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eTwinning: a model for future classrooms
Marc Durando
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Structure of the presentation
• What are the current educational trends?
How has technology made a change?
• Some reflections on eTwinning – from a
teacher strategy to a school strategy? Is
eTwinning a model for future classrooms ?
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Abundance of resources made easily
accessible via Internet is increasingly
challenging us to revisit our role as
educators.
Current situation – Learning context
Resources
Technology
Technology profoundly affects the way we
work, collaborate, communicate and
succeed
People are able to
work, learn, study
whenever and
wherever
they want
People
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Current global context
Digital media literacy
• More and more a key skill in every
dicipline
• Lack of in service training
Economic pressure
New models of education
• Control costs vs providing high
quality of services
• More students – less staff and
resources
Fundamental structure of K12
education establishment
• Efforts focussed on basic
elements of current system
• In and out school approaches
Demand for personalised learning
• Not adequatly supported by
current technology or practice
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What are the major educational technological
trends?
Cloud Computing Mobiles
Next 12 Months
Game based Learning Open Content
2 – 3 Years
Learning Analytics Personal learning Environments
5 Years
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What Happened in the last 20 years ?
1991 WEB – 1st IWB LINUX 1992 1994
1997 1998 2001
2002 2003
2004
2006 2007 Netbooks
2009 2012 iAuthor
2005
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Consequences for the teacher
What students are learning
is changing
How students are learning
is changing
Where students are learning
is changing
When students are learning
is changing
What we teach must change
How we teach must change
Where we teach must change
When we teach must change
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Future Classroom
Interact
Develop Exchange
Create Collaborate
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Future classroom
DG
INFSO Concept of Living schools for validations, demonstrations and showcases
DG
EAC
Concept of Creative Classroom innovation and modernisation of learning and teaching
processes (collaboration, personalisation, active learning).
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Future classroom
European
Schoolnet
In the classroom of the future learning
will take place in a media rich
environment when teachers will guide
their pupils to develop, exchange, and
create their ideas by interaction and
collaboration with flexible learning
spaces and innovative learning
scenarios comprising in and out
school learning processes.
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Main Challenges
Innovation
Mainstreaming
Training Pre service In service
What are the challenges?
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Policy gap Evidence
gap
Identification
gap
Policy making
needs
willing
adopters
Less
observable
because
process related
Lack of
communication
How to
evaluate
innovation and
when?
The 3 Gaps of innovation
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Situation Lack of new
pedagogical models Collaborative training
approaches
Use of ICT is still optional in curricula Issue is the pedagogical use of technology
not how technology works
Provide teachers with support How to integrate in practices
Need to provide time to teachers
Training of teachers – Pre / In service
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75 % 25 %
From a few to many … getting everyone involved
The «Transformers»
…what’s possible!
The
Pioneers/Adventurers
The neophytes/
«unwise»
3%
Very Technology Comfort Level Not
The Practitioners
No o
f sta
ff
Mainstreaming issue
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Adoption of technology – a cyclic phenomenon ?
Phase 1
Enthusiasm
Phase 2
Desillusion
Phase 3
Alarming reports
Phase 4
Criticisms
Visionary discourses convincing
decison makers to experiment.
Supported by academic studies
Reserves from teachers
Technical problems
Difficulty to adapt to the curriculum
Modest use of technology versus
their costs
Waste of resources
Lack of institutional support
Conservatism of teachers
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2005
eTwinning
2009
2011
Project cooperation platform
Project cooperation platform
eTwinning 2.0 – Social Networking
Teacher community – Learning events
Implication of Head of schools
Implication of Territorial authorities
Internationalisation
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Curriculum
Teaching process Assessment
Three pillars
of education
systems
Can eTwinning be a model for future classrooms?
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Does eTwinning impact on the curriculum ?
Embedded in the Curriculum
- Maths, Sciences, Langage,
Arts, …..
Cross Curricula projects
associating team of teachers
Aleady existing
eTwinning taught in
Pre service and In service
curriculum of teachers
Recognition in career of
teachers
To be considered
Acquisition of 21st century
skills (collaborate, problem solving,
creative thinking, communication,
entrepreneurship, …).
eTwinning successful
models
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Does eTwinning impact on the teaching processes ?
Permanent pedagogical
reflections among teachers
Pedagogical scenarios
Aleady existing
Out school approaches
Inquired based education
projects
Training of teacher
component
To be considered
New approaches – learning
groups and learning events
More eTwinning dedicated
learning resources (IWB, ….)
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Does eTwinning impact on the assessment?
Analysis of the added value
of eTwinning regarding
learning attainments
How are the 21st century
skills developed assessed ?
To be considered
Should we consider some
self assessment models?
How are we evaluating this
new process of teaching
and learning ?
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eTwinning – towards a school strategy
School
Strategy
Teacher
Idea -Partner Search
-Project definition
Cooperation
project
between
Classes
Sharing
results ? -Which lessons?
-How to continue ?
-Evaluation ?
School
Global
approach
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Inhibitors
Difficulty to shift current culture
(head of school, teachers institutional support)
Lack of new pedagogical and
successful models
Difficulty to implement the change
Embed the eTwinning activity in the curriculum cross-curricular approach
Parents expectations - more technology but
conservative approach to school organisation
What are the inhibitors to implement an eTwinning
strategy at school level?
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Enablers Use of ICT
Technology on/
technology off
New school environment
(in and out of the class)
Cooperation: the driving force
Confidence of teachers
Role of head of schools (more autonomy)
To give time to teachers
Successful pilots
(possible changes in
school organisation)
What are the enablers to implement an eTwinning strategy
at school level?
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Role of Head of schools
to develop innovative
ambitious strategies
Mainstreaming versus
laboratory of innovation
and experimentation
Some challenges
Challenges
Internationalisation
of eTwinning
Role and support
of institutional
Stakeholders
Regions - MoEs
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Make it
known
Political
decision
Recognition
&
Time
Evidence
demonstrating
it can happen
Giving
recognition and
time
to teachers
No way
backwards
possible
The 3 critical success factors
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The future classroom: more a pedagogical challenge
than a technological one.
Complex issue – obstacles to overcome technical
integration but more importantly in terms of processes.
--------
Cooperation and comparison between countries:
indispensable laboratory of practices and analysis.
Research (and evaluation) even more necessary to
support and guide a major evolution of our education
systems.
Conclusion
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Time Frame
A Teacher
50 years old
Knowledge acquired 25/30 years ago Student will use
in 10/15 years
The communication period of the knowledge is therefore around 40 years, which means twice as long as any period which measures the key transformations of our society
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