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eTwinning Communications Group Reports

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eTwinning Communications Group Reports

  1. 1. Group reports <ul><li>We had three groups of teachers working on: </li></ul><ul><ul><li>Communication tools </li></ul></ul><ul><ul><li>Links to Comenius </li></ul></ul><ul><ul><li>Reaching out to new teachers </li></ul></ul>
  2. 2. Group 1: Communication tools <ul><li>Need to reach out to teacher trainers – should inform universities and link it to ERASMUS </li></ul><ul><li>Need for a student teacher eTwinning prize </li></ul><ul><li>Link eTwinning labels to homepages of schools, inclusion on school website </li></ul><ul><li>eTwinning is EASIER than Comenius </li></ul>
  3. 3. Group 1: Communication tools <ul><li>eTwinning doesn’t have to be extra but can be done IN the curriculum </li></ul><ul><li>Ideas should be simple; keep it small and simple in the beginning </li></ul><ul><li>Flyers aren’t useful. Books are expensive. </li></ul><ul><li>How about a box including a smaller book + digital content and even tools </li></ul>
  4. 4. Group 2: Comenius <ul><li>IT, PL, SK, LV are not linked to Comenius. In UK it is. </li></ul><ul><li>Benefits of linking: Comenius helps eTwinners to physically meet + so it can enhance eTwinning projects. </li></ul><ul><li>eTwinning gives Comenius a longer lifespan, and rejected COmenius applicants could do eTwinning and re-apply next year </li></ul>
  5. 5. Group 2: Comenius <ul><li>Disadvantages: more work for teachers joining Comenius </li></ul><ul><li>How to help the two programmes know more about each other: stronger link to Comenius on eTwinning website; </li></ul><ul><li>should have an eTwinning-Comenius joint teacher ambassador; </li></ul><ul><li>teachers want easier access to others to get support and advice </li></ul>
  6. 6. Group 3 new teachers <ul><li>Our inspiration to join eTwinning: </li></ul><ul><ul><li>opportunity to work on theme-based projects, looked easy to set up; use ICT in a meaningful way, share experiences of life and culture, breakdown barriers and stereotypes, making friends internationally; language learning in a real context, motivation for learners </li></ul></ul><ul><li>How to encourage teachers not yet involved to join projects? </li></ul><ul><li>Demonstrate how easy to join – stress advantages – show success (even locally) </li></ul>
  7. 7. Group 3 new teachers <ul><li>School visits by NSS; teachers already involved sharing experience in local press, celebrate success </li></ul><ul><li>Initial teacher training: incorporate etwinning in ICT training; </li></ul><ul><li>reach out to local authorities and departments of education show it as an authentic way to use ICT in the classroom </li></ul>
  8. 8. Group 3 new teachers <ul><li>Obstacles: </li></ul><ul><ul><li>eTwinning not known, time + equipment constraints, lack of mgmt support, too many new initiatives ongoing at schools, crowded curriculum, MORE recognition </li></ul></ul><ul><ul><li>Tools to support existing eTwinners to encourage others: local support service, need to have space for learners to share experiences – let the children persuade the adults </li></ul></ul><ul><ul><li>Specific organisations: different per country, local education authorities, get eTwinning integrated into the curriculum! Becta in the UK and similar should be made more aware and brought on board. Big ICT companies like Microsoft and Intel should also play a role. </li></ul></ul>