eTwinning A model for future schools, Marc Durando

eTwinning: a model for future classrooms
Marc Durando

www.europeanschoolnet.org - www.eun.org

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 ?


Current situation – Learning context

Resources
Abundance of resources made easily
accessible via Internet is increasingly
challenging us to revisit our role as People
educators.
People are able to
work, learn, study
whenever and
Technology wherever
they want
Technology profoundly affects the way we
work, collaborate, communicate and
succeed

www.europeanschoolnet.org - www.eun.org 3

Current global context
Economic pressure
Digital media literacy
New models of education

• Control costs vs providing high
• More and more a key skill in every
quality of services
dicipline
• More students – less staff and
• Lack of in service training
resources

Fundamental structure of K12
Demand for personalised learning
education establishment

• Efforts focussed on basic
• Not adequatly supported by
elements of current system
current technology or practice
• In and out school approaches


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 1992 LINUX 1994

1997 1998 2001

2002 2003

2004 2005

2006 2007 Netbooks

2009 2012 iAuthor


Consequences for the teacher

What students are learning
is changing
What we teach must change
How students are learning
is changing
How we teach must change
Where students are learning
is changing
Where we teach must change
When students are learning
is changing
When we teach must change

Develop Future Classroom Exchange

Interact Create Collaborate

Future classroom

DG Concept of Living schools
INFSO for validations, demonstrations and showcases

DG Concept of Creative Classroom
innovation and modernisation of learning and teaching
EAC processes (collaboration, personalisation, active learning).


Future classroom

In the classroom of the future learning
will take place in a media rich
environment when teachers will guide
European their pupils to develop, exchange, and
Schoolnet create their ideas by interaction and
collaboration with flexible learning
spaces and innovative learning
scenarios comprising in and out
school learning processes.


What are the challenges?

Innovation

Main
Challenges

Training
Mainstreaming Pre service
In service

The 3 Gaps of innovation

Policy gap Identification Evidence
gap gap

Less
Policy making observable How to
needs because evaluate
willing process related innovation and
adopters when?
Lack of
communication


Training of teachers – Pre / In service

Use of ICT is still optional in curricula
Issue is the pedagogical use of technology
not how technology works

Collaborative training Lack of new
approaches Situation pedagogical models

Provide teachers with support
How to integrate in practices
Need to provide time to teachers


Mainstreaming issue
From a few to many … getting everyone involved
The «Transformers»
…what’s possible!
The
Pioneers/Adventurers
No of staff

The Practitioners
The neophytes/
«unwise»

3% 75 % 25 %

Very Technology Comfort Level Not


Adoption of technology – a cyclic phenomenon ?
Visionary discourses convincing
Phase 1 decison makers to experiment.
Enthusiasm Supported by academic studies

Reserves from teachers
Phase 2 Technical problems
Desillusion Difficulty to adapt to the curriculum

Modest use of technology versus
Phase 3
their costs
Alarming reports

Waste of resources
Phase 4 Lack of institutional support
Criticisms Conservatism of teachers


eTwinning

2005 Project cooperation platform

Project cooperation platform
2009 eTwinning 2.0 – Social Networking
Teacher community – Learning events

Implication of Head of schools
2011 Implication of Territorial authorities
Internationalisation

Can eTwinning be a model for future classrooms?

Curriculum

Three pillars
of education
systems

Teaching process Assessment


Does eTwinning impact on the curriculum ?

Aleady existing To be considered

Embedded in the Curriculum eTwinning taught in
- Maths, Sciences, Langage, Pre service and In service
Arts, ….. curriculum of teachers

Cross Curricula projects Recognition in career of
associating team of teachers teachers

Acquisition of 21st century
skills (collaborate, problem solving, eTwinning successful
creative thinking, communication, models
entrepreneurship, …).

Does eTwinning impact on the teaching processes ?

Aleady existing To be considered

Out school approaches
Permanent pedagogical
Inquired based education
reflections among teachers
projects

Training of teacher
Pedagogical scenarios
component

New approaches – learning More eTwinning dedicated
groups and learning events learning resources (IWB, ….)


Does eTwinning impact on the assessment?

To be considered

Analysis of the added value How are the 21st century
of eTwinning regarding skills developed assessed ?
learning attainments

How are we evaluating this
Should we consider some
new process of teaching
self assessment models?
and learning ?


eTwinning – towards a school strategy

Cooperation
Teacher
project
Idea
-Partner Search between
-Project definition Classes
School
Strategy
Sharing
School results ?
-Which lessons?
Global -How to continue ?
approach -Evaluation ?


What are the inhibitors to implement an eTwinning
strategy at school level?

Embed the eTwinning
activity in the curriculum
cross-curricular approach

Lack of new
Difficulty to
Inhibitors pedagogical and
implement the change
successful models

Difficulty to shift current Parents expectations -
culture more technology but
(head of school, teachers conservative approach
institutional support) to school organisation


What are the enablers to implement an eTwinning strategy
at school level?

Cooperation: the driving force
Confidence of teachers
Role of head of schools (more autonomy)
To give time to teachers

Use of ICT
New school environment Enablers Technology on/
(in and out of the class)
technology off

Successful pilots
(possible changes in
school organisation)


Some challenges

Mainstreaming versus
Internationalisation
laboratory of innovation
of eTwinning
and experimentation

Challenges

Role and support
Role of Head of schools
of institutional
to develop innovative
Stakeholders
ambitious strategies
Regions - MoEs


The 3 critical success factors

Make it Recognition Political
known & decision
Time

Evidence No way
Giving
demonstrating recognition and
backwards
it can happen time possible
to teachers


Conclusion

 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.


Time Frame

A Teacher
50 years old

Student will use
Knowledge acquired 25/30 years ago
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


THANK YOU

www.europeanschoolnet.org

www.eun.org

Contact: marc.durando@eun.org


eTwinning A model for future schools, Marc Durando

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eTwinning A model for future schools, Marc Durando