Opettajuus vuonna 2025 -Mitä tulevaisuus tuo tullessaan?       Opettajuus ja muuttuva oppimaisema                 Oulu, Fi...
Who am I?•   Riina Vuorikari from Finland•   Teacher from my first    training (Savonlinnan OKL),    - then hypermedia,   ...
Outline•   Introduction and the context•   Foresight as a method•   What do we know about the current situation•   Scenari...
Some contextfor this workshop
European Schoolnet (EUN)• Created in 1997, based in Brussels• Network of 31 European Ministries of Education  (MoE) or nat...
This virus is apositive one,    called pedagogical innovation. Who will notget the virus?
Who will    not get   the virus?  The ones who     are not connected, e.g.   who are notcollaborating with     others.
eTwinning reach                  =number of eTwinners / number of teachers        On average, 2.64% of        European tea...
Foresight approach   for future studieshttp://en.wikipedia.org/wiki/Foresight_(futures_studies)
Why look into future?•Unless we plan strategically for the future of teachereducation, we will be unable to deal with teac...
Future Scenarios•   Future-oriented activity     • but , it does not make predictions!     • Rather to discuss and elabora...
Future Scenarios      Stories of possible futures,imagining how the teachers’ profession         could look after 2025,  i...
Future Scenarios:         main four stages• Understanding current situation,• Exploring what could happen,• Debating what ...
What do we know about the    current situation?
“Yli puolet opettajista halusi enemmän   täydennyskoulutusta kuin mitä oli              saatavilla.”             Talis 200...
TALIS, OECD, 2009
TALIS, OECD, 2009
Teachers’ co-operation                (TALIS, OECD, 2009)•   Implies teachers working together in groups or    teams to im...
Teachers’ co-operation                   (TALIS, OECD, 2009)•   Co-operation among staff creates opportunities for     – s...
Value of informal learning networks             for individuals?Value defined through social capital  – the sense of belon...
Why the Tellnet project?       To better understand               howsocial learning networks can support   teachers compe...
Introduction       to our scenarios« Teachers’ profession in 2025 »
Scenarios: Future Collaboration           Networks•   Scenario 1: eNet: European Education    Network•   Scenario 2: MyNet...
Scenario 1: eNet: European   Education Network
Scenario 2: MyNetwork
Scenario 3: Intelligent Agents
Scenario 4: Diversified Teaching            Careers
Scenario 5: Offline Networking
Now to you!
It’s your turn now!1. Pöytäkunnat jaetaan 2 osaan   (Ryhmä A: skenaariot 1, 2, 3; RyhmäB: skenaariot 1, 4, 5)2. Lue kolme ...
References:•Thematic     Dossier: Teachers’ networks: http://insight.eun.org/ww/en/pub/insight/thematic_dossiers/teachers_...
Teachers' profession in 2025 - workshop
Teachers' profession in 2025 - workshop
Teachers' profession in 2025 - workshop
Teachers' profession in 2025 - workshop
Teachers' profession in 2025 - workshop
Teachers' profession in 2025 - workshop
Teachers' profession in 2025 - workshop
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Teachers' profession in 2025 - workshop

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  • Do teachers perceive creativity as an important characteristic of education? Do European primary and secondary school teachers embrace creativity in their teaching? How is ICT used in European schools? Is it used to foster creativity? What kind of context and support are necessary for teachers to foster creativity in their students?
  • Teachers' profession in 2025 - workshop

    1. 1. Opettajuus vuonna 2025 -Mitä tulevaisuus tuo tullessaan? Opettajuus ja muuttuva oppimaisema Oulu, Finland 28-29.3. 2012 Riina Vuorikari European Schoolnet
    2. 2. Who am I?• Riina Vuorikari from Finland• Teacher from my first training (Savonlinnan OKL), - then hypermedia, web, research, doctoral, etc.• 2000-2011 in European Schoolnet as Senior Research Analyst and Project Manager• 2012 -> part time in-house expert in European Schoolnet - plus other consulting
    3. 3. Outline• Introduction and the context• Foresight as a method• What do we know about the current situation• Scenarios 2025: teachers’ profession (45 min)• Read your scenarios (15 min – 5 min/scenario) – Group A: 1, 2, 3 – Group B: 1, 4, 5• Collective Exercise (20 min)• Presentation of results (30 min)
    4. 4. Some contextfor this workshop
    5. 5. European Schoolnet (EUN)• Created in 1997, based in Brussels• Network of 31 European Ministries of Education (MoE) or national educational authorities• Promotes the use of ICTs in school• Leads the way in bringing about change in schooling through the use of new technology
    6. 6. This virus is apositive one, called pedagogical innovation. Who will notget the virus?
    7. 7. Who will not get the virus? The ones who are not connected, e.g. who are notcollaborating with others.
    8. 8. eTwinning reach =number of eTwinners / number of teachers On average, 2.64% of European teachers are eTwinners
    9. 9. Foresight approach for future studieshttp://en.wikipedia.org/wiki/Foresight_(futures_studies)
    10. 10. Why look into future?•Unless we plan strategically for the future of teachereducation, we will be unable to deal with teachers futureneeds (Newby, 2005 in the Journal of Education forTeaching)•While 2025 might seem like a long way ahead in the future…. children starting schools in 2011, will be finishing theirobligatory schooling or entering higher education in2020-2025 (Newby, 2005).•The future landscape is "only one childhood away" (Newby,2005, p. 254).
    11. 11. Future Scenarios• Future-oriented activity • but , it does not make predictions! • Rather to discuss and elaborate different plausible futures.• Assumes that the future is not pre-determined, but can evolve in different directions• Multidisciplinary, values the multiplicity of perspectives and views held across actors from different fields • Involves different stakeholders
    12. 12. Future Scenarios Stories of possible futures,imagining how the teachers’ profession could look after 2025, in order to challenge assumptions and stimulate thinking about the present.
    13. 13. Future Scenarios: main four stages• Understanding current situation,• Exploring what could happen,• Debating what stakeholders or participants would like to happen, and• Deciding what should happen – (Cagnin & Keenan, 2008)
    14. 14. What do we know about the current situation?
    15. 15. “Yli puolet opettajista halusi enemmän täydennyskoulutusta kuin mitä oli saatavilla.” Talis 2008 (OECD, 2009)
    16. 16. TALIS, OECD, 2009
    17. 17. TALIS, OECD, 2009
    18. 18. Teachers’ co-operation (TALIS, OECD, 2009)• Implies teachers working together in groups or teams to improve educational processes and outcomes. – Frequency to undertake activities on 6-point scale ranging from “never” to “weekly• A statistical factor analysis showed that is was possible to group activities across two indices: – Exchange and co-ordination for teaching – Professional collaboration
    19. 19. Teachers’ co-operation (TALIS, OECD, 2009)• Co-operation among staff creates opportunities for – social and emotional support, – exchange of ideas and – practical advice.• It can thus enhance – professionalism, – feelings of self-efficacy and – prevent stress and “burnout”.• Different kinds of collaboration may not have the same effects!
    20. 20. Value of informal learning networks for individuals?Value defined through social capital – the sense of belonging to the community – the provided and received support – the social network structureNetworks, like eTWinning, offers a high potentialfor teachers to – up-skill in areas such digital competences, – useof ICT to support teaching and learning, – communication in foreignlanguages, – other areas of personal development such asintercultural dialogue and social competence
    21. 21. Why the Tellnet project? To better understand howsocial learning networks can support teachers competence building
    22. 22. Introduction to our scenarios« Teachers’ profession in 2025 »
    23. 23. Scenarios: Future Collaboration Networks• Scenario 1: eNet: European Education Network• Scenario 2: MyNetwork• Scenario 3: Intelligent Agents• Scenario 4: Diversified Teaching Careers• Scenario 5: Offline Networking
    24. 24. Scenario 1: eNet: European Education Network
    25. 25. Scenario 2: MyNetwork
    26. 26. Scenario 3: Intelligent Agents
    27. 27. Scenario 4: Diversified Teaching Careers
    28. 28. Scenario 5: Offline Networking
    29. 29. Now to you!
    30. 30. It’s your turn now!1. Pöytäkunnat jaetaan 2 osaan (Ryhmä A: skenaariot 1, 2, 3; RyhmäB: skenaariot 1, 4, 5)2. Lue kolme skenaariotasi - yksin• Vastaa ensimmäiseen kysymykseen keskustelematta muiden kanssa3. Ryhmäkeskustelu• Näetkö itsesi/ oman paikkasi opettajana tässä skenaariossa?• Valitkaa yksi skenaario ja meittikää, mitä pitäsi tehdä nyt, jotta tämä skenaario tapahtuisi / ei missään tapauksessa tapahtuisi?• Think of dimensions: Teacher training, Quality of teaching and learning; Participation of different stakeholders; Data management and privacy?4. Valmistautukaa esittämään valitsemanne skenaario, 2 min
    31. 31. References:•Thematic Dossier: Teachers’ networks: http://insight.eun.org/ww/en/pub/insight/thematic_dossiers/teachers_social_networks.htm•Teachers’ Lifelong Learning Network (www.tellnet.eun.org)•Crawley, C., Gilleran, A., Scimeca, S., Vuorikari, R., & Wastiau, P. (2009). BeyondSchool Projects, A report on eTwinning 2008-2009. Central Support Service foreTwinning (CSS), European Schoolnet. Retrieved fromhttp://resources.eun.org/etwinning/25/EN_eTwinning_165x230_Report.pdf•Vuorikari, R. (2010). eTwinning Report 2010: Teachers’ professional development: anoverview of current practice. European Schoolnet. Retrieved from http://desktop.etwinning.net/library/desktop/resources/5/55/955/43955/etwinning_report_teachers_professional_developpdf•Vuorikari,R., Gilleran, A., & Scimeca, S. (2011). Growing beyond Innovators – ICT-Based School Collaboration in eTwinning. In C. D. Kloos, D. Gillet, R. M. CrespoGarcía, F. Wild, & M. Wolpers (Eds.), Towards Ubiquitous Learning (Vol. 6964, pp.537-542). Berlin, Heidelberg: Springer Berlin Heidelberg. http://tellnet.eun.org/c/document_library/get_file?p_l_id=10704&folderId=18137&name=DLFE-515.pdf

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