Technology, Teaching and Learning: From the FrontlineDavid Peter
Presentation Description: How does technology change the way we teach? The way students learn? Can technology really make a difference? These questions will be used to start our exploration of the research and best practices. If you are involved in teaching and learning, and are curious about integrating technology effectively, this session will equip you with sound strategies you can implement now.
Trends in e-learning: Research & Practices by Ana Paula Correia PhDInês Araújo
Apresentação da Prof.ª Ana Paula Correia (Iowa State University, USA) que decorreu no dia 30 de Novembro no âmbito do MyMPeL 2013 na Universidade Aberta, Lisboa.
Technology, Teaching and Learning: From the FrontlineDavid Peter
Presentation Description: How does technology change the way we teach? The way students learn? Can technology really make a difference? These questions will be used to start our exploration of the research and best practices. If you are involved in teaching and learning, and are curious about integrating technology effectively, this session will equip you with sound strategies you can implement now.
Trends in e-learning: Research & Practices by Ana Paula Correia PhDInês Araújo
Apresentação da Prof.ª Ana Paula Correia (Iowa State University, USA) que decorreu no dia 30 de Novembro no âmbito do MyMPeL 2013 na Universidade Aberta, Lisboa.
Presentation of Edmundo Tovar, for EDEN's European Online and Distance Learning Week on 'Practices in Digital Education for Universities' - Wednesday, November 3, 2021, 14:00-15:30
More info:
http://www.eden-online.org/eden_conference/practices-in-digital-education-for-universities/
Presentation shared by author at the 2018 EDEN Annual Conference "Exploring the Micro, Meso and Macro -
Navigating between dimensions in the digital learning landscape" held on 17-20 June, 2018 in Genova, Italy.
Find out more on #eden18 here: http://www.eden-online.org/2018_genova/
Review of available evidence regarding the impact of ICT in education at different levels. Presented at École Centrale Paris with the support of Programme Action Marie Curie, FMSH.
The use of ICTs to facilitate work integrated learning in engineering educati...STADIO Higher Education
Presentation made in the session: Improving Pedagogy and Practice of Undergraduate Engineering Teaching
session at the Higher Education Partnership Models for South Africa: A co-design workshop, CSIR International Convention Centre, 8 June 2015.
Technology enhanced learning
Dr. Eisa rezaei
Ph.D. in Instructional Technology, Assistant Professor, Virtual University of Medical Sciences, Tehran, Iran EisaRezaei.ir
DEFINITION
Technology Enhanced Learning
Instructional Design and Technology Timeline
Reiser and Dempsey (2012)
Why should we incorporate TEL in our educational pedagogies?
Using technology can be costly
Potential Benefits
Higher Education Funding Council for England (2009)
Learning Theories and TEL
Learning Theories and TEL
Technology Enhanced Learning design models
Designing Enhanced Learning Activities
Networked Teacher Model (Couros, 2008)
Networked student Model (Drexler 2010)
Presentation of Edmundo Tovar, for EDEN's European Online and Distance Learning Week on 'Practices in Digital Education for Universities' - Wednesday, November 3, 2021, 14:00-15:30
More info:
http://www.eden-online.org/eden_conference/practices-in-digital-education-for-universities/
Presentation shared by author at the 2018 EDEN Annual Conference "Exploring the Micro, Meso and Macro -
Navigating between dimensions in the digital learning landscape" held on 17-20 June, 2018 in Genova, Italy.
Find out more on #eden18 here: http://www.eden-online.org/2018_genova/
Review of available evidence regarding the impact of ICT in education at different levels. Presented at École Centrale Paris with the support of Programme Action Marie Curie, FMSH.
The use of ICTs to facilitate work integrated learning in engineering educati...STADIO Higher Education
Presentation made in the session: Improving Pedagogy and Practice of Undergraduate Engineering Teaching
session at the Higher Education Partnership Models for South Africa: A co-design workshop, CSIR International Convention Centre, 8 June 2015.
Technology enhanced learning
Dr. Eisa rezaei
Ph.D. in Instructional Technology, Assistant Professor, Virtual University of Medical Sciences, Tehran, Iran EisaRezaei.ir
DEFINITION
Technology Enhanced Learning
Instructional Design and Technology Timeline
Reiser and Dempsey (2012)
Why should we incorporate TEL in our educational pedagogies?
Using technology can be costly
Potential Benefits
Higher Education Funding Council for England (2009)
Learning Theories and TEL
Learning Theories and TEL
Technology Enhanced Learning design models
Designing Enhanced Learning Activities
Networked Teacher Model (Couros, 2008)
Networked student Model (Drexler 2010)
What does the future of design for online learning look like? Emerging techno...George Veletsianos
These are the slides of an invited talk I gave at ICEM 2012. The session was described as follows: What will we observe if we take a long pause and examine the practice of online education today? What do emerging technologies, openness, Massive Open Online Courses, and digital scholarship tell us about the future that we are creating for learners, faculty members, and learning institutions? And what does entrepreneurial activity worldwide surrounding online education mean for the future of education and design? In this talk, I will discuss a number of emerging practices relating to online learning and online participation in a rapidly changing world and explain their implications for design practice. Emerging practices (e.g., open courses, researchers who blog, students who use social media to self-organize) can shape our teaching/learning practice and teaching/learning practice can shape these innovations. By examining, critiquing, and understanding these practices we will be able to understand potential futures for online learning and be better informed on how we can design effective and engaging online learning experiences. This talk will draw from my experiences and research on online learning, openness, and digital scholarship, and will present recent evidence detailing how researchers, learners, educators are creating, sharing, and negotiating knowledge and education online.
A presentation to the MISA East Mobile Learning Symposium on Feb. 22, 2013 in Ottawa Ont Canada. The focus of the presentation was the need to look at the impact of pedagogy and change knowledge along with technology as outlined in Michael Fullan’s book, Stratosphere.
Stratosphere - Learning in a Connected World is a summary of Fullan's book, Stratosphere and the requirement to link pedagogy, technology and change knowledge if the goal is to have system transformation for learning and teaching in the 21st Century.
My Final Presentation about Ed Tech 1 and 2. Jermaine Dabon
My over-all collections about what we have in our subject which is Educational Tech 1 and 2. BSEd- III HET from Cebu Technological University Moalboal, Cebu Moalboal Campus.
In this presentation we will take a look at trends in the world of e-Learning.
There are many more to talk about and maybe that are very relevant for you.
But we hope this will give you some ideas and will inspire you for your own learning solutions
Education on the Cloud: Researching Student-Centred Cloud-Based Learning Pros...Karl Donert
School on the Cloud at the 2015 CELDA conference. Presentation of the paper on the School on the Cloud Network Project, presented at the CELDA conference, University of Maynooth, Ireland, 24-26 October 2015
Educating online/remote Future Engineering Leaders with Practical Competences...Manuel Castro
https://www.icwl-sete.eu/keynotes.html
This presentation will show the principles to include in our Engineering studies the practical competences and to show the long way we were involved during more than thirty years around distance/online education and the implementation of practical competences, the convergence with online learning in the use of Technology Enhanced Learning (TEL) in Engineering and the new way that we are facing after the main effects of the pandemic time where we should go a new era, more inclusive, diverse and personalized adapted for all.
The way we include the practical competences inside the engineering studies, problems, simulations, virtual, remote and pocket labs open a new era in those applications and the incoming immersive environments that drives us to a new hybrid environment as we are facing this in other important areas like industry or conferences. We will include in the presentation some introduction of the IEEE Education Society inside the area of educational activities and collaboration events as well as European projects like ECoVEM where we are applying some of those principles on the development.
This presentation was delivered to OCSOA region two in May 2013. The focus was on the role of leadership in helping to transition a K-12 school district to learning and teaching in the 21st Century.
Education and Technology, Synergies and on-going ActivitiesManuel Castro
Distinguished IEEE Education Society presented by Manuel Castro, IEEE Fellow, on a webinar of the Portuguese Chapter of IEEE Education Society in May, 2019 (http://sites.ieee.org/portugal-es/home/2019-webinar-cycle/)
JRC-IPTS presentation at VISIR Seminar - 25-26 March 2014, Committee of Regio...Panagiotis Kampylis
This is the JRC-IPTS invited presentation on policy recommendations for mainstreaming ICT-enabled learning innovations at VISIR International Seminar (25-26 March, Committee of Regions, Brussels). Short description: Technologies for learning are considered as key enablers of educational innovation. However, their full potential is not being realised in formal education settings and major questions are being asked about the sustainability, systemic impact and mainstreaming of ICT-enabled learning innovations (ICT-ELI) in Europe. This presentations focuses on recommendations for immediate strategies and actions to be undertaken by policy-makers at local, regional, national, and EU level to further develop and mainstream ICT-ELI with systemic impact, contributing to the modernisation of Education and Training systems in Europe. The recommendations were developed in the context of the 'Up scaling Creative Classrooms in Europe (SCALE CCR) project, carried out by JRC-IPTS on behalf of the European Commission, DG Education and Culture, based on desk research; case reports from Europe and Asia; continuous stakeholders consultations; and in-depth expert interviews. The final set of recommendations was further validated and prioritised through an online consultation with 149 educational stakeholders. The recommendations were clustered into seven areas presenting a holistic agenda to guide the further development and mainstreaming of ICT-ELI: Content and Curricula; Assessment; School Staff Professional Development; Research; Organisation and Leadership; Connectedness; and Infrastructure. The number and variety of the recommendations provided depict the complexity of ICT-ELI and the systemic approach needed for their mainstreaming across Education and Training systems in Europe.
Anne Gilleran Presentation on Creativity - eTwinning PDW Billund Nov. 2013Anne Gilleran
eTwinning and Creativity. Anne Gilleran's presentation at the opening session of the eTwinning PDW for Maths and Science teachers, held in the Lego Centre, Billund, Denmark.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
eTwinning A model for future schools, Marc Durando
1. eTwinning: a model for future classrooms
Marc Durando
www.europeanschoolnet.org - www.eun.org
2. Structure of the presentation
• What are the current educational trends?
How has technology made a change?
• Some reflections on eTwinning – from a
teacher strategy to a school strategy? Is
eTwinning a model for future classrooms ?
www.europeanschoolnet.org - www.eun.org
3. Current situation – Learning context
Resources
Abundance of resources made easily
accessible via Internet is increasingly
challenging us to revisit our role as People
educators.
People are able to
work, learn, study
whenever and
Technology wherever
they want
Technology profoundly affects the way we
work, collaborate, communicate and
succeed
www.europeanschoolnet.org - www.eun.org 3
4. Current global context
Economic pressure
Digital media literacy
New models of education
• Control costs vs providing high
• More and more a key skill in every
quality of services
dicipline
• More students – less staff and
• Lack of in service training
resources
Fundamental structure of K12
Demand for personalised learning
education establishment
• Efforts focussed on basic
• Not adequatly supported by
elements of current system
current technology or practice
• In and out school approaches
www.europeanschoolnet.org - www.eun.org 4
5. What are the major educational technological
trends?
Cloud Computing
Mobiles
Next 12 Months
Game based Learning
Open Content
2 – 3 Years
Learning Analytics
Personal learning Environments
5 Years
www.europeanschoolnet.org - www.eun.org
6. What Happened in the last 20 years ?
1991 WEB – 1st IWB 1992 LINUX 1994
1997 1998 2001
2002 2003
2004 2005
2006 2007 Netbooks
2009 2012 iAuthor
www.europeanschoolnet.org - www.eun.org
7. Consequences for the teacher
What students are learning
is changing
What we teach must change
How students are learning
is changing
How we teach must change
Where students are learning
is changing
Where we teach must change
When students are learning
is changing
When we teach must change
www.europeanschoolnet.org - www.eun.org
9. Future classroom
DG Concept of Living schools
INFSO for validations, demonstrations and showcases
DG Concept of Creative Classroom
innovation and modernisation of learning and teaching
EAC processes (collaboration, personalisation, active learning).
www.europeanschoolnet.org - www.eun.org
10. Future classroom
In the classroom of the future learning
will take place in a media rich
environment when teachers will guide
European their pupils to develop, exchange, and
Schoolnet create their ideas by interaction and
collaboration with flexible learning
spaces and innovative learning
scenarios comprising in and out
school learning processes.
www.europeanschoolnet.org - www.eun.org
11. What are the challenges?
Innovation
Main
Challenges
Training
Mainstreaming Pre service
In service
www.europeanschoolnet.org - www.eun.org
12. The 3 Gaps of innovation
Policy gap Identification Evidence
gap gap
Less
Policy making observable How to
needs because evaluate
willing process related innovation and
adopters when?
Lack of
communication
www.europeanschoolnet.org - www.eun.org 12
13. Training of teachers – Pre / In service
Use of ICT is still optional in curricula
Issue is the pedagogical use of technology
not how technology works
Collaborative training Lack of new
approaches Situation pedagogical models
Provide teachers with support
How to integrate in practices
Need to provide time to teachers
www.europeanschoolnet.org - www.eun.org
14. Mainstreaming issue
From a few to many … getting everyone involved
The «Transformers»
…what’s possible!
The
Pioneers/Adventurers
No of staff
The Practitioners
The neophytes/
«unwise»
3% 75 % 25 %
Very Technology Comfort Level Not
www.europeanschoolnet.org - www.eun.org
15. Adoption of technology – a cyclic phenomenon ?
Visionary discourses convincing
Phase 1 decison makers to experiment.
Enthusiasm Supported by academic studies
Reserves from teachers
Phase 2 Technical problems
Desillusion Difficulty to adapt to the curriculum
Modest use of technology versus
Phase 3
their costs
Alarming reports
Waste of resources
Phase 4 Lack of institutional support
Criticisms Conservatism of teachers
www.europeanschoolnet.org - www.eun.org
16. eTwinning
2005 Project cooperation platform
Project cooperation platform
2009 eTwinning 2.0 – Social Networking
Teacher community – Learning events
Implication of Head of schools
2011 Implication of Territorial authorities
Internationalisation
www.europeanschoolnet.org - www.eun.org
17. Can eTwinning be a model for future classrooms?
Curriculum
Three pillars
of education
systems
Teaching process Assessment
www.europeanschoolnet.org - www.eun.org
18. Does eTwinning impact on the curriculum ?
Aleady existing To be considered
Embedded in the Curriculum eTwinning taught in
- Maths, Sciences, Langage, Pre service and In service
Arts, ….. curriculum of teachers
Cross Curricula projects Recognition in career of
associating team of teachers teachers
Acquisition of 21st century
skills (collaborate, problem solving, eTwinning successful
creative thinking, communication, models
entrepreneurship, …).
www.europeanschoolnet.org - www.eun.org
19. Does eTwinning impact on the teaching processes ?
Aleady existing To be considered
Out school approaches
Permanent pedagogical
Inquired based education
reflections among teachers
projects
Training of teacher
Pedagogical scenarios
component
New approaches – learning More eTwinning dedicated
groups and learning events learning resources (IWB, ….)
www.europeanschoolnet.org - www.eun.org
20. Does eTwinning impact on the assessment?
To be considered
Analysis of the added value How are the 21st century
of eTwinning regarding skills developed assessed ?
learning attainments
How are we evaluating this
Should we consider some
new process of teaching
self assessment models?
and learning ?
www.europeanschoolnet.org - www.eun.org
21. eTwinning – towards a school strategy
Cooperation
Teacher
project
Idea
-Partner Search between
-Project definition Classes
School
Strategy
Sharing
School results ?
-Which lessons?
Global -How to continue ?
approach -Evaluation ?
www.europeanschoolnet.org - www.eun.org
22. What are the inhibitors to implement an eTwinning
strategy at school level?
Embed the eTwinning
activity in the curriculum
cross-curricular approach
Lack of new
Difficulty to
Inhibitors pedagogical and
implement the change
successful models
Difficulty to shift current Parents expectations -
culture more technology but
(head of school, teachers conservative approach
institutional support) to school organisation
www.europeanschoolnet.org - www.eun.org
23. What are the enablers to implement an eTwinning strategy
at school level?
Cooperation: the driving force
Confidence of teachers
Role of head of schools (more autonomy)
To give time to teachers
Use of ICT
New school environment Enablers Technology on/
(in and out of the class)
technology off
Successful pilots
(possible changes in
school organisation)
www.europeanschoolnet.org - www.eun.org
24. Some challenges
Mainstreaming versus
Internationalisation
laboratory of innovation
of eTwinning
and experimentation
Challenges
Role and support
Role of Head of schools
of institutional
to develop innovative
Stakeholders
ambitious strategies
Regions - MoEs
www.europeanschoolnet.org - www.eun.org
25. The 3 critical success factors
Make it Recognition Political
known & decision
Time
Evidence No way
Giving
demonstrating recognition and
backwards
it can happen time possible
to teachers
www.europeanschoolnet.org - www.eun.org 25
26. Conclusion
The future classroom: more a pedagogical challenge
than a technological one.
Complex issue – obstacles to overcome technical
integration but more importantly in terms of processes.
--------
Cooperation and comparison between countries:
indispensable laboratory of practices and analysis.
Research (and evaluation) even more necessary to
support and guide a major evolution of our education
systems.
www.europeanschoolnet.org - www.eun.org 26
27. Time Frame
A Teacher
50 years old
Student will use
Knowledge acquired 25/30 years ago
in 10/15 years
The communication period of the knowledge is
therefore around 40 years, which means twice as long
as any period which measures the key transformations
of our society
www.europeanschoolnet.org - www.eun.org