M&L 2012 - Teacher networks future perspectives on the teaching profession - by Yves Punie
Teacher Networks: Future Perspectiveson the teaching profession Yves Punie Action leader ICT for Learning and Inclusion JRC-IPTS Media & Learning Conference, 14-15 November 2012, Brussels Workshop session: Social media networks in schools and in teachers’ lives
European Commission JointResearch CentreInstitute for ProspectiveTechnological Studies (IPTS):Research Institute supporting EUpolicy-making on socio-economic, scientific and/ortechnological issues
Information Society Unit Digital Economy Economic Aspects of eHealth ICT Industry Analysis Social Computing eGovernance Digital Living & Identity Inclusion & Cultural Diversity Learning & Skills
Since 2005, evidence-based policy research on ICT for Learning and Skilling PAST projects: • Learning 2.0 • Innovation & Creativity in E&T • Future of Learning & Skilling • ICT for Assessment of Key Competences CURRENT projects: • Mapping Technologies for Learning (2012-2013) • Digital Competence Framework (2010-2012) • Teacher Networking (eTwinning – TELLNET) • Mainstreaming “Creative Classrooms” (2011-2013) • Open Educational Resources (2012-2012)In collaboration with DG EAC, linked to other EC policies (CONNECT, ENTR,EMPL)
Educational transformation in a digital world• Mainstreaming and Up-scaling ICT for innovating andmodernizing Education and Training (E&T)• New Skills and Competences in a digital society
Literature Surveys indicate that teacher networks can enhance quality of teaching by enabling teachers to expand their capacity through exchange with other teachers − Fighting teacher isolation (Gatt et all. 2009) − Informal dialogue ranked high in terms of impact (OECD TALIS 2009) − Reducing workload through re-use of OER (Johnson et all. 2011) Research & Foresight on Teacher Collaboration Networks not widespread Teachers positive on ICT, use for preparation but little pedagogical use and in classroom
1. European Education Network (eNet): Expansion of eTwinning model Pro’s − Part of initial TT and recognition of CPD − Expansion towards more stakeholders − Safe, secure environment for teachers, students and parents to interact − Low threshold for teachers − Public funding (EU) for independence and sustainability Con’s − Centralised governance and structure − Less favorable in terms of openess, flexibility and interoperabilty with other networks and spheres of life.
2. MyNetwork: User-centred social networking approach Pro’s − Decentralisation and federation across networks − Flexible, serving a diverse needs and profiles − Wide variety and choice - Personalised approach Con’s − Market fragmentation and individual approaches − Interoperability and lack of common, shared approaches − Favours technology proficient users – others may stay behind − Difficult to engage parents and other stakeholders − Formal recognition as CPD unclear
3. Intelligent Agents: Technology-focused approach Pro’s − Avatar − Dealing with information overload and complexity − Reduction of workload for repetitive activities − OER Con’s − Technology dependence: reliability, dependability, trust, security, privacy, automated suggestions and decision-making − Private market solutions only
4. Diversified Teacher Careers:Autonomous learning & teachers as mentors Pro’s − Personalised and autonomous learners − Different teaching professions: teaching in class, teaching virtually, student monitoring Con’s − Highly dependant on use of digital technologies for organisation and administration of learning − Supported by performant infrastructure and learning analytics − Significant investment in teacher training
5. Informal Learning Camps: Bottom-up peer learning Pro’s − Teachers as leaders and contributors − Better serve their needs − Collaborative development and design − Open technologies, OSS, OER, open licenses − Informal, bottom-up, peer learning Con’s − Not recognised as CPD − Local support needed – may go against established policies and approved technological system − Strong engagement and motivation of teachers – only for the few, voluntary engagement
Crosscutting issues − Scenarios not mutually exclusive − Highlighting changes in teacher profession − Opening of teacher networks towards other stakeholders − Importance of ITT and recognition as CPD − Ownership and control of data − Privacy, security, safety, identity
Policy recommendationsGeneral (all levels) − Revise current teaching and learning approaches − Recognise the potential driving role of teachers − Revise and maintain investments in ITT and CPD − Establish closer interaction between research, practice and policy − Recognise diversity approaches but bring them together − Support and promote open tools, interoperability, and OEREU − Open Method of Coordination: common challenges, peer learning, joint initiatives − Support European networks such as eTwinning − Support more widespread use of ICT for teaching, teacher training and collaboration
Policy recommendationsMember States, regional and local levels− Support and motivate teachers to share educational practices with ICT− Recognise and incentivise participation of teachers in teacher networks, including formal recognition as part of CPD− Enable informal, alternative teacher collaboration to take place− Develop incentives for teachers participation (workload, curricula, career paths)− Promote cross-border, European connections between national and regional platforms− Encourage innovation with and through ICT, via pilots and initiatives to scale-up.