teacher networks diffusing innovation -the case of etwinning

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

Who am I?

Dr. Riina Vuorikari from Finland •  First training: teacher in Finland,

studying abroad (exchangeand 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

What is eTwinning?- Brief history –

- Contextual background –

- Stakeholders involved -

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 »

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)

the portal www.etwinning.net

is the heart of of

eTwinning

33 countries, 25 languages -­‐  new  extension..  

Cross-border collaboration in eTwinning

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

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

Tellnet publication, In your bags!

eTwinning report, early next year!

eTwinning-

spreading a positive virus

called pedagogical innovation!

How is it possible?

eTwinning brings many existing school collaboration and school outreach

projects under the same umberella!

Think of Silicon Valley!

Channels through which information, ideas and innovation flow

=

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!

What are teacher networks? •  Learning networks, i.e. technology-supported

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

Context 1.

•  More and more often, blended networks

=> digital world is mixed with the physical one

•  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

Context 1. What are teacher networks?

Like our lives too!

Scale-free network created by bottom-

up interactions

Social Network Analysis (SNA) for teacher networks

Context 2.

•  Social capital •  ability of actors to derive benefits from their membership in

social networks "•  a property of the teachers and of groups

Does social capital exist in eTwinning?

Gatekeeper

Teachers’ co-operation

•  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 2. Professional collaboration

–  e.g. Engage in joint activities across different classes and age groups (e.g. projects)

–  Teach jointly as a team

Context 3.

eTwinning projects!

Groups, Teachers’ rooms

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!

De-privatisation of teaching practice

•  means that teachers observe each other, give feedback, and act as mentor, advisor or specialist

OECD, 2012: Teaching Practices and Pedagogical Innovations

•  teachers who report being involved in such activities regularly also have higher self-efficacy

“ 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

Context 4.

Teachers’ long term engagement in eTwinning and personal PD

1 out 7 of “old-timers” keep coming back!

Context 5.

eTwinning reach =

number of eTwinners / number of teachers

In 2012, on average, 3.3% of

European teachers are eTwinners

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.

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

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

To conclude:Benefits of

eTwinning for schools

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

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Thank you!

www.eTwinning.net