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Teacher networks diffusing innovation -the case of eTwinning
 

Teacher networks diffusing innovation - the case of eTwinning

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The presentation about the context of pedagogical innovation in eTwinning

The presentation about the context of pedagogical innovation in eTwinning

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    Teacher networks diffusing innovation -the case of eTwinning Teacher networks diffusing innovation - the case of eTwinning Presentation Transcript

    • Teacher networks diffusing innovation 
 -
 the case of eTwinning Dr. Riina Vuorikari Independent expert Scaling up ICT–enabled innovation for learning IPTS, Sevilla, Spain 12.12.2012
    • Who am I?Dr. Riina Vuorikari from Finland
•  First training: teacher in Finland, 
 studying abroad (exchange
 and postgraduate studies) 
 e.g. hypermedia,
 web, research, Doctoral (‘09)
•  2000-2011 in European Schoolnet 
 as Senior Research Analyst and 
 Project Manager
•  2012 -> “free agent”, Research-based education innovation
•  www. Riinavuorikari.net; http://twitter.com/vuorikari
    • What is eTwinning?
 - Brief history –
 - Contextual background –
 - Stakeholders involved -

    • A Lifelong Learning Programme initiative - within Comenius Launched January 20052005-2008 Phase 12008-2013 Phase 2 2014 Entering Phase 3 - within « Erasmus for all »
    • eTwinning stakeholders1.  eTwinners •  Teachers from various participating countreis
2.  Central Support Service •  General co-ordination (run by European Schoolnet) •  Platform, services (service provider, data processor)
3.  National Support Service in each participating country
4.  EC (contractor, data controller)
    • 33 countries, the portal 25 languageswww.etwinning.net -­‐  new  extension..   is the heart of of eTwinning
    • Cross-border collaboration in eTwinning
    • eTwinning offers:1.  Cross-border school projects •  Using Information and Communication Technologies 
2.  Formal and informal professional development •  On-line: distance courses and online interest for teachers, •  Off-line: Professional Development Workshops, 
 national meetings
3.  Social networking tools
    • The context of innovation 
 - teachers’ cooperation within a network -
    • Tellnet publication, In your bags! eTwinning report, early next year!
    • eTwinning
 -spreading apositive virus calledpedagogical innovation! 
 
 How is it possible?
 

    • eTwinning brings many existing school collaboration and school outreach projects under the same umberella!Think of Silicon Valley!
    • Channels through whichinformation, ideas and innovation flow =
    • 
In order to pass on the virus, there needs tobe people around who can get it. If you work inisolation, you cannotcontaminate anyone! 
 

    • What are teacher networks?•  Learning networks, i.e. technology-supported Context 1. communities –  learners share knowledge with one another –  jointly develop new knowledge
•  Include various forms of teachers’ co-operation, •  i.e. teaches working together in groups or teams to improve educational processes and outcomes 
 (OECD, 2009) 
•  Can exist on many levels –  within a school –  across schools at regional, national and 
 international level

    • What are teacher networks?•  More and more often, blended networks 
 => digital world is mixed with the physical 
 one Context 1. Like our lives too!•  Contribute to the quality of –  the teaching profession and –  the learning experience of students –  by encouraging collaboration and knowledge exchange at both teacher and student level
    • Social Network Analysis (SNA) for teacher networksContext 2. Scale-free network created by bottom- up interactions
    • Does social capital exist in eTwinning?•  Social capital •  ability of actors to derive benefits from their membership in social networks " •  a property of the teachers and of groups
 Gatekeeper
    • Teachers’ co-operation 
 Context 3.•  The TALIS studied various forms of teachers working together (OECD, 2009) 
•  Possible to group activities: 1. Exchange and co-ordination for teaching –  e.g. exchange teaching materials with colleagues 
 Groups, 2. Professional collaboration Teachers’ rooms –  e.g. Engage in joint activities across different
 classes and age groups (e.g. projects) –  Teach jointly as a teameTwinningprojects!
    • Benefits of teachers’ co-operation 
•  Co-operation among staff creates opportunities for –  social and emotional support, –  exchange of ideas and –  practical advice. 
•  It can enhance –  professionalism, –  feelings of self-efficacy and –  prevent stress and “burnout”
•  Different kinds of collaboration may not have the same effects!
    • De-privatisation of teaching practice•  means that 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-efficacyOECD, 2012: Teaching Practices and Pedagogical Innovations
    • Context 4. “ 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
    • Teachers’ long term engagement in eTwinning and personal PD 1 out 7 of “old-timers” keep coming back!
    • Context 5.
    • eTwinning reach =number of eTwinners / number of teachers In 2012, on average, 3.3% of European teachers are eTwinners
    • School as a unit of study•  Close to 100’000 schools in eTwinning •  26% of eTwinning schools have 2 or more teachers 
•  School teams focus of monitoring in 2012 •  eTwinning team: Two or more educational professionals 
 (e.g. teachers, librarians) working together on eTwinning activities (one project vs. separate ones)
•  24 case studies in 15 countries Context 6.
    • School teams: key factors1.  Lead teacher(s) •  A key role in inspiring and organising the work •  Thier motivation as a vital component for the stability of the innovation (e.g. Nachmias et al. 2004) •  One of the most affecting factors in ICT-supported pedagogic innovation (Forkosh-Baruch et al., 2008)
2.  Rich innovation history •  Richer the innovation history, the more expertise and cooperation in the application of the innovation (Nachmias et al. 2004) •  For 4 (out of 24) schools eTwinning was the beginning3.  Supportive school head

    • 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) 
 *OECD, 2012Teaching Practices and Pedagogical Innovations
    • To conclude:
 Benefits of 
eTwinning for schools
    • eTwinning benefits1.  Variety of pedagogical practices in the class •  e.g. Project-based pedagogies, ICT, authentic learning, play 
2.  Professional development through co-operation •  Within the school, e.g. eTwinning teams •  Across schools, e.g. local co-operation, networking •  With other stakeholders, e.g. learning beyond school walls 
3.  School vision and mission •  eTwinning (e.g. ICT, internationalisation, collaboration, project based learning) part of it
    • 35  
    • Thank you!
 
www.eTwinning.net