Elements of eTwinning – Pupils participation in projects – Teacher recognition Dr. Riina Vuorikari & Anne Gilleran eTwinning Central Support Service European SchoolnetSIRikt 2011

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Network of 31 European Ministries of Education or other national education authorities Created in 1997 and based in Brussels Mission: to bring about innovation in teaching and learning through the use of new technology in schools European Schoolnet

Active in European wide projects and programmes, e.g. eTwinning, a community for schools in Europe iTEC, Designing Future Classrooms Acer-EUN Educational Netbook Pilot European Schoolnet (EUN)

This presentation will look at: eTwinning and project-based learning Giving learners a central role Teachers recognition

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eTwinning - the community for schools Since 2005 Promotes teacher and school collaboration through the use of Information and Communication Technology (ICT) Lifelong Learning Programme under Comenius

National Support Service: In Slovenia 799 eTwinners 680 projects more than average of teachers’ participation

eTwinning Platform

eTwinning - Keep it S imple Schools start projects with a partner –Pupils from 4 to 19 years No money involved – No paper work nor applications! Any topic - use of ICT to make it happen – From very basic use of to more elaborated use of video, skype,....

More than 132’262 teachers! They love it because it offers: A safe laboratory to test innovative pedagogies –e.g. project based pedagogy ( Sharing practices and ideas with colleagues across borders Acquiring new skills in ICT, language learning, project management –An informal way to learn 21st century skills, not through training and workshops!

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Some background…..

25 case studies, were carried out by the National Support Services (NSS) between May and November 2010 on pupils’ active participation From monitoring tasks in 2010

Pupils’ active participation - 25 cases Looked at active interactions: 1.with the teacher(s) 2.with their classmates 3.as well as with their project partners (pupils) By interviewing teachers:  Working at primary and secondary education levels  Teaching in different subjects  Experienced teachers and eTwinning teachers

The case studies examined Enablers + Challenges Technological or ICT related Non Technological

The findings (1)……

How does pupils’ active participation take place? The focus is on the day to day tasks of a project Typical’ choices: which part of a city to take a picture of, which issue to be discussed with correspondents at a distance, which calendar to be implemented for the tasks to be performed, etc. A contribution to the design of the project itself is rare In some cases, pupils are reported not to be interested in the planning and organizational aspects of a project

1. Interaction with the teachers In general teachers spoke about a more relaxed and fruitful relationship, e.g. Teachers let the pupils show them how to use ICT based equipment or Let them be in the pilot seat when using it Pupils are reported to be less reluctant to ask support from the teacher on how to proceed to solve content or organisational related issues

Results from eTwinning Camp 2011

Central Message: “the teacher becomes the one you learn with” 1. Interaction with the teachers

The findings (2)……

2. Active participation with classmates ICT related enablers: show case the achievements to the school, parents, local community, etc. Non ICT related enablers (project based pedagogy) Pupils more responsible, e.g able to (re)organise the way they work good sense of solidarity An observation: highly differentiated participation reported

Pupils’ busy schedule Curriculum constraints The pressure of examinations Technical problems Challenges :

A strong message coming from teachers was…… The tendency is to design next eTwinning projects building on previous experience in pupils’ participation, and then to go one step further Few teachers have been trained in this type of class management, cooperative learning between peers, etc.

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Results from eTwinning Camp 2011

Central Message Teachers need more training and support on ‘how to give the pupils a central role’ 2. Active participation with classmates

The findings (3)……

3. Active participation with project partner pupils Non ICT related enablers subjects discussed in line with pupils’ day to day areas of interest Exciting for pupils to enter into contact with ‘real’ young people, living in a different country (emotions, associated with curiosity) ICT related enablers Comparison as a heuristic tool: direct exchange between young people living in another context but nevertheless sharing similar concerns Foreign language learning: no other way to provide it at a low cost, under such a simple format and associated with such a high level of emotional engagement

Challenges: Pupils’ insufficient level of proficiency in foreign languages or ICT skills Too great a difference sometimes in the number of pupils in each partner class to create a direct matching (close bilateral personal relationships between two partner pupils needed) 3. Active participation with project partner pupils

Central Message ‘it gives the pupils knowledge and experience that the teacher could not provide them with by any other means’ 3. Active participation with project partner pupils

The findings (4) on recognising teachers’ time and input in projects

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Vuorikari (2010) How does eTwinning and teachers’ professional development interact? Country cases studies on successful eTwinning countries /en/pub/news/publication s/etwinning_public_repo rts.htm#i1922

Central Message eTwinning can nicely compliment the offers of any national teachers’ professional training programme with its informal and formal learning opportunities 4. Recognising teachers’ efforts in projects

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Thank you! Make sure to visit the eTwinning booth! Have a very successful conference See you in eTwinning :)