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Teacher networks for professional development - the case of eTwinning


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National Agency for Education (Skolverket) in Stockholm, Sweden (21.11.2012). Spaning på IT i skola:

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Teacher networks for professional development - the case of eTwinning

  1. 1. Teacher networks 
professional development 
 the case of eTwinning Dr. Riina Vuorikari European Schoolnet National Agency for Education (Skolverket) Stockholm, Sweden 21.11.2012
  2. 2. European Schoolnet (EUN)•  Created in 1997, based in Brussels•  Network of 30 European Ministries of Education (MoE) or National Educational Authorities•  Transforming education in Europe
  3. 3. Outline of this presentation•  eTwinning –  What is eTwinning?•  Teacher networks –  What are teacher networks? –  What is teachers’ co-operation?
•  Different scenarios for 2025 
•  Concluding remarks
  4. 4. What is eTwinning?
  5. 5. A Lifelong Learning Programme initiative - within Comenius Launched January 20052005-2008 Phase 12008-2013 Phase 2 2014 Entering Phase 3 - within « Erasmus for all »
  6. 6. 1983 schools the portal 3907 in Sweden   is the heart of eTwinning
  7. 7. 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
  8. 8. What are eTwinning projects?
  9. 9.
  10. 10. eTwinning 
professional development
  11. 11. PD on-line:Teacher RoomsDesignedas places toinvite otherpeople todiscuss topics 1 3
  12. 12. PD on-line: eTwinning Groups34 Groups now active
  13. 13. PD on-line: Learning Events15 Learning eventsa year20,000 + teachersinvolved 1 5
  14. 14. eTwinning 
a social networking tool
  15. 15. Social networking: Personal profilePersonal contentContacts ProjectsJournal 1 7
  16. 16. eTwinning 
a network
  17. 17. eTwinning
 -spreading apositive virus calledpedagogical innovation! 
 Who will not
get the virus?

  18. 18. Channels through whichinformation, ideas and innovation flow =
  19. 19. Who will 
 not get 
 the virus?
 The ones who are not connected, e.g. who are not 
co-operating with others. 

  20. 20. Part 2: What are 
teacher networks?
  21. 21. 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

  22. 22. 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
  23. 23. 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!
  24. 24. 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!
  25. 25. 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
  26. 26. Context 3.
  27. 27. Context 4.TALIS, OECD, 2009 eTwinning!
  28. 28. A long term engagement in eTwinning 1 out 7 of “old-timers” keep coming back!
  29. 29. Part 3: Scenarios 
the teaching profession
 in 2025
  30. 30. Significant changes inwhat we learn,how we learn,where we learn andwhen we learnThus affecting also role of teachers
  31. 31. Institute of Prospective Technological Studies 
 “Future of Learning” 
 reports 36
  32. 32. 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)
  33. 33. 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.
  34. 34. Five scenarios for teacher profession and teacher networks in 2025
  35. 35. 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
  36. 36. An example
  37. 37. Scenario 4: Diversified TeachingCareers „ New roles as a teacher
  38. 38. 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
  39. 39. Scenarios leading 
to recommendations
  40. 40. 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
  41. 41. 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.
  42. 42. To conclude:
 Benefits of 
eTwinning for schools
  43. 43. 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
  44. 44. See you in eTwinning!