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Learning Course for eTwinning Ambassadors – Level 2

Group 1

Names and countries of Ambassadors that worked on the Group assignment: A/A Name

Country

A/A

Name

Country

1.

Aurelie Charles

UK

8.

Carmen Fernandez-Cedron Alonso

ES

2.

Ana Maria Costa

PT

9.

Carmina Ielpo

IT

3.

Aysegul Kivrak

TR

10.

Christos Bitsis

GR

4.

Clara Elizabeth Báez

IT

11.

Christie Cavallo

UK

5.

Vasilios SA Souvatzoglou

GR

12.

Christine Kuehn

DE

6.

Beata Brylowska

PL

13.

Constantinos Kalapodas

CY

7.

Evgeniya Tsvetanova Petrova

BG

Unfortunately we were not able to discuss this subject with all our group members. Three of them (highlighted in blue) were not able to attend. The rest of the team made a really wonderful job discussing the subject and our course of work and results follow… OVERVIEW Group discussions:  What did you think of the background information provided in the assignment introduction? Everyone in the Group agreed that the subject was relevant to the workshop discussed in the PDW in Cyprus. Constantinos provided some notes from the workshop he attended, but the presentation posted by Sofia was enough to summarize everything that has been said. The article was also a very nice way to initiate the conversation around this subject. So, the material was in general adequate for the discussion to begin. All the Ambassadors of the group voiced their opinion on the matter based also on their personal experience, something very valuable in situations where we are trying to find ways to persuade Head Teachers (School Leaders) to adopt eTwinning.

1 Module 1 – Block 3 « Professional Development»


Learning Course for eTwinning Ambassadors – Level 2

Group 1

 What were the main ideas that came up in the group discussion? The main idea was that eTwinning can be used as an educational tool in the 21 st century schools. Head teachers (School Leaders) need to realize that and we as Ambassadors should point this out. We need to show to everyone and especially the policy makers, through our actions that this tool is very powerful as it offers the opportunity for the school to open up and connect to Europe. It is a flexible tool that uses technology and offers many opportunities for educational development for students, teachers, the school as well as the community in more areas than one. Development for students in teaching them new technologies as well as allowing them to interact with fellow students in an educational and at the same time amusing way. A tool that will allow learning to be actually fun! Development for teachers through Professional development activities (PDWs, Learning Labs, Groups, e.t.c) as well as the projects they create and manage with partner teachers; Leadership and communication skills as well as sharing of experiences and good practices; A vast database of teaching information on any subject, any group age and more importantly from all the countries in Europe and more. Development for the school. Through funding from the community and from the school’s involvement in other European projects, the school gains reputation, attracts students, and is always in front of every technological development. Development and growth for the community since the opportunities to involve the community and strengthen the position of the school in the community is great.  What were the most interesting examples put forward during the discussions that support (or not) the background information? All the colleagues shared their personal opinions in how to do that. All the comments come to complement some of the points mentioned in the PDW in Cyprus as well as some of the aspects of the transformational leadership that needs to be adopted by School Leaders. What do we need to show to gain the trust of Head Teachers (School Leaders). We quote some of the suggestions… “Good practice and examples of how eTwinning can raise standards in schools and inspire learning will definitely help to get them on board!” - Christie

2 Module 1 – Block 3 « Professional Development»


Learning Course for eTwinning Ambassadors – Level 2

Group 1

“It is better to inform them about the National quality labels and the European quality labels which give an extra value to his school!” - Christos

“Our students are "digital natives" naturally you juggle between computers, mobile phones and the Internet. Master the new language of communication, gather information from many different sources, process them quickly. They prefer the videos and images to text and organize knowledge in reticular connections rather than sequentially. All the pedagogical discourse, since 2000, with the Lisbon Strategy, the recommendations of the European Council of 2006, focused on the teaching of cooperation. Collaboration that occurs between peer groups, for the achievement of key competencies; this collaboration, preparing for future collaboration of adults, used to the comparison, and with a critical mind.” – Carmina “…but as you said " Leaders want to lead!" so maybe we should also to emphasis their leading role in joining eT as role models, coaches and advisors, also motivating and stimulating.” - Beata “I wonder what is the right way to approach a Head Master (my experience is in Italy). Of course they are not all the same, may be some of them are afraid of our "role" (because they don't understand very well) and also part of our colleagues may be they don't want to change the way of teaching. The teachers also must overcome the obstacle of working together, because for many of them is very difficult. We have only to see the individualism problems created by years of working in that way. (Not primary school but high school)” – Clara

Implementation  How did you share the tasks within the group? In tackling the task ahead we decided to use the most powerful tool that eTwinning taught us Ambassadors; team work! We began the discussion on the message board of the platform. A document was posted on Google docs and everyone could read it, comment on it on the forum threat that was created and also add comments on the document itself. The document is attached on the submitted materials. We used each member’s strengths to derive the best 3 Module 1 – Block 3 « Professional Development»


Learning Course for eTwinning Ambassadors – Level 2

Group 1

result. Christos, a technology expert, arranged a flashmeeting, Constantinos wrote the initial document and Christie was in charge for the presentation since she speaks the best English of all.

Everyone

else

kept

pouring

in

information and ideas on the subject discussed.

 How did you communicate with each other? Communication was done in many ways; the platform forum as a start, personal emails, through a flashmeeting and with the help of online Google documents.

Flash meeting

Forum Discussion

4 Module 1 – Block 3 « Professional Development»


Learning Course for eTwinning Ambassadors – Level 2

Group 1

Flash meeting

Google Docs - PowerPoint Google Docs - Document

5 Module 1 – Block 3 « Professional Development»


Learning Course for eTwinning Ambassadors – Level 2

Group 1

 In which steps did you organize your work? First we began discussion and exchange of information using the forum that everyone was looking to find information. During the discussion many interesting ideas were presented by everyone. Most of the ideas were involving the Head teachers and their role but also other ideas about eTwinning in general.

After setting up the online meeting, we had the chance to discuss further through flashmeeting and arrange tasks for the implementation of the work.

The people responsible for writing the documents posted them on Google Docs for everyone to see, comment, add or change and the end result was then published on the forum again. Result  Why did you choose to present the information as you did? Information was presented using a power point presentation because it is the most easy to follow way of presenting a subject. Of course in order to show the use of technology the presentation can be presented through the Google docs, that is online as well as be published on slideshare!

The detailed document is also available online through issuu to show how technology can help in educating as well as informing.

Throughout the presentation live examples of work in etwinnig can be shown from the eTwinning platform.  How did you take into account the target group of this assignment? Head teachers (School Leaders) were the main focus of our discussion. As many group members pointed out, they are very important in promoting and actually using eTwinning in schools so we have to be able to persuade them of the great benefits they can accomplish through eTwinning. All our discussions were evolving around the ways that we can show school leaders how eTwinning can benefit them, their schools, their teachers, their students and their communities in a fast changing technologically bound future in education. 6 Module 1 – Block 3 « Professional Development»


Learning Course for eTwinning Ambassadors – Level 2

Group 1

 Do you have any idea on how you could use this in your Ambassador activities? A guide to help Ambassadors when trying to persuade Head Teachers (School Leaders) of adopting eTwinning.

A resourse for other eTwinners as well as Ambassadors to see what they should focus on when trying to get other teachers, students and the school community to get involved in their projects and in eTwinning in general.

eTwinning offers so many opportunities for everyone and should not be missed. It is the way to the future and as soon as everyone realizes it, the better. It provides all the technological, communication and teaching tools necessary for the school of the 21st century. 7 Module 1 – Block 3 « Professional Development»

Report / Summary  

The course of work of Group 1 for Level 2, Module 1, Block 3 of the Learning Event for eTwinning Ambassadors

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