The document discusses professional standards for teachers in Romania. It outlines the framework for standards, which includes internal quality assurance mechanisms and quality as a co-production between stakeholders. It argues that standards need to change to include media literacy and facilitate collaborative learning using new technologies. A case study describes training teachers at a university to develop skills in areas like educational technology, learning styles, and online pedagogy through a blended course. The conclusion states that continuously trained, motivated teachers who collaborate and innovate with technology will improve education outcomes.

1. Professional Standards for Teachers from HEI in ROMANIA March, 2-4, 2011 - Balti Presentation by Carmen Holotescu Timsoft, Politehnica University of Timisoara, Romania

8. Arguments for change EC recommendation on media literacy in the digital environment for an inclusive knowledge society, 20.08 2009 [ + ]: “ open a public debate on the inclusion of media literacy in the compulsory education curriculum , and as part of the provision of key competences for LLL” EC, DG Education and Training, Improving the Quality of Teacher Education, 2007 [ + ]: “ teachers are asked to develop more collaborative and constructive approaches to learning and expected to be facilitators and classroom managers rather than excathedra trainers.” “ they are required to use the opportunities offered by new technologies and to respond to the demand for individualised learning” EC, Common European Principles for Teacher Competences and Qualifications, 2005 [ + ] EUN Insight: Assessment Schemes for Teachers’ ICT competence, 2005 [ + ]

9. Arguments for change UNESCO's ICT Competency Standards for Teachers, 2008 [ + ]: “ There is a lack of coordination between the adoption of technology in the classroom and the embracing of flexible and innovative teaching-learning strategies. ” EC IPTS, ICT for Learning, Innovation and Creativity, 2008 [ + ]: “ New technologies, and especially social computing, provide new opportunities for education and training, as they enhance learning and teaching, and facilitate collaboration, innovation and creativity for individuals and organizations. ”

10. Arguments for change e-competencies.org

13. Case Study Modules: On eLearning2.0, VLEs, Learning styles, Learning communities facilitation, e-Pedagogy, OER, RSS, Blogs, Microblogging, Wikis, Social Networks, Collaborative documents, OS/CC, Social Search Engines, etc. Blended course for using new technologies in education

14. Case Study Course elements: announcements modules - LOM/SCORM objects collaborative exercises learning from the stream multimedia messages livestreaming polls/quiz/ comments via SMS (f2f) validations - interactions with practitioners/ experts/groups

15. Case study from Handbook of Emerging Technologies in Education: George Siemens, Peter Tittenberg (pg.34) ltc.umanitoba.ca/wikis/etl

16. Case Study Teachers create (mobile) PLEs, discuss/improve scenarios for learning; peer mentoring, communities of practice

19. Thank you for your attention! Carmen Holotescu [email_address] cirip.ro/u/cami13 twitter.com/cami13