagogies – e.g. project based pedagogy (http://en.wikipedia.org/wiki/Project-based_learning) Sharing practices and ideas with colleagues across borders Acquiring new skills in ICT, language learning, project management – An informal way to learn 21st century skills, not through training and workshops!
From monitoring tasks in 201025 case studies, were carried out by theNational Support Services (NSS) betweenMay and November 2010 on pupils’ activeparticipation
Pupils’ active participation - 25 casesLooked at active interactions:1. with the teacher(s)2. with their classmates3. as well as with their project partners (pupils)By interviewing teachers: Working at primary and secondary education levels Teaching in different subjects Experienced teachers and eTwinning teachers
The case studies examined Enablers + Challenges Technological or ICT related Non Technological
How does pupils’ active participation take place? The focus is on the day to day tasks of a project Typical’ choices: which part of a city to take a picture of, which issue to be discussed with correspondents at a distance, which calendar to be implemented for the tasks to be performed, etc. A contribution to the design of the project itself is rare In some cases, pupils are reported not to be interested in the planning and organizational aspects of a project
1. Interaction with the teachersIn general teachers spoke about a morerelaxed and fruitful relationship, e.g. Teachers let the pupils show them how to use ICT based equipment or Let them be in the pilot seat when using it Pupils are reported to be less reluctant to ask support from the teacher on how to proceed to solve content or organisational related issues
2. Active participation with classmates Non ICT related enablers ICT related enablers: (project based pedagogy) Pupils more show case theresponsible, e.gable to (re)organise the achievements to theway they work school, parents, localgood sense ofsolidarity community, etc. An observation: highly differentiated participation reported
Challenges : Pupils’ busy schedule Curriculum constraints The pressure of examinationsTechnical problems
A strong message coming from teachers was……The tendency is to design next eTwinningprojects building on previous experience inpupils’ participation, and then to go onestep furtherFew teachers have been trained in thistype of class management, cooperativelearning between peers, etc.
3. Active participation with project partner pupilsNon ICT related ICT related enablers enablers Exciting for pupils to enter into contact with ‘real’ subjects young people, living in a different country (emotions,discussed in line associated with curiosity)with pupils’ day Comparison as a heuristic tool: direct exchange to day areas of between young people living in another context interest but nevertheless sharing similar concerns Foreign language learning: no other way to provide it at a low cost, under such a simple format and associated with such a high level of emotional engagement
3. Active participation with project partner pupilsChallenges:Pupils’ insufficient level of proficiency inforeign languages or ICT skillsToo great a difference sometimes in thenumber of pupils in each partner class to createa direct matching (close bilateral personal relationships between two partner pupils needed)
3. Active participation with project partner pupils Central Message ‘it gives the pupils knowledge and experience that the teacher could not provide them with by any other means’
The findings (4)on recognising teachers’ time andinput in projects
Vuorikari (2010)How does eTwinningand teachers’professionaldevelopmentinteract?Country cases studieson successful eTwinningcountrieshttp://www.etwinning.net/en/pub/news/publications/etwinning_public_reports.htm#i1922
4. Recognising teachers’ efforts in projects Central Message eTwinning can nicely compliment the offers of any national teachers’ professional training programme with its informal and formal learning opportunities