Teacher networks, teacher digital competence and professional development


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Teacher networks, teacher digital competence and professional development

  1. 1. Teacher networks for professional development & teacher competencies Utblick ger insikt: Internationalisering – en strategisk väg till högre lärarkompetens November 11 2013 Stockholm Dr. Riina Vuorikari Institute of Prospective Technological Studies European Commission
  2. 2. European Commission, Joint Research Centre European Commission's in-house science service Institute for Prospective Technological Studies (IPTS) Research institute supporting EU policy-making on socio-economic, scientific and/or technological issues
  3. 3. Outline •  What do we know about teachers today? •  What is so called "digital competence"? •  How to keep updated through PD? •  About PD •  Teacher networks •  MOOCs (Massive Open Online Courses) •  "Opening up Education"
  4. 4. Part 1 What do we know about teachers and schools today? Some picks from recent research
  5. 5. The Survey of Schools: ICT in Education in 31 European countries (2013) http://essie.eun.org/
  6. 6. In Sweden •  Although schools in Sweden are very well equipped with new technologies, this does not seem to translate into high level of use in the classrooms. http://ec.europa.eu/education/documents/eatm/monitor2013-se_en.pdf
  7. 7. Digitally supportive school • Has policies about ICT integration in T&L • Uses incentives to reward teachers using ICT • Implements concrete support measures including •  teacher professional development •  the provision of ICT coordinators
  8. 8. Digitally confident and supportive teachers •  high confidence in their own ICT operational skills and social media skills •  ability to use the internet safely and responsibly, •  have positive opinions about ICT use for T&L, •  face low obstacles and have high access to ICT infrastructure at school The Survey shows that students have the highest frequency of ICT use during lessons when they are taught by digitally confident teacher
  9. 9. In Sweden •  Secondary school teachers' confidence in using ICT is close to the EU average •  while their participation in ICT professional development is lower than the EU average. http://ec.europa.eu/education/documents/eatm/monitor2013-se_en.pdf
  10. 10. Recommendation from the Survey If learners of all ages are to benefit fully from the opportunities for more engaging, effective and inclusive learning offered by new technologies, digital competences are a prerequisite. http://ec.europa.eu/education/documents/eatm/education-and-trainingmonitor-2013_en.pdf
  11. 11. Part 2
  12. 12. What does it mean to be digitally competent? Digital competence ≠ use of ICT tools Digital competence involves the confident and critical use of ICT for employment, learning, self-development and participation in society (EC, 2006).       KNOWLEDGE   COMPETENCE   ATTITUDES   SKILLS  
  13. 13. An encompassing definition An encompassing definition of  Digital  competence   A  set  of  knowledge,  skills,   a1tudes,  strategies  and   awareness Learning domains that  are  required  when  using   ICT  and  digital  media     Tools to  perform  tasks;  solve   problems;  communicate;   manage  informa?on;   collaborate;  create  and  share   content;  and  build  knowledge     Competence areas effec?vely,  efficiently,   appropriately,  cri?cally,   crea?vely,  autonomously,   flexibly,  ethically,  reflec?vely     for  work,  leisure,  par?cipa?on,   learning,  socialising,   consuming  &  empowerment.   Modes Purpose
  14. 14. 5 Competence areas •  http://ftp.jrc.es/EURdoc/JRC83167.pdf
  15. 15. 1. Information Identify, locate, retrieve, store, organise and analyse digital information, judging its relevance and purpose 1.1 Browsing, searching and filtering information 1.2 Evaluating information 1.3 Storing and retrieving information
  16. 16. Dimension  1   Name  of  area   Dimension  2   Competence  title   and  description   Dimension  3   Proficiency  levels   Information     1.1    Browsing,  Searching  &  filtering  information   To  access  and  search  for  online  information,  to  find  relevant  information,  to  select  resources  effectively,  to  create   personal  information  strategies   A  -­‐  Foundation   B-­‐  Intermediate   C-­‐  Advanced   I   can   do   some   online   searches   through  search  engines.  I  know  that   different  search  engines  can  provide   different  results.   I   can   browse   the   internet   for   information   and   I   can   search   for   information   online.   I   can   select   the   appropriate  information  I  find.   I   can   use   a   wide   range   of   search   techniques   when   searching   for   information   and   browsing   on   the   Internet.  I  can  filter  and  monitor  the   information   I   receive.   I   know   whom   to   follow   in   online   information   sharing  places  (e.g.  micro-­‐blogging).   Dimension  4     Knowledge   examples   Understands  how  information  is  generated,  managed  and  made  available   Is  aware  of  different  search  engines   Understands  which  search  engines  or  databases  best  answer  to  his/her  own  information  needs     Understands  how  information  can  be  found  in  different  devices  and  media   Understands  the  reliability  of  different  sources   Understands  how  search  engines  classify  information   Understands  how  feeds  mechanism  works   Understands  indexing  principles   Adjusts  searches  according  to  results   Can  follow  information  presented  in  hyper-­‐linked  and  non-­‐linear  form   Can  use  filters  and  agents   Is  able  to  search  for  words  that  limit  the  number  of  hits   Can  refine  information  searches  and  selects  controlled  vocabulary  specific  to  the  search  tool   Has  strategic  information  skills  for  goal  oriented  activities   Can  modify  information  searches  according  to  how  algorithms  are  built   Is  able  to  adapt  search  strategies  to  a  specific  search  engine,  application  or  device   Has  a  proactive  attitude  towards  looking  for  information   Values  the  positive  aspects  of  technologies  for  information  retrieval   Is  motivated  to  seek  information  for  different  aspects  in  his/her  life   Is  curious  about  information  systems  and  their  functioning   Is  aware  of  the  limitation  of  searches  through  technological  means   Skills  examples   Attitude  examples   Dimension  5   Application  to   purpose   Learning   Employment     I   can   use   a   search   engine   to   find   details  about   a  specific   type   of   heat   energy     I   can   find   a   range   of   sources   of   information   about   a   specific   form   of   heat   energy,   and   use   a   refined   search   to   locate   the   most   appropriate  sources   I   can   find   details   of   flights   using   a   common  search  engine   I   can   find   details   of   flights   using   a   number   of   search   engines,   and   a   number   of   flight   company   websites,   selecting   details   that   relate  to  schedule  times   Source: Elaborated by IPTS, based on the structure of the eCompetence framework for ICT professionals   I   can   find   a   range   of   sources   of   information   about   a   specific   form   of   heat   energy   using   different   search   engines   and   advanced   searches,   and   can   also   use   online   databases   and   searches   through   linked  references   I   can   find   details   of   flights   using   a   number   of   search   engines,   flight   company   web   sites,   and   web   sites   that  compare  details  of  many  flight   companies,   including   costs   and   schedule  times  
  17. 17. 2. Communication •  Communicate in digital environments, share resources through online tools, link with others and collaborate through digital tools, interact and participate in communities and networks… •  2.1 Interacting through technologies •  2.2. Sharing information and content •  2.3 Engaging in online citizenship •  2.4 Collaborating through digital channels •  2.5 Netiquette •  2.6. Managing digital identity
  18. 18. 3. Content creation •  Create and edit new content (from word processing to images and video), integrate and re-elaborate previous knowledge and content, produce creative expressions, media outputs and programming, deal with and apply intellectual property right and licences •  3.1 Developing content •  3.2 Integrating and re-elaborating •  3.3 Copyright and licences •  3.4 Programming
  19. 19. 4. Safety •  Personal protection, data protection, digital identity protection, security measures, safe and sustainable use •  4.1 Protecting devices •  4.2 Protecting data and digital identity •  4.3 Protecting health •  4.4 Protecting the environment
  20. 20. 5. Problem solving •  Identify digital needs and resources, make informed decisions on most appropriate digital tools according to the purpose or need, solve conceptual problems through digital means, creatively use technologies, solve technical problems, update competence •  5.1 Solving technical problems •  5.2 Identifying needs and technological responses •  5.3 Innovating and creatively using technology •  5.4 Identifying digital competence gaps
  21. 21. Policy implications - use •  A guideline for curricula development and teacher professional development •  An input to Action 62 of the Digital Agenda on proposing EU-wide indictors of digital competence •  Proposed by Eurostat to use the framework for its 2015 survey on ICT usage in households and by individuals for data collection on e-skills •  Future work: To test the digital competence framework with the view to support a full implementation of the framework and the future development of an EU self-assessment tool for digital competences. • 
  22. 22. Example of how the Framework could be used: 8 graders Digital competence using data from the Survey of School
  23. 23. Part 3a Different needs and ways of Professional Development
  24. 24. “ 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
  25. 25. High level of need!
  26. 26. Part 3b: So what to do?
  27. 27. TALIS, OECD, 2009
  28. 28. Part 3b: So what to do? Become part of a teacher network!
  29. 29. What are teacher networks? Learning networks are technology-supported communities where learners share knowledge with one another and jointly develop new knowledge •  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
  30. 30. What are teacher networks? Can exist on many levels: •  within a school •  across schools at regional, national and international level More and more often they are blended networks => digital world is mixed with the physical one Include various forms of teachers’ co-operation, • i.e. teaches working together in groups or teams to improve educational processes and outcomes
  31. 31. Teachers' co-operation 1. Exchange and co-ordination for teaching •  e.g. exchange teaching materials with colleagues 2. Professional collaboration •  e.g. Teach jointly as a team in the same class; Engage in joint activities across different classes and age groups (e.g. projects). The TALIS studied various forms of teachers working together (OECD, 2009) 

  32. 32. Benefits of teacher co-operation Co-operation among staff creates opportunities for • exchange of ideas and • practical advice • social and emotional support It can enhance professionalism, • feelings of self-efficacy and • prevent stress and “burnout” The TALIS studied various forms of teachers working together (OECD, 2009) 

  33. 33. Teacher networks as 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) eTwinning Teams in schools are an example! OECD, 2012Teaching Practices and Pedagogical Innovations
  34. 34. 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-efficacy OECD, 2012: Teaching Practices and Pedagogical Innovations
  35. 35. An example of teacher network: eTwinning
  36. 36. 
 spreading a positive virus called pedagogical innovation! 

  37. 37. Channels through which information, ideas and innovation flow =
  38. 38. Benefits of teacher networks like eTwinning 1. Variety of pedagogical practices in the class •  e.g. Project-based pedagogies, authentic learning, ICT, 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 leadership • E.g. eTwinning part of the vision
  39. 39. Other examples: MOOCs and Social networking software
  40. 40. https://www.coursera.org/#courses? orderby=upcoming&search=teacher professional development
  41. 41. Many educators reported getting a lot of use out of their interactions on social media sites, especially from free professional development and sharing ideas. •  Education-focused sites show a much higher frequency of use than the general social sites. Survey: http://www.edweb.net/fimages/op/reports/Educators-and-Social-Media-2012-web.pdf
  42. 42. Beyond friends and family educators believe social networks are good for sharing information and resources, connecting with colleagues, and building a personal learning network Survey: http://www.edweb.net/fimages/op/reports/Educators-and-Social-Media-2012-web.pdf
  43. 43. Part 4 "Opening up Education"
  44. 44. European Policy Context Educational targets •  Reducing Early School leaving •  Increasing Higher Education Attainment Additional Aims •  Making LLL and mobility a reality •  E&T quality and efficiency •  Equity, social cohesion, active citizenship •  Creativity and innovation http://www.eesc.europa.eu/?i=portal.en.europe-2020-flagship
  45. 45. •  Communication from the Commission to the EP, Council, EE&SC and Committee of the Regions •  Jointly presented by Vice President Neelie KROES and Commissioner Androulla VASSILIOU •  23 Action based on extensive stakeholders consultation •  EU support: •  Erasmus+, Horizon 2020, Structural and Investment Funds •  Policy measures such as the Open Method of Coordination in Education and Training 2020
  46. 46. Two quotes "Opening up education means bringing the digital revolution into education” "Digital technologies allow individuals to learn anywhere, anytime, through any device, with the support of anyone"
  47. 47. I. Open Learning Environments: Opportunities to innovate for organisations, teachers and learners (1/3) ü  Support teachers' professional development through open online courses, following pledges made under the Grand Coalition for Digital Jobs and by creating new and scaling up existing European platforms for teachers' communities of practice (e.g. eTwinning, EPALE) to establish collaborative peer-based teaching practices across the EU. ü  Explore and test, in cooperation with stakeholders and Member States, digital competence frameworks and selfassessment tools for learners, teachers and organisations. Erasmus + Horizon 2020
  48. 48. I. Open Learning Environments: Opportunities to innovate for organisations, teachers and learners (3/3) ü  Support teachers in acquiring a high level of digital competences and adopt innovative teaching practices through flexible training, incentive schemes, revised curricula for teachers' initial education and new professional evaluation mechanisms. ü  Reinforce digital skills in education and training institutions, including among disadvantaged groups, and revisit learners assessments in order to ensure that all skills acquired through digital learning can be recognised.
  49. 49. I. Open Learning Environments: Opportunities to innovate for organisations, teachers and learners (2/3) ü  Coordinate, facilitate exchange of experiences and results achieved in national programmes between Member States , and provide targeted policy guidance to clusters of Member States to help them to identify successful measures for meeting their challenges in view of the specific country recommendations under the European Semester / Europe 202O. Erasmus + Horizon 2020 MS & E&T instit
  50. 50. COM is also accompanied by Commission Staff Working Document on "Analysis and mapping of innovative teaching and learning for all through new Technologies and Open Educational Resources in Europe" http://europa.eu/rapid/press-release_IP-13-859_en.htm http://ec.europa.eu/education/news/doc/openingcom_en.pdf http://ec.europa.eu/education/news/doc/openingswd_en.pdf
  51. 51. See you in eTwinning!
  52. 52. http://is.jrc.ec.europa.eu/pages/EAP/ eLearning.html 62