Active and inactive eTwinners Active ypically the onesho have been gistered during a Active eTwinner whoaining workshop is motivated andnd never return to works a lot! Twinning willingness Willingork to woThe ones who arenactive and do not Typically inactive, buwish to be bothered. still motivated! CouldThey consider be easily lured toeTwinning emails as eTwinning! spam”. Inactive
Ini9ated various projects Highly Ac9ve on High-‐level of eTwinning ICT integra9on Desktop Pedagogical Ins9tu9onal eTwinning competences Recogni9on Ministry Educa9o NSS, local autho Computer Literacy Problems High Maria Primary school teacher, “Enthusias9c user” Age: 42 years Has been par9cipa9ng in eTwinning since the beginning of the ac9on. She is highly computer literate and she enjoys using the Internet. Integra9ng eTwinning and Comenius in her teaching is not diﬃcult, she has a very high-‐ level of ICT integra9on in her teaching and learning ac9vi9es. She has ini9ated a number of projects on eTwinning and has also received na9onal and European awards. She keeps her eTwinning Desktop ac9ve through status updates in her journal to tell her colleagues and partners what is going on in her projects. Her network has been expanding and she is now an eTwinning Ambassador. Her work is recognised by both her school and her na9onal educa9on system. Her only problem is lack of 9me. Most of what she does for eTwinning she has
Active and inactive eTwinners Active Maria Primary school teach “Enthusias9c ypically the ones user” ho have been gistered during aaining workshop Peter ICT teacher, nd never return to “Networker” Twinning willingness Willingork to woThe ones who arenactive and do notwish to be bothered.They considereTwinning emails as spam”. Inactive
Par;cipated High number in various NSS of contacts projects Highly Ac;ve on Low-‐level of ICT integra9on eTwinning Desktop Pedagogical Ins9tu9onal eTwinning competences Recogni9on I Computer R Literacy Problems Average Canno due t te sub Peter ICT teacher, a “Networker” Age: 37 years Peter is highly computer literate and has been ac9ve in eTwinning since ﬁve years. He has joined projects (not ini9ated them) and has an ac9ve eTwinning Desktop. His has more competences in ICT than pedagogical implementa9on, so he oXen works with other teachers and gives them hints on new “gadgets”. For this reason, he has many contacts in his network and thus, he is an important networker in the eTwinning site. Unfortunately, his high ac9vity in eTwinning is not recognised in his school. His head teacher does not want him to allocate any 9me to eTwinning during school hours and will not allow him to travel for any of eTwinning workshops or trainings. The main issue is that if he is absent from the class, the head teacher has no teacher subs9tute. Peter has tried to get support from the NSS, but it is hard to bypass his head teacher. Peter feels his school is not taking advantage of the
Active and inactive eTwinners Active Maria Primary school teach “Enthusias9c ypically the ones user” ho have been gistered during aaining workshop Peter ICT teacher, nd never return to “Networker” Twinning willingness Willingork to wo Lucia Secondary school teacher, The ones who are “Occasional nactive and do not Marcus Teacher, “Support user” user” wish to be bothered. They consider Shaun Nina Tea Teacher, “WishfueTwinning emails as “Dor -‐ mant spam”. user” Inactive
Ministry of Educa9on Member since Joint 1 Learning 2009 Event & partners Medium-‐level projects of ICT integra9on o s Pedagogical Ins9tu9onal eTwinning competences Recogni9on e a Computer o Literacy Problems High He can to teac Marcus Teacher, “Support user” Age: 32 years Marcus is a young teacher who is very ac9ve in networking sites. He has created various accounts in various sites and tries to collaborate with other teachers through new technologies. About three years ago, somebody men9oned he should join eTwinning. Marcus par9cipated once in a Learning Event and partners in projects. He does a lot of similar collabora9on with teachers in other networks outside of eTwinning. He prefers to do the core part of his collabora9on on other site, where is able to share videos, etc easily. Linking to his friends, most of whom are not necessarily teachers, is important, and thus expands his already huge network. In his country he is very popular, as he is always happy to help and support other colleagues use eTwinning. He wishes that the eTwinning
Local educa9on authori9es Low Ac;vity & Proﬁle Low-‐level of ICT integra9on Ins9tu9onal eTwinning Pedagogical Recogni9on competences Training Computer needed Literacy Problems Average Language Lucia Secondary school teacher, “Occasional user” Age: 48 years Lucia logs in eTwinning once in a while. Her school is aware of eTwinning, but she s9ll does not know how to integrate it her teaching. Last 9me she logged in was to search for a partner for a Comenius partnership that her school was preparing. Her school has previously been ac9ve in interna9onal co-‐opera9on. Apart from that, she does not browse much on eTwinning pla_orm. Lucia is willing to engage more, but she feels she needs some training on how to use the site. Her ICT skills are average, but she really lacks in knowledge on integra9ng ICT in her teaching. Besides, with recent ﬁnancial crises, she has been given new tasks in her school and she feels pressed by 9me. Language is another problem. Although she feels she may be able to communicate in a second language, she knows for sure that her students
Ins$tu$onal Low Ac;vity & Proﬁle Low-‐level of Co ICT integra9on Pedagogical I innovator Recogni9on eTwinning Pedagogical competences D u Computer b Literacy e Problems Low He fe job d not n techn Shaun Teacher, “Dormant user” Age: 56 years Shaun received a lot of informa9on about the eTwinning site from his school and colleagues. His school encourages par9cipa9on in eTwinning and the work carried out in eTwinning is highly recognised in his school. However, Shaun is not so enthusias9c about new technologies. He has been teaching for the past 30 years and he feels he can do his job well without technology. Students love his pedagogical innova9on anyway and are well mo9vated. He looks forward to teaching another 10 years. Recently, his colleagues started a new project on eTwinning and they encouraged him to join the site. He has logged in a couple of 9mes, but he s9ll does not understand how he can par9cipate or contribute to eTwinning. Shaun does not have a computer at home and hence, he will
Likes the idea of teachers’ network ? Ac9ve in school collabora9on Strong pedagogical Ins9tu9onal eTwinning experience Pedagogical Recogni9on competences I Computer R Literacy Problems Average La gui & t Nina Teacher, “Wishful user” Age: 58 years Nina is close to re9rement. She has been teaching for more than 30 years and she s9ll loves her profession. However, with recent changes in her school (e.g. more administra9onal work, more tasks, possible pay-‐ cuts) she is ready to re9re soon. She got to know about eTwinning from a teachers newsleger. About two years ago, she tried to register to the site, but did not succeed. She has tried on various occasions to convince some of her colleagues to par9cipate in eTwinning, but in general, her school is not interested. She is currently collabora9ng with a school in another country and she has ideas on how to link such collabora9on with eTwinning. She would like to be part of the teachers’ network, as she misses the collegial
Where to focus? some exampels oes not need your help :) ! Maria Primary school teach “Enthusias9c user” od with ICT. A valuable ticipant in eTwinning m to help with hnology, Portal and Peter er tools. ! ICT teacher, a “Networker” Active on FB and Twitter, but not on the Desktop. He can be a key disseminator to new audiences through his networks. ! Marcus Teacher, her training on “Support u gogical use of ICT get her introduced to Lucia cts and partners.! Secondary school “Occasional user” ong pedagogical mpetences: team him up eTwinners in his ool! He needs support ICT. ! he needs to be found, ven a bit of support and Shaun Teacher, Nina Teach e is happy to work! “Dormant user” “Wishful u
some exampels Maria r training: think of different Primary school teaches. Who would beneﬁt from a “Enthusias9c user” agogical and who from ahnical approach? ! Peter Offer things such as partner ICT teacher, a “Networker” ﬁnding, ambassador’s help,how to”-workshops (e.g. how take the ﬁrst steps of social networking).! teachers are attracted bygnition. Talk about Quality ls. Inform about possible Marcus ning that is accredited, Teacher, e they can receive career “Support u points, etc.! Lucia Secondary school “Other eTwinners in your “Occasional user” school” email. When a new eTwinner signs up, inform them about the names of the other ones in the school.! Ambassadors in targetedctions. Think where theire is best spend and where Shaun ey also get the feeling of Teacher, Nina Teach success.! “Dormant user” “Wishful u
Design challenge 1: What are the most efficient strategies to engage each persona in eTwinning? Think of “follow-through” rather than “follow-up”!
The Invisible eTwinner In the CSS stats he “I use my colleague’s account on the school The “the local computer” user eTwinning star”nown user KnSS to The “invisi team m use The“non-registered outside
Who else ? Marcus Don’t Teache “Suppo abo eTwin Lucia Secondary school “Occasional user” Nina Teacher, “Wishful user” Shaun Teacher,
Who else ? Schools with 2 or more teachers on average 26% In Sweden 32% Don’t eTwinners in Sweden on average:abo • 46% got contacts eTwin • 13% have received wall posts • 8% has a picture • 4% have written wall posts • 2% are in Teacher rooms on ave 26% In Swe
Design challenge 2: What are the most efficient strategies forinvisible eTwinners and the ones who do not knowabout eTwinning yet? How can the strategies from personas be reused here?