Elements of eTwinning

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Results of the eTwinning monitoring activity in 2010.

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Elements of eTwinning

  1. 1. Elements of eTwinning– Pupils participation in projects– Teacher recognitionDr. Riina Vuorikari & Anne GilleraneTwinning Central Support ServiceEuropean Schoolnet SIRikt 2011
  2. 2. Over to you(Kliker question 1)
  3. 3. 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
  4. 4. 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
  5. 5. This presentation will look at: eTwinning and project-based learning Giving learners a central role Teachers recognition
  6. 6. Over to you(Kliker results on question 1)
  7. 7. eTwinning - the community for schoolsSince 2005Promotes teacher and schoolcollaboration through the use ofInformation and CommunicationTechnology (ICT)Lifelong Learning Programme underComenius
  8. 8. National Support Service:http://www.cmepius.si In Slovenia 799 eTwinners 680 projects more than average of teachers’ participation
  9. 9. eTwinning Platform
  10. 10. 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, ....
  11. 11. 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!
  12. 12. Over to you(Kliker question 2-3)
  13. 13. Some background…..
  14. 14. From monitoring tasks in 201025 case studies, were carried out by theNational Support Services (NSS) betweenMay and November 2010 on pupils’ activeparticipation
  15. 15. 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
  16. 16. The case studies examined Enablers + Challenges Technological or ICT related Non Technological
  17. 17. The findings (1)……
  18. 18. 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
  19. 19. 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
  20. 20. Results from eTwinning Camp 2011
  21. 21. 1. Interaction with the teachersCentral Message:“the teacher becomes the one youlearn with”
  22. 22. The findings (2)……
  23. 23. 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, localgood sense ofsolidarity community, etc. An observation: highly differentiated participation reported
  24. 24. Challenges : Pupils’ busy schedule Curriculum constraints The pressure of examinationsTechnical problems
  25. 25. 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 furtherFew teachers have been trained in thistype of class management, cooperativelearning between peers, etc.
  26. 26. Over to you(Kliker results question 2-3)
  27. 27. Results from eTwinning Camp 2011
  28. 28. 2. Active participation with classmatesCentral MessageTeachers need more training andsupport on ‘how to give thepupils a central role’
  29. 29. The findings (3)……
  30. 30. 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
  31. 31. 3. Active participation with project partner pupilsChallenges:Pupils’ insufficient level of proficiency inforeign languages or ICT skillsToo 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)
  32. 32. 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’
  33. 33. The findings (4)on recognising teachers’ time andinput in projects
  34. 34. Over to you(Kliker question 5)
  35. 35. Vuorikari (2010)How does eTwinningand teachers’professionaldevelopmentinteract?Country cases studieson successful eTwinningcountrieshttp://www.etwinning.net/en/pub/news/publications/etwinning_public_reports.htm#i1922
  36. 36. 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
  37. 37. Over to you(Kliker results question 5)
  38. 38. Thank you! Make sure to visit the eTwinning booth!Have a very successful conferenceSee you in eTwinning :)

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