Global trends
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The document discusses trends in 21st century education including the need for schools to work together globally to address challenges. It promotes eTwinning as a European platform that allows teachers to collaborate on projects, share resources and develop professionally. Research shows that collaborative learning engages students more and leads to better learning outcomes. The document also discusses skills needed in the 21st century like social media literacy and the ability to be both a producer and consumer of information.
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Under the nature of management and educational management
Examine critically the principles of management and make efforts to implement these principles in education.
Analyze the management process, elements and functions of management
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Getting the work done
With the help of other people
Within the given budget
With in the given deadlines
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Online assignment
1. The document discusses concepts of e-twinning and online learning. It defines e-twinning as a program that facilitates cooperation between European schools using information and communication technologies. Schools are paired and work collaboratively on projects.
2. Online learning is defined as education that uses the internet to access educational content and communicate remotely. It allows students to take courses entirely online without entering a physical classroom. It requires self-discipline as students are responsible for their own learning and participation.
3. The document provides details on the history and operations of e-twinning, including tools available and who can participate. It also discusses characteristics and requirements of online learning, including basic computer skills needed.
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This document outlines the Connecting Classrooms programme which establishes school partnerships between the UK and Palestine. The programme aims to give students opportunities to collaborate internationally, develop cultural understanding, and work on curriculum-based activities around themes of global citizenship. It provides background on Palestine and guidelines for teachers to establish equitable partnerships that involve preparing, developing relationships, embedding global citizenship skills, and expanding the experience. Potential project ideas are presented around themes of identity, fairness, sustainability, and conflict resolution. Challenges of the partnerships are also addressed.
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This document discusses eTwinning, a program that connects teachers and students across Europe for online collaboration. It provides information on how eTwinning works, its benefits for students and teachers, and examples of projects between schools. Key points include that eTwinning allows teachers to find partners in other countries, develop projects in any subject area, and gives students opportunities to improve skills like communication and cultural awareness while working with international peers. The document encourages teachers to register and provides instructions on starting projects through the eTwinning portal.
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This document provides information about international learning opportunities for teachers and students through programs like eTwinning, Erasmus+, and Connecting Classrooms. It describes how eTwinning allows collaboration between European teachers and students online through projects. A case study is presented on a primary school that found success through eTwinning. Benefits included increased technology, sharing ideas, and international experiences for students. Information is also provided on the Erasmus+ program funding for mobility and partnerships. Workshops and support are offered to guide schools through the application process for these international opportunities.
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This document outlines an eTwinning initiative in Havering that aims to provide CPD opportunities for teachers and international collaborative projects for students. It discusses partnerships with schools in Finland and Italy where students exchanged cultural information, stories, and videos of playground games. The benefits included enhanced language skills, cultural awareness, and use of ICT. A lead teacher coordinated eTwinning in schools and teachers were expected to participate. Support was provided by eTwinning ambassadors. The agenda covered an overview of eTwinning, examples of projects, benefits, and next steps which included ambassador support and using the eTwinning portal.
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This document outlines an agenda and aims for an event on promoting the eTwinning initiative through a mentoring model. It describes the mentoring model and discusses implementing eTwinning across entire schools. Two case studies are presented: Southwater Infant Academy where eTwinning is led by the headteacher and embedded in curriculum targets, and Shawlands Academy where eTwinning involves 16 staff in cross-curricular international projects. Both schools report benefits for students such as cultural exchange and digital skills, and for teachers including innovative pedagogy, professional development opportunities, and improved communication. The document concludes with a discussion of next steps for schools and ambassadors to continue developing eTwinning through evaluation and action planning.
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This document discusses embedding eTwinning, an online platform for school collaboration, into whole-school policies. It provides examples from two schools: an infant academy and secondary school in the UK. At the infant academy, eTwinning is led by the headteacher and a core team. Teachers partner on projects integrating practical and collaboration skills. Benefits include engaging students and improving technology. At the secondary school, eTwinning is integrated into the curriculum across subjects. Teachers collaborate internationally to share ideas and expertise. Students learn about diversity and global issues. The document also outlines the development of a training pack for eTwinning Ambassadors to establish mentoring models and quality projects.
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Trainee teachers were tasked with planning an eTwinning project by the end of the day in conjunction with their class teachers. The document provided guidance on planning the project, including choosing a theme related to global citizenship, curriculum links, assessment, and first steps for a successful partnership. It also outlined the key elements of an effective project plan such as the idea, curriculum areas, aims, activities, name, tools, and expected outcomes. Trainee teachers then worked in pairs to design a project plan using the provided planning sheet to exchange with their town twinning partner.
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Winchester University is launching an eTwinning Teacher Training Initiative to provide professional development for teachers. The program will train teachers on how to use eTwinning, an online platform that allows teachers across Europe to collaborate on projects and share ideas and resources. The training will help teachers integrate eTwinning into their classrooms and curriculum to enhance students' learning experiences.
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This document discusses the benefits of eTwinning partnerships between schools in different countries. It provides details of a 5-year partnership between a school in the UK and a school in Finland. This partnership enhanced cultural awareness, language skills, and ICT skills for both students and teachers. It describes several collaborative projects between the schools, including a bear exchange where students shared stories about national bears, and a mini-beast study where students compared ecosystems. The document encourages connecting with partner schools using online tools to share experiences and work collaboratively.
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The document discusses an international educational partnership project called Digital Diary Dialogues that uses mobile phone technology. Students in several countries, including Finland, Scotland, England, and Afghanistan, create and exchange microblogs and learning objects on a weekly theme using Nokia mobile phones. The goals are to develop communication skills across curriculums, engage in peer learning, and motivate students through international cultural exchange and extended learning opportunities beyond the classroom. Challenges addressed include unreliable internet access, and solutions explored include developing the project model and using mobile phones and solar chargers to overcome lack of electricity.
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Digital Diary Dialogues is a mobile learning project that uses smartphones to facilitate cross-curricular, peer-to-peer learning activities between students in multiple countries. Students in Finland, Scotland, England, and Afghanistan create and exchange microblogs and learning objects using Nokia N95 phones. The project focuses on effective use of mobile technology for communication and learning, using international connections to motivate students, and sharing pedagogical approaches across partnerships.
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Chapter 6
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- 1. 21 st Century Schools Global Trends Nick Falk Anne Jakins
- 6. Motivation
- 7. eTwinning is ………. much more than a flexible support infrastructure to implement joint pedagogical school projects. eTwinning
- 14. 21 st Century Skills
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Editor's Notes
- Add image of african classroom and teachers around PC (leapfrogging)
- Unesco millenium goals childrens plan ppt
- Learning in a fun and proactive way
- Social constructivism
- Adapting to the 21 st century skills of our students
- Social constructivism
- increase the technological uptake of the workforce by incorporating technology skills in the curriculum — or the technology literacy approach ; increase the ability of the workforce to use knowledge to add value to economic output by applying it to solve complex, real-world problems — or the knowledge deepening approach . increase the ability of the workforce to innovate and produce new knowledge and of citizens to benefit from this new knowledge — or the knowledge creation approach .
- Emphasis etwinning Shorten videos