eTwinning & teacher professional development
Multilateral Contact Seminar eTwinning- Warsaw
Anne Gilleran â€“ pedagogical manager eTwinning Central Support Service
Anne who? I come from Dublin, Ireland
worked in Brussels for the European Schoolnet since 2001 Pedagogical manager for eTwinning since 2005
Career: university lecturer school counsellor head teacher researcher expert in ICT for education
I have been involved in many projects involving schools, teachers and school leaders
Topics Overview of the development of eTwinning Some concepts regarding professional development Evolution of professional development in eTwinning Questions?
3 questions What is the relationship between eTwinning and Professional Development? How do they influence each other? How can eTwinning contribute to professional development and visa versa?
This presentation will include ideasâ€Śâ€Ś. Based on the report: Teachers Professional Development: an overview of current practice Published March 2011 European Schoolnet available at: http://www.etwinning.net/en/pub/news/publications.htm
Background Letâ€™s start by looking at the OECD Talis report 2009
What is eTwinning?
Launched January 2005
A Lifelong Learning Programme initiative - within the Comenius action 2005-2008 Phase 1
2008-2013 Phase 2
To understand eTwinning You must know the following facts • 33 countries participate • Each of those countries has a National Support Service NSS • Coordination by the Central suport Service • Its heart is the eTwinning Portal www.eTwinning.net
eTwinning Phase 1: 2005 â€“ 2008 Description and context
eTwinning life cycle 2005
7.Quality Label eTwinning Prizes
1.eTwinning.net Information, ideas, examples, resources
6.Progress Card Learning Resources
3.Desktop: Find partner 5.TwinSpace
4.Register a partnership
Within two years……….. February 2004
January 2005 October 2006
Web 2.0: Interactive & creative internet Provided us with the possibility to: - interact - publish - create - comment - communicate
Changing educational context Less emphasis on knowledge acquisition as the primary goal of education More emphasis on the development of skills and competences. The appearance of the concept of 21 st Century literacies
European key competencies
Between 2005/08 eTwinning had also evolved
Critical Mass Communications and networking beyond Projects
Peer learning Sharing and exchanging
Sharing of resources and ideas Led to eTwinning Phase 2
eTwinning phase 2: 2008 - present 2 additional elements developed – Creation of an Informal social network • Achieved by a complete overhaul of the collaborative tools
– Continuing professional development • Enhanced by a series of different developments
Lets take a lookâ€Ś.
at the evolution of professional development opportunities in eTwinning
Multimodality of professional development offerings
Teachers Rooms, Profiles Learning Events, Groups National training courses
European-wide professional development workshops eTwinning school collaboration projects Jan 2005
Jan 2008 Dec 2008 Sept 2010 â€ŚeTwinning Phase 2â€Ś.
European Professional Development Workshop Organised jointly by CSS & one NSS Open to all participating countries Normally 7 per year Approximately 100 participants per workshop 25/75 ratio Aimed either at specific audience or theme
PDWs - Evolved to include……… Bilateral and multilateral workshops Aim – of providing face to face meetings with a partner finding focus
Organised by several collaborating NSS
National Training programmes Many countries run extensive training programmes both face – face and on line. Part of the national in-service programme most notably in •Spain •Poland •Estonia •Czech Republic
Learning Events AALearning LearningEvent Eventisisaashort shortintense intense course coursethat thatoffers: offers:
••an anintroduction introductionto toaatopic topic ••stimulates stimulates ideas ideas ••helps helpsdevelop developskills skills ••does doesnot notrequire requireaalong-term long-term commitment commitmentininterms termsof oftime. time. ••Involves Involvesaalot lotof ofinteraction interactionand and discussion discussionbetween betweenteachers teachers designed designedto tobe bean anenjoyable enjoyablelearning learning experience. experience.
eTwinning Groups 35 Groups
– The groups are opened on request – places for teachers to exchange about various interests on a long term basis
Teachers rooms ••AA Teachers Teachers Room Room isis aa place place where where teachers teachers can can discuss discuss specific specific topics topics over over aa short short period period of of time time and and are are created created directly directly by by eTwinners. eTwinners. ••Public Public Teachers Teachers Rooms Rooms are are open open to to all all eTwinners eTwinners to to view view and and contribute. contribute. ••Restricted Restricted Teachers Teachers Rooms Rooms can can be be viewed viewed by by all all eTwinners; eTwinners; however, however, to to contribute contribute to to them, them, one one must must be be invited. invited.
The Journal a digital portfolio An opportunity to share An instrument for social networking
Professional Development 2011-2012 Addition of more formal type courses – Course for the European Network of ambassadors ( September 2011) – In planning stage 2012 onwards • Course on online moderation skills • Possible course for school leaders on European exchange on school management
Introduction of eTwinning Mentorship
At this moment: 140 000 teachers registered 12 500 participate in a project 20 000+ log in every day to the Desktop
Back to the 3 1. What is the relationship between eTwinning and Professional Development?
Informal dialogue to improve teaching Professional Development Network
2. How do they influence each other?
eTwinning is seen as something that allows up-skilling in areas such as the use of ICT to support teaching, language learning, project management skills and other areas of personal development that can also be recognised as key competences for lifelong learning
3. How can eTwinning contribute to professional development and visa versa?
The kind of professional development a teacher participates in is more important than the amount of time invested. The net effects of days of professional development are small and only significant in a few countries, whereas indicators of participation in networks and mentoring (and in some countries also in workshops and/ or courses) have significant and stronger net associations with teaching practices in a majority of countries (TALIS, 2009: 117).
Future context of educational professional development
ET 2020 Making lifelong learning and mobility a reality Improving the quality and efficiency of education and training Promoting equity, social cohesion and active citizenship Enhancing creativity and innovation, including entrepreneurship at all levels of education
Pisa 2015 Will broaden its focus to include examining competencies such as problem solving and collaborative learning
Final points It is at initial teacher training level that the seeds of future classroom practice are sown eTwinning is a grassroots activity eTwinning does offer opportunities for a range of professional development experiences
Questions? Thank you for your attention ď Š My contacts firstname.lastname@example.org