A Lifelong Learning Programme initiative - within Comenius Launched January 20052005-2008 Phase 12008-2013 Phase 2 2014 Entering Phase 3 - within « Erasmus for all »
1983 schools the portal 3907 eTwinnerswww.etwinning.net in Sweden is the heart of 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
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
Teachers’ co-operation Context 2.• 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 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).eTwinningprojects!
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!
Context 3. “ 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
A long term engagement in eTwinning 1 out 7 of “old-timers” keep coming back!
Part 3: Scenarios for the teaching profession in 2025
Significant changes inwhat we learn,how we learn,where we learn andwhen we learnThus affecting also role of teachers
Institute of Prospective Technological Studies “Future of Learning” reports 36
Why look into the future?• Prospective scenario building as a strategic planningmethod to help make flexible long-term plans.• Its a process of analysing possible future events byconsidering alternative possible outcomes (scenarios).• The future landscape is "only one childhood away"• Unless we plan strategically for the future of teachereducation, we will be unable to deal with teachers futureneeds (Newby, 2005 in Journal of Education forTeaching)
Five stories of possible futures: imagining how the teaching profession could look in 2025,in order to challenge assumptions and stimulate thinking about the present.
Five scenarios for teacher profession and teacher networks in 2025
Crosscutting issues in scenarios • 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
Scenario 4: Diversified TeachingCareers New roles as a teacher
Pro’s • Personalised and autonomous learning • Different teaching professions: teaching in class, teaching virtually, student monitoringCon’s • Significant investment in teacher training • Highly dependent on use of digital technologies for organisation and administration of learning • Supported by demanding infrastructure and learning analytics
Policy recommendationsGeneral (all levels) • Recognise the potential driving role of teachers • Revise current teaching and learning approaches • Revise and maintain investments in ITT and CPD • Establish closer interaction between research, practice and policy • Recognise diversity approaches but bring them together
Policy recommendationsMember States, regional and local levels• Support and motivate teachers to share educational practices with ICT• Develop incentives for teachers participation (e.g. workload, curricula, career paths)• Enable informal, alternative teacher collaboration to take place• Recognise and incentivise participation of teachers in teacher networks, including formal recognition as part of CPD• Promote cross-border, European connections between national and regional platforms• Encourage innovation with and through ICT, via pilots and initiatives to scale-up.
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 internationalisation • eTwinning part of the vision