To see pictures taken at the EMINENT 2011, click here!
Over 70% of teachers, students and parents involved in the Educational Netbook Pilot agree that the use of netbooks for school related activities has a positive impact on learners’ motivation in school and for learning. This result is part of the final evaluation of the Acer-European Schoolnet Educational Netbook Pilot that looked at the use of netbooks in teaching and learning and involved 8.000 teachers and students in six European countries.
The principal aim of the Netbook Pilot was to explore how the introduction of netbooks and one-to-one (1:1) pedagogy in and outside of schools could impact teaching and learning processes. From January 2010 until July 2011 a total of 240 classes in six European countries (France, Germany, Spain, Italy, Turkey and United Kingdom) were equipped with netbooks.
The final report which is based on the replies from 735 teachers, 3602 students and 2618 parents, highlights six issues that are all of importance when working towards a more systematic 1:1 pedagogy implementation in education.
The report is downloadable here (pdf, 7Mb)
For more information about the Netbook Pilot, please go to http://www.netbooks.eun.org
Teacher Collaboration Networks in 2025: What is the role of teachers’ networks for professional development?
About the workshop: The Tellnet work is presented by Yves Punie and Romina Cahia from IPTS. This is part of the European Schoolnet’s Policy Innovation Committee’s meeting, starting at 14.30 on Nov 17.
Introduction and Animation:
- Marc Durando,Executive Director, European Schoolnet
Round table members:
- Jose Vitor Pedroso, Porugal NSS and MeE (about Session: Professional Development of teachers)
- Jan de Cramer, Flaners MoE & Susan Linklater UK NSS (Session: Pedagogical practices)
- Agustin Munoz, MoE Spain/NSS (Session: Recognition-assessment of teachers),
- Michel Perez, MoE France, General inspectorate (Embedding eTwinning into Educational policies)
One recommendation regarding one the four themes developed in the workshop:
- Agustin Munoz: Pay attention to teachers’ non-formal recognition that they receive from eTwinning, but also to formal recognition. These records can potentially be used for teachers’ professional career.
- Michel Perez: Tools and kits for new comers and least experienced teachers to eTwinning. The first step is hardest to make, we cannot afford to loose the one who are at the starting phase.
- Susan Linklater: Accreditation and real evidence on the impact of eTwinning (e.g. learning events, project work) on teachers’ skills and job satisfaction. This area needs more acknowledgement, and only way to get it is through hard eveidence and research.
- Jose Vitor Pedroso: Attention on students. Not only recognise teachers’ participation in eTwinning. Many say they don’t have time because of exams. We should start recognise collaboration skills as part of students’ skills set!
- Jan de Cramer: Supportive technologies. Time to evaluate tools that are out there for eTwinning, e.g. evaluate how existing other open tools could be used in eTwinning setting.
See also the slides on the summary of the sessions when they become available.
Are the teachers’ given recognition for their work and professional development in eTwinning? This workshop aimed to explore the different models of formal and informal recognition for teachers’ work in an eTwinning context existing in some countries.
The workshop moderator, Patricia Wastiau from European Schoolnet gave in her opening presentation an overview of a study of case studies on strategies, enablers and barriers concerning recognition for work in eTwinning carried out by teachers and pupils. The case studies showed that eTwinning can be “a safe laboratory” to test innovative pedagogies, gain confidence in project management and invest in ICT among other things. Except of schools that are engaged for innovation, eTwinning appears to be the only enabler for these professional development opportunities. The reported informal forms of recognition include mutual help between colleagues or school celebrations including even parents and local community. The formal forms include flexible timetable management and reduction of teaching hours, receiving equipment (rare) or financial compensations (very rare). Teachers themselves appreciate most school ceremonies, letters to parents about their pupils achievements in eTwinning projects or memorial plaques. In European level the eTwinning gives recognition through different ways: eTwinning awards scheme, quality labels and other professional development activities.
Elo Allemann from Tiger Leap Foundation, Estonia, gave an overview of the measures that the National Support Services support to promote and observe changes in teachers’ pedagogical practice in the classroom. It is notable that about 10% of Estonian schools have signed up for eTwinning. Participation in eTwinning gives teachers a possibility to showcase their professional development, ICT skills and how they integrate new methods into daily curriculum. eTwinning activities also support and develop the pupils’ main competencies assessed by National Curriculum in 2010: digital and social competencies. Instead of recognition the following are considered as benefits for teachers’ professional development: possiblity to do networking with colleagues, trying out new methodology and pedagogy and possibility to take part in trainings among other things. However, what is most motivating for the teachers are better motivated pupils.
Irene Pateraki presented the Greek model for teacher recognition and told that « sometimes informal recognition is more important than formal recognition ». In Greece, teachers who organize eTwinning projects have some opportunities to show their work and gain formal recognition. These opportunities include National eTwinning Awards, being able to work two hours less per week, presenting their projects in conferences and workshops among others. Yet the recognition by pupils and parents is sometimes the most important one. Parents are very supportive of such projects and even helpful to organise it and pupils become really enthusiastic about working with European partners and show their appreciation to their teacher. Also what was pointed out by Irene Pateraki is that the teachers in eTwinning usually work more and therefore succeed more. This already serves as a recognition.
Agustin Muñoz from the Spanish National Support Service presented three ways of activities and types of recognition used in Spain. First of all, national/regional online course gather around 800 teachers per year (the courses count for professional development records). Secondly the teachers can take part in professional development workshops. Lastly, the eTwinning projects can be evaluated on a case by case basis through standard project reporting and very well defined criteria. In all the Spanish key factors for recognition include: building prestige of the eTwinning program action; making it well known at school and at the education administration level; and make agreements, regulations and laws establishing max-min credit system for participating in an eTwinning project and establishing evaluation criteria.
Tomacz Szymczak from Poland presented the Polish model for teacher recognition. eTwinning fulfills many of the requirements of the teachers professional advancement in terms of using ICT tools, implementing the project methodology, use of foreign languages, participation in the European school collaboration and sharing knowledge, professional experience with other teachers and broadening the scope of school activities. For this reason taking part in eTwinning is often very beneficial to the teacher’s professional development. “A teacher who carries out eTwinning projects has a better chance of obtaining professional advancement more easily” says Wojciech Wasylko who started in the eTwinning programme from the very beginning and is now an eTwinning Ambassador. The Polish eTwinning teachers can benefit of a versatile support provided by the NSS: online courses, regional and national and thematic conferences, European professional development workshops, contact seminars and eThursdays.
Download the presentations here (PDF):
Riina Vuorikari has actively worked in the field of education since 2000, her main interest is dealing with issues related to the adoption of new technologies and working methods in schools, and teachers’ professional development. She works as an in-house expert in European Schoolnet, a network of more than 30 Ministries of Education in Europe.
Recently, she ran an industry-led project where more than 8’000 netbooks were implemented in schools in six different countries and oversaw its evaluation aspects (Acer- European Schoolnet Educational Netbook Pilot). Currently, she runs a LLP project where the eTwinning action is studied using novel technologies such as social network analysis and information visualisation (Teachers’ Lifelong Learning Network). Lastly, she is responsible for the monitoring action of eTwinning, a community for European teachers that currently consist of more than 160’000 participants (see the report from 2010).
Dr. Vuorikari also contributes to the field of education as an invited speaker in conferences and through her involvement in research workshops, committees and as a reviewer of scientific journals. Dr. Vuorikari holds degrees in education (M.Ed), hypermedia (DEA) and her PhD is from the Dutch research school for Information and Knowledge Systems. See More at: www.vuorikari.com
1. The first speaker, eTwinning teacher Tiina Sarisalmi from Finland, has just shared her eTwinning experiences in her own professional development career in eTwinning (from eTwinning projects to running Learning Events), emphasising the mentoring opportunities given by eTwinning. The audience has time for questions to her. Download the presentation here
2. Romanian teacher, Daniela Arghir, tells about her experience in running a Learning Lab on Web Based Video – Educational Use within eTwinning. View all Learning Labs running this autumn 2011 here.
eTwinning National Support Service presentations:
1. In Portugal, the National Support Service offers both formal and informal training opportunities to teachers. Within formal training, there is a certified course based on blended learning model, comprising of 30 hours of coursework using Moodle. Each course has about 20 teachers. So to say, in Portugal, working in eTwinning can be used in different levels of teachers’ proficiency. There are 3 levels and involvement in eTwinning can be used to recognise work on levels 2 and 3. There is also informal training opportunities, such as school visits and supports, webinars and online support, that allow for peer-learning.
2. In Spain, the National Support Service also offers teachers’ PD opportunities (to be continued)
General note: the study from 2010 concluded that in 58% of eTwinning countries can be used, at least to some extent, to support the goals of professional development programmes. Download the full report here (PDF). The report has been translated.
A common concern in eTwinning is that a lot of work is done by teachers but not recognised at any level, being formal (MoE, school management) and informal (colleagues, pupils, parents). If we want to promote eTwinning as an integral part of mainstream education, the role of teachers should be highlighted. Appropriate means to measure this role should be explored. Some countries already value and recognise eTwinning activities (projects, Learning Events, PDW).
A study report “Teachers’ professional development” published in December 2010 explored how eTwinning and national and local teachers’ professional development schemes interact. The study showed examples of recognition and accreditation of eTwinning activities where they are built-in elements of formal professional development opportunities, e.g., participation in an eTwinning project and resources produced within a project can be used to gain career credits; eTwinning online training courses or workshops count for professional development; some ambassador-type activities can be encouraged with monetary incentives.
It was notable, though, that out of twenty-eight countries for which the study could gather the information, it is only in seven countries where eTwinning activities can be fully taken into account for formal professional development. In nine countries, the situation was the opposite: there was no link between eTwinning and formal professional development. In eleven countries, some synergies were found. Thus, the study concluded that in 58% of the thirty-one eTwinning, eTwinning can be used at least to some extent to support the goals of professional development programmes. Download the full report here (PDF).
Come on Wednesday 16 November to the Teachers Assessment and Recognition workshop (14:30-16:00; Sala E – PAD B ammezzato) to know more about this topic and to discuss with other teachers and experts from different countries. The workshop will be moderated by Patricia Wastiau, European Schoolnet.