etwinning a model for future schools, marc durando

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eTwinning: a model for future classrooms

Marc Durando


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


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


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


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


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


Future Classroom

Interact

Develop Exchange

Create Collaborate


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).


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.


Main Challenges

Innovation

Mainstreaming

Training Pre service In service

What are the challenges?


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


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


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


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


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


Curriculum

Teaching process Assessment

Three pillars

of education

systems

Can eTwinning be a model for future classrooms?


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


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, ….)


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 ?


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


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?


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?


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


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


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


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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etwinning a model for future schools, marc durando

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