Slides from the seminar "Utblick ger insikt: Internationalisering- en strategisk väg till högre lärarkompetens

1. Teacher networks
for
professional development
& teacher competencies
Utblick ger insikt: Internationalisering – en strategisk väg till högre
lärarkompetens
November 11 2013 Stockholm
Dr. Riina Vuorikari
Institute of Prospective Technological Studies
European Commission

2. European Commission,
Joint Research Centre
European Commission's
in-house science service
Institute for Prospective
Technological Studies (IPTS)
Research institute
supporting EU policy-making
on
socio-economic, scientific
and/or technological issues

4. Outline
• What do we know about teachers today?
• What is so called "digital competence"?
• How to keep updated through PD?
• About PD
• Teacher networks
• MOOCs (Massive Open Online Courses)
• "Opening up Education"

5. Part 1
What do we know about
teachers and schools today?
Some picks from recent research

6. The Survey of Schools: ICT in
Education in 31 European countries
(2013)
http://essie.eun.org/

7. In Sweden
• Although schools in Sweden are very well
equipped with new technologies, this does
not seem to translate into high level of
use in the classrooms.
http://ec.europa.eu/education/documents/eatm/monitor2013-se_en.pdf

8. Digitally
supportive school
• Has policies about ICT
integration in T&L
• Uses incentives to
reward teachers using ICT
• Implements concrete
support measures
including
• teacher
professional
development
• the provision of ICT
coordinators

9. Digitally confident and supportive
teachers
• high confidence in their own ICT operational skills and
social media skills
• ability to use the internet safely and responsibly,
• have positive opinions about ICT use for T&L,
• face low obstacles and have high access to ICT
infrastructure at school
The Survey shows that students have
the highest frequency of ICT use
during lessons when they are taught by digitally
confident teacher

10. In Sweden
• Secondary school teachers' confidence
in using ICT is close to the EU average
• while their participation in ICT
professional development is lower than
the EU average.
http://ec.europa.eu/education/documents/eatm/monitor2013-se_en.pdf

11. Recommendation from the Survey
If learners of all ages are to benefit fully
from the opportunities for more
engaging, effective and inclusive
learning offered by new technologies,
digital competences are a
prerequisite.
http://ec.europa.eu/education/documents/eatm/education-and-trainingmonitor-2013_en.pdf

12. Part 2

13. What does it mean to be digitally
competent?
Digital competence ≠ use of ICT tools
Digital competence involves the confident
and critical use of ICT for employment,
learning, self-development and
participation in society (EC, 2006).
KNOWLEDGE
COMPETENCE
ATTITUDES
SKILLS

14. An encompassing definition
An encompassing definition
of
Digital
competence
A
set
of
knowledge,
skills,
a1tudes,
strategies
and
awareness
Learning domains
that
are
required
when
using
ICT
and
digital
media
Tools
to
perform
tasks;
solve
problems;
communicate;
manage
informa?on;
collaborate;
create
and
share
content;
and
build
knowledge
Competence areas
effec?vely,
efficiently,
appropriately,
cri?cally,
crea?vely,
autonomously,
flexibly,
ethically,
reflec?vely
for
work,
leisure,
par?cipa?on,
learning,
socialising,
consuming
&
empowerment.
Modes
Purpose

15. 5 Competence areas
•
http://ftp.jrc.es/EURdoc/JRC83167.pdf

16. 1. Information
Identify, locate, retrieve, store, organise and analyse digital
information, judging its relevance and purpose
1.1 Browsing, searching and filtering information
1.2 Evaluating information
1.3 Storing and retrieving information

17. Dimension
1
Name
of
area
Dimension
2
Competence
title
and
description
Dimension
3
Proficiency
levels
Information
1.1
Browsing,
Searching
&
filtering
information
To
access
and
search
for
online
information,
to
find
relevant
information,
to
select
resources
effectively,
to
create
personal
information
strategies
A
-­‐
Foundation
B-­‐
Intermediate
C-­‐
Advanced
I
can
do
some
online
searches
through
search
engines.
I
know
that
different
search
engines
can
provide
different
results.
I
can
browse
the
internet
for
information
and
I
can
search
for
information
online.
I
can
select
the
appropriate
information
I
find.
I
can
use
a
wide
range
of
search
techniques
when
searching
for
information
and
browsing
on
the
Internet.
I
can
filter
and
monitor
the
information
I
receive.
I
know
whom
to
follow
in
online
information
sharing
places
(e.g.
micro-­‐blogging).
Dimension
4
Knowledge
examples
Understands
how
information
is
generated,
managed
and
made
available
Is
aware
of
different
search
engines
Understands
which
search
engines
or
databases
best
answer
to
his/her
own
information
needs
Understands
how
information
can
be
found
in
different
devices
and
media
Understands
the
reliability
of
different
sources
Understands
how
search
engines
classify
information
Understands
how
feeds
mechanism
works
Understands
indexing
principles
Adjusts
searches
according
to
results
Can
follow
information
presented
in
hyper-­‐linked
and
non-­‐linear
form
Can
use
filters
and
agents
Is
able
to
search
for
words
that
limit
the
number
of
hits
Can
refine
information
searches
and
selects
controlled
vocabulary
specific
to
the
search
tool
Has
strategic
information
skills
for
goal
oriented
activities
Can
modify
information
searches
according
to
how
algorithms
are
built
Is
able
to
adapt
search
strategies
to
a
specific
search
engine,
application
or
device
Has
a
proactive
attitude
towards
looking
for
information
Values
the
positive
aspects
of
technologies
for
information
retrieval
Is
motivated
to
seek
information
for
different
aspects
in
his/her
life
Is
curious
about
information
systems
and
their
functioning
Is
aware
of
the
limitation
of
searches
through
technological
means
Skills
examples
Attitude
examples
Dimension
5
Application
to
purpose
Learning
Employment
I
can
use
a
search
engine
to
find
details
about
a
specific
type
of
heat
energy
I
can
find
a
range
of
sources
of
information
about
a
specific
form
of
heat
energy,
and
use
a
refined
search
to
locate
the
most
appropriate
sources
I
can
find
details
of
flights
using
a
common
search
engine
I
can
find
details
of
flights
using
a
number
of
search
engines,
and
a
number
of
flight
company
websites,
selecting
details
that
relate
to
schedule
times
Source: Elaborated by IPTS, based on the
structure of the eCompetence framework for ICT
professionals
I
can
find
a
range
of
sources
of
information
about
a
specific
form
of
heat
energy
using
different
search
engines
and
advanced
searches,
and
can
also
use
online
databases
and
searches
through
linked
references
I
can
find
details
of
flights
using
a
number
of
search
engines,
flight
company
web
sites,
and
web
sites
that
compare
details
of
many
flight
companies,
including
costs
and
schedule
times

18. 2. Communication
• Communicate in digital environments, share resources through
online tools, link with others and collaborate through digital tools,
interact and participate in communities and networks…
• 2.1 Interacting through technologies
• 2.2. Sharing information and content
• 2.3 Engaging in online citizenship
• 2.4 Collaborating through digital channels
• 2.5 Netiquette
• 2.6. Managing digital identity

19. 3. Content creation
• Create and edit new content (from word processing to images and
video), integrate and re-elaborate previous knowledge and
content, produce creative expressions, media outputs and
programming, deal with and apply intellectual property right and
licences
• 3.1 Developing content
• 3.2 Integrating and re-elaborating
• 3.3 Copyright and licences
• 3.4 Programming

20. 4. Safety
• Personal protection, data protection, digital identity protection,
security measures, safe and sustainable use
• 4.1 Protecting devices
• 4.2 Protecting data and digital identity
• 4.3 Protecting health
• 4.4 Protecting the environment

21. 5. Problem solving
• Identify digital needs and resources, make informed decisions on
most appropriate digital tools according to the purpose or need,
solve conceptual problems through digital means, creatively use
technologies, solve technical problems, update competence
• 5.1 Solving technical problems
• 5.2 Identifying needs and technological responses
• 5.3 Innovating and creatively using technology
• 5.4 Identifying digital competence gaps

22. Policy implications - use
• A guideline for curricula development and teacher
professional development
• An input to Action 62 of the Digital Agenda on proposing
EU-wide indictors of digital competence
• Proposed by Eurostat to use the framework for its 2015
survey on ICT usage in households and by individuals for
data collection on e-skills
• Future work: To test the digital competence framework with
the view to support a full implementation of the framework
and the future development of an EU self-assessment
tool for digital competences.
•

23. Example of how the Framework could be used:
8 graders Digital competence
using data from the Survey of School

24. Part 3a
Different needs and ways
of
Professional Development

25. “ 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. High level of need!

27. Part 3b:
So what to do?

28. TALIS, OECD, 2009

29. Part 3b:
So what to do?
Become part of a teacher network!

30. What are teacher networks?
Learning networks are technology-supported
communities where learners share knowledge
with one another and jointly develop new
knowledge
• 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

31. What are teacher networks?
Can exist on many levels:
• within a school
• across schools at regional, national and
international level
More and more often they are blended networks
=> digital world is mixed with the physical one
Include various forms of teachers’ co-operation,
• i.e. teaches working together in groups or teams
to improve educational processes and outcomes

32. Teachers' co-operation
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).
The TALIS studied various forms of teachers working together (OECD, 2009)

33. Benefits of teacher co-operation
Co-operation among staff creates
opportunities for
• exchange of ideas and
• practical advice
• social and emotional support
It can enhance professionalism,
• feelings of self-efficacy and
• prevent stress and “burnout”
The TALIS studied various forms of teachers working together (OECD, 2009)

34. Teacher networks as professional
learning communities
• A shared vision
• High level of co-operation among
educational professionals
• Shared practices (e.g. focus on learning,
de-privatisation of teaching)
• Coherent activities of professional
development (e.g. reflective inquiry)
eTwinning Teams in schools are an example!
OECD, 2012Teaching Practices and Pedagogical Innovations

35. De-privatisation of teaching
practice
• means that teachers observe each other,
give feedback, and act as mentor,
advisor or specialist
• teachers who report being involved in
such activities regularly also have
higher self-efficacy
OECD, 2012:
Teaching Practices and Pedagogical Innovations

36. An example of teacher network:
eTwinning

41.
eTwinning
spreading a
positive virus
called
pedagogical
innovation!

42. Channels through which
information, ideas and innovation
flow
=

43. Benefits of teacher networks like eTwinning
1. Variety of pedagogical practices in the class
• e.g. Project-based pedagogies, authentic learning,
ICT, 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 leadership
• E.g. eTwinning part of the vision

44. Other examples:
MOOCs and Social networking
software

46. https://www.coursera.org/#courses?
orderby=upcoming&search=teacher professional development

49. Many educators reported
getting a lot of use out of their
interactions on social media
sites, especially from free
professional development
and sharing ideas.
• Education-focused sites show
a much higher frequency of
use than the general social
sites.
Survey: http://www.edweb.net/fimages/op/reports/Educators-and-Social-Media-2012-web.pdf

50. Beyond friends and family educators believe
social networks are good for sharing
information and resources, connecting
with colleagues, and building a personal
learning network
Survey: http://www.edweb.net/fimages/op/reports/Educators-and-Social-Media-2012-web.pdf

53. Part 4
"Opening up Education"

54. European Policy Context
Educational targets
• Reducing Early School leaving
• Increasing Higher Education
Attainment
Additional Aims
• Making LLL and mobility a reality
• E&T quality and efficiency
• Equity, social cohesion, active
citizenship
• Creativity and innovation
http://www.eesc.europa.eu/?i=portal.en.europe-2020-flagship

55. •
Communication from the
Commission to the EP, Council,
EE&SC and Committee of the
Regions
•
Jointly presented by Vice
President Neelie KROES and
Commissioner Androulla
VASSILIOU
• 23 Action based on extensive
stakeholders consultation
• EU support:
• Erasmus+, Horizon 2020,
Structural and Investment
Funds
• Policy measures such as the
Open Method of Coordination
in Education and Training
2020

56. Two quotes
"Opening up education means
bringing the digital revolution into
education”
"Digital technologies allow
individuals to learn anywhere,
anytime, through any device, with
the support of anyone"

57. I. Open Learning Environments: Opportunities to
innovate for organisations, teachers and learners
(1/3)
ü Support teachers' professional development through open
online courses, following pledges made under the Grand
Coalition for Digital Jobs and by creating new and scaling up
existing European platforms for teachers' communities of
practice (e.g. eTwinning, EPALE) to establish collaborative
peer-based teaching practices across the EU.
ü Explore and test, in cooperation with stakeholders and
Member States, digital competence frameworks and selfassessment tools for learners, teachers and organisations.
Erasmus +
Horizon
2020

58. I. Open Learning Environments: Opportunities to
innovate for organisations, teachers and learners
(3/3)
ü Support teachers in acquiring a high level of digital
competences and adopt innovative teaching practices
through flexible training, incentive schemes, revised
curricula for teachers' initial education and new professional
evaluation mechanisms.
ü Reinforce digital skills in education and training institutions,
including among disadvantaged groups, and revisit learners
assessments in order to ensure that all skills acquired
through digital learning can be recognised.

59. I. Open Learning Environments: Opportunities to
innovate for organisations, teachers and learners
(2/3)
ü Coordinate, facilitate exchange of experiences and results
achieved in national programmes between Member States ,
and provide targeted policy guidance to clusters of Member
States to help them to identify successful measures for
meeting their challenges in view of the specific country
recommendations under the European Semester / Europe
202O.
Erasmus + Horizon 2020
MS & E&T instit

60. COM is also accompanied by Commission Staff Working
Document on "Analysis and mapping of innovative
teaching and learning for all through new Technologies
and Open Educational Resources in Europe"
http://europa.eu/rapid/press-release_IP-13-859_en.htm
http://ec.europa.eu/education/news/doc/openingcom_en.pdf
http://ec.europa.eu/education/news/doc/openingswd_en.pdf

61. See you
in eTwinning!

62. http://is.jrc.ec.europa.eu/pages/EAP/
eLearning.html
62