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M&L 2012 - Social media networks in schools and in teachers’ lives - by Riina Vuorikari


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M&L 2012 - Social media networks in schools and in teachers’ lives - by Riina Vuorikari

  1. 1. Social media networks in schools and in teachers’ lives Media & Learning Conference Brussels, Belgium 14.11.2012 dr. Riina Vuorikari Tellnet project manager European Schoolnet
  2. 2. Welcome - this session!• Teacher networks for professional development Riina Vuorikari, Tellnet Project manager, European Schoolnet• Teachers’ use of social media in schools Janice Richardson, Coordinator of the Insafe and SMILE, European Schoolnet• Teacher networks in 2025 Yves Punie, Institute for Prospective Technological Studies
  3. 3. Who am I?• Dr. Riina Vuorikari from Finland• Background in Education, Hypermedia, and Information and Knowledge Systems• 2000-2011 in European Schoolnet as Senior Research Analyst and Project Manager• 2012 -> “Free agent”
  4. 4. Teacher networks forprofessional development
  5. 5. Outline of this presentation• Context: – What are teachers needs for professional development? – What are teacher networks? – What is teachers’ co-operation?• Case study: eTwinning – Social Network Analysis (SNA) for teacher networks
  6. 6. Some contextfor this workshop
  7. 7. Context 1. “ 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
  8. 8. Context 1.
  9. 9. Index of professional dev elopment nee d (2007-08) Index (Max=100) Scored across 11 aspects of teachers work 80 70 60 50 40 30 20 10 0 Slovenia TALIS Poland Bulgaria Spain Lithuania Belgium(Fl.) Norway Turkey Slovak Estonia Australia Malaysia Hungary Brazil Iceland Korea Austria Mexico Italy Ireland Denmark Portugal MaltaCountries are ranked in descending order ofindex of professional developmentSource: OECD. T able 3.4
  10. 10. TALIS, OECD, 2009
  11. 11. TALIS, OECD, 2009
  12. 12. Why are teacher networks?• Learning networks, i.e. technology-supported Context 2. communities – learners share knowledge with one another – jointly develop new knowledge• Can exist on many levels – within a school – across schools at regional, national and international level• More and more often, blended networks => digital world is mixed with the physical one Like our lives too!
  13. 13. Why are teacher networks?• Includes various forms of teachers’ co-operation, i.e. teaches working together in groups or teams to improve educational processes and outcomes (OECD, 2009) Context 2.• 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
  14. 14. Teachers’ co-operation Context 3.• The TALIS (OECD, 2009) studied various forms of teachers working together – Frequency to undertake activities on 6-point scale ranging from “never” to “weekly”• Possible to group activities: – Exchange and co-ordination for teaching – Professional collaboration
  15. 15. Teachers’ co-operationEXCHANGE AND PROFESSIONAL CO-ORDINATION for teaching COLLABORATION• Discuss and decide on the selection • Observe other teachers’ of instructional media (e.g. textbooks, classes and provide feedback. exercise books). • Teach jointly as a team in the• Exchange teaching materials with same class. colleagues. • Engage in joint activities• Attend team conferences for the age across different classes and group I teach. age groups (e.g. projects). eTwinning projects!
  16. 16. 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!
  17. 17. The case study - eTwinning
  18. 18. 183162 teachers
  19. 19. eTwinning offers Teachers’ co-operation1. Cross-border school projects • Using Information and Communication Technologies2. Formal and informal professional development • On-line: distance courses and online interest for teachers, • Off-line: Professional Development Workshops, national meetings3. Social networking tools
  20. 20. Social Network Analysis (SNA) for teacher networks A contact of my contact knows a contact of your contact!
  21. 21. 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
  22. 22. Spreading apositive virus calledpedagogical innovation. Who will notget the virus?
  23. 23. Channels through whichinformation, ideas and innovation flow 
  24. 24. Who will not get the virus? The ones who are not connected, e.g. who are notcollaborating with others.
  25. 25.• SNA (Social Network Analysis) methods can be well applied to the study of Teacher networks, e.g. eTwinning• Teachers position in the network can be an indicator for their “performance” in eTwinning projects and their potential development path• More studies are needed to understand how, when and why teacher networks advance learning!
  26. 26. This evening!• The Tellnet book launch - after workshops just before the award ceremony• Everyone welcome!
  27. 27. Welcome - this session!• Teachers’ use of social media in schools Janice Richardson, Coordinator of the Insafe and SMILE, European Schoolnet
  28. 28. Welcome - this session!• Teacher networks in 2025 Yves Punie, Institute for Prospective Technological Studies