Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.

M&L 2012 - Teacher networks future perspectives on the teaching profession - by Yves Punie


Published on

Published in: Education
  • Be the first to comment

  • Be the first to like this

M&L 2012 - Teacher networks future perspectives on the teaching profession - by Yves Punie

  1. 1. 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
  2. 2. European Commission JointResearch CentreInstitute for ProspectiveTechnological Studies (IPTS):Research Institute supporting EUpolicy-making on socio-economic, scientific and/ortechnological issues
  3. 3. Information Society Unit Digital Economy Economic Aspects of eHealth ICT Industry Analysis Social Computing eGovernance Digital Living & Identity Inclusion & Cultural Diversity Learning & Skills
  4. 4. 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)
  5. 5. 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
  6. 6. IPTS Future of Learningreports 6
  7. 7. Significant changes inwhat we learn,how we learn,where we learn andwhen we learnThus affecting also role of teachers
  8. 8. Approach
  9. 9. 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
  10. 10. Future Teacher Networks: 5 mini-scenarios Scenario 1: eNet: European Education Network Scenario 2: MyNetwork Scenario 3: Intelligent Agents Scenario 4: Diversified Teaching Careers Scenario 5: Informal Learning Camps
  11. 11. 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.
  12. 12. 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
  13. 13. 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
  14. 14. 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
  15. 15. 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
  16. 16. 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
  17. 17. 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
  18. 18. 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.
  19. 19. Thank you!••