The presentation about the context of pedagogical innovation in eTwinning

1. Teacher networks diffusing innovation
-
the case of eTwinning
Dr. Riina Vuorikari
Independent expert
Scaling up ICT–enabled innovation for learning
IPTS, Sevilla, Spain
12.12.2012

2. Who am I?
Dr. Riina Vuorikari from Finland
• First training: teacher in Finland,
studying abroad (exchange
and postgraduate studies)
e.g. hypermedia,
web, research, Doctoral (‘09)
• 2000-2011 in European Schoolnet
as Senior Research Analyst and
Project Manager
• 2012 -> “free agent”, Research-based education innovation
• www. Riinavuorikari.net; http://twitter.com/vuorikari

3. What is eTwinning?
- Brief history –
- Contextual background –
- Stakeholders involved -

4. A Lifelong Learning
Programme initiative
- within Comenius
Launched January 2005
2005-2008 Phase 1
2008-2013 Phase 2
2014 Entering Phase 3
- within « Erasmus for all »

5. eTwinning stakeholders
1. eTwinners
• Teachers from various participating countreis
2. Central Support Service
• General co-ordination (run by European Schoolnet)
• Platform, services (service provider, data processor)
3. National Support Service in each participating country
4. EC (contractor, data controller)

6. 33 countries,
the portal 25 languages
www.etwinning.net -­‐
new
extension..
is the heart of
of
eTwinning

7. Cross-border collaboration in eTwinning

9. eTwinning offers:
1. Cross-border school projects
• Using Information and Communication Technologies
2. Formal and informal professional development
• On-line: distance courses and online interest for teachers,
• Off-line: Professional Development Workshops,
national meetings
3. Social networking tools

10. The context of innovation
- teachers’ cooperation within a network -

11. Tellnet publication,
In your bags!
eTwinning report,
early next year!

15. eTwinning
-
spreading a
positive virus
called
pedagogical
innovation!
How is it
possible?

16. eTwinning brings many existing school
collaboration and school outreach
projects under the same umberella!
Think of Silicon
Valley!

17. Channels through which
information, ideas and innovation flow
=

18.
In order to pass on the
virus, there needs to
be people around who
can get it.
If you work in
isolation, you cannot
contaminate anyone!

19. What are teacher networks?
• Learning networks, i.e. technology-supported
Context 1.
communities
– learners share knowledge with one another
– jointly develop new knowledge
• Include various forms of teachers’ co-operation,
• i.e. teaches working together in groups or teams to
improve educational processes and outcomes
(OECD, 2009)
• Can exist on many levels
– within a school
– across schools at regional, national and
international level

20. What are teacher networks?
• More and more often, blended networks
=> digital world is mixed with the physical
one
Context 1.
Like our
lives too!
• Contribute to the quality of
– the teaching profession and
– the learning experience of students
– by encouraging collaboration and knowledge
exchange at both teacher and student level

21. Social Network Analysis (SNA) for
teacher networks
Context 2.
Scale-free network
created by bottom-
up interactions

22. Does social capital exist in eTwinning?
• Social capital
• ability of actors to derive benefits from their membership in
social networks "
• a property of the teachers and of groups
Gatekeeper

23. Teachers’ co-operation
Context 3.
• The TALIS studied various forms of teachers
working together (OECD, 2009)
• Possible to group activities:
1. Exchange and co-ordination for teaching
– e.g. exchange teaching materials with colleagues
Groups,
2. Professional collaboration Teachers’ rooms
– e.g. Engage in joint activities across different
classes and age groups (e.g. projects)
– Teach jointly as a team
eTwinning
projects!

24. Benefits of teachers’ co-operation
• Co-operation among staff creates opportunities for
– social and emotional support,
– exchange of ideas and
– practical advice.
• It can enhance
– professionalism,
– feelings of self-efficacy and
– prevent stress and “burnout”
• Different kinds of collaboration may not have the same effects!

25. De-privatisation of teaching practice
• means that teachers observe each other,
give feedback, and act as mentor,
advisor or specialist
• teachers who report being involved in
such activities regularly also have
higher self-efficacy
OECD, 2012: Teaching Practices and Pedagogical Innovations

26. Context 4.
“ more than half of the teachers surveyed
reported having wanted
more professional development
than they had received.”
Teaching and Learning International Survey (Talis)
OECD, 2009

27. Teachers’ long term engagement in
eTwinning and personal PD
1 out 7 of “old-timers” keep coming back!

28. Context 5.

29. eTwinning reach
=
number of eTwinners / number of teachers
In 2012, on average,
3.3% of
European teachers are eTwinners

30. School as a unit of study
• Close to 100’000 schools in eTwinning
• 26% of eTwinning schools have 2 or more teachers
• School teams focus of monitoring in 2012
• eTwinning team: Two or more educational professionals
(e.g. teachers, librarians) working together on eTwinning
activities (one project vs. separate ones)
• 24 case studies in 15 countries
Context 6.

31. School teams: key factors
1. Lead teacher(s)
• A key role in inspiring and organising the work
• Thier motivation as a vital component for the stability of the
innovation (e.g. Nachmias et al. 2004)
• One of the most affecting factors in ICT-supported pedagogic
innovation (Forkosh-Baruch et al., 2008)
2. Rich innovation history
• Richer the innovation history, the more expertise and cooperation in
the application of the innovation (Nachmias et al. 2004)
• For 4 (out of 24) schools eTwinning was the beginning
3. Supportive school head

32. eTwinning teams in schools
Examples of “professional learning communities”*
• A shared vision
• High level of co-operation among educational
professionals
• Shared practices (e.g.focus on learning, de-
privatisation of teaching)
• Coherent activities of professional development
(e.g. reflective inquiry)
*OECD, 2012Teaching Practices and Pedagogical
Innovations

33. To conclude:
Benefits of
eTwinning for schools

34. eTwinning benefits
1. Variety of pedagogical practices in the class
• e.g. Project-based pedagogies, ICT, authentic learning, play
2. Professional development through co-operation
• Within the school, e.g. eTwinning teams
• Across schools, e.g. local co-operation, networking
• With other stakeholders, e.g. learning beyond school walls
3. School vision and mission
• eTwinning (e.g. ICT, internationalisation, collaboration,
project based learning) part of it

35. 35

36. Thank you!
www.eTwinning.net