Teacher networks, teacher digital competence and professional development

Teacher networks for

professional development & teacher competencies

Dr. Riina Vuorikari

Institute of Prospective Technological Studies European Commission

Utblick ger insikt: Internationalisering – en strategisk väg till högre lärarkompetens November 11 2013 Stockholm

European Commission, Joint Research Centre European Commission's in-house science service Institute for Prospective Technological Studies (IPTS) Research institute supporting EU policy-making on socio-economic, scientific and/or technological issues

Outline

•  What do we know about teachers today?

•  What is so called "digital competence"?

•  How to keep updated through PD?

•  About PD

•  Teacher networks

•  MOOCs (Massive Open Online Courses)

•  "Opening up Education"

Part 1

What do we know about teachers and schools today?

Some picks from recent research

The Survey of Schools: ICT in Education in 31 European countries (2013)

http://essie.eun.org/

In Sweden •  Although schools in Sweden are very well

equipped with new technologies, this does not seem to translate into high level of use in the classrooms.

http://ec.europa.eu/education/documents/eatm/monitor2013-se_en.pdf

Digitally supportive school • Has policies about ICT

integration in T&L

• Uses incentives to

reward teachers using ICT

• Implements concrete

support measures

including •  teacher

professional development

•  the provision of ICT coordinators

Digitally confident and supportive teachers •  high confidence in their own ICT operational skills and

social media skills •  ability to use the internet safely and responsibly, •  have positive opinions about ICT use for T&L, •  face low obstacles and have high access to ICT

infrastructure at school

The Survey shows that students have the highest frequency of ICT use during lessons when they are taught by digitally confident teacher

In Sweden

•  Secondary school teachers' confidence in using ICT is close to the EU average

•  while their participation in ICT professional development is lower than the EU average.

http://ec.europa.eu/education/documents/eatm/monitor2013-se_en.pdf

Recommendation from the Survey If learners of all ages are to benefit fully from the opportunities for more engaging, effective and inclusive learning offered by new technologies, digital competences are a prerequisite. http://ec.europa.eu/education/documents/eatm/education-and-training-monitor-2013_en.pdf

Part 2

What does it mean to be digitally competent?

KNOWLEDGE

SKILLS ATTITUDES

COMPETENCE

Digital competence ≠ use of ICT tools

Digital competence involves the confident and critical use of ICT for employment, learning, self-development and participation in society (EC, 2006).

A set of knowledge, skills, a1tudes, strategies and

awareness that are required when using

ICT and digital media

Learning domains

to perform tasks; solve problems; communicate;

manage informa?on; collaborate; create and share content; and build knowledge

effec?vely, efficiently, appropriately, cri?cally, crea?vely, autonomously,

flexibly, ethically, reflec?vely

for work, leisure, par?cipa?on, learning, socialising,

consuming & empowerment.

Tools

Competence areas

Modes

Purpose

An encompassing definition An encompassing definition of Digital competence

5 Competence areas

•  http://ftp.jrc.es/EURdoc/JRC83167.pdf

1. Information Identify, locate, retrieve, store, organise and analyse digital

information, judging its relevance and purpose

1.1 Browsing, searching and filtering information

1.2 Evaluating information

1.3 Storing and retrieving information

Dimension 1 Name of area

Information

Dimension 2 Competence title and description

1.1 Browsing, Searching & filtering information To access and search for online information, to find relevant information, to select resources effectively, to create personal information strategies

Dimension 3 Proficiency levels

A -‐ Foundation B-‐ Intermediate C-‐ Advanced I can do some online searches through search engines. I know that different search engines can provide different results.

I can browse the internet for information and I can search for information online. I can select the appropriate information I find.

I can use a wide range of search techniques when searching for information and browsing on the Internet. I can filter and monitor the information I receive. I know whom to follow in online information sharing places (e.g. micro-‐blogging).

Dimension 4 Knowledge examples

Understands how information is generated, managed and made available Is aware of different search engines Understands which search engines or databases best answer to his/her own information needs Understands how information can be found in different devices and media Understands the reliability of different sources Understands how search engines classify information Understands how feeds mechanism works Understands indexing principles

Skills examples Adjusts searches according to results Can follow information presented in hyper-‐linked and non-‐linear form Can use filters and agents Is able to search for words that limit the number of hits Can refine information searches and selects controlled vocabulary specific to the search tool Has strategic information skills for goal oriented activities Can modify information searches according to how algorithms are built Is able to adapt search strategies to a specific search engine, application or device

Attitude examples Has a proactive attitude towards looking for information Values the positive aspects of technologies for information retrieval Is motivated to seek information for different aspects in his/her life Is curious about information systems and their functioning Is aware of the limitation of searches through technological means

Dimension 5 Application to purpose

Learning I can use a search engine to find details about a specific type of heat energy

I can find a range of sources of information about a specific form of heat energy, and use a refined search to locate the most appropriate sources

I can find a range of sources of information about a specific form of heat energy using different search engines and advanced searches, and can also use online databases and searches through linked references

Employment I can find details of flights using a common search engine

I can find details of flights using a number of search engines, and a number of flight company websites, selecting details that relate to schedule times

I can find details of flights using a number of search engines, flight company web sites, and web sites that compare details of many flight companies, including costs and schedule times

Source: Elaborated by IPTS, based on the structure of the eCompetence framework for ICT professionals

2. Communication •  Communicate in digital environments, share resources through

online tools, link with others and collaborate through digital tools, interact and participate in communities and networks…

•  2.1 Interacting through technologies

•  2.2. Sharing information and content

•  2.3 Engaging in online citizenship

•  2.4 Collaborating through digital channels

•  2.5 Netiquette

•  2.6. Managing digital identity

3. Content creation •  Create and edit new content (from word processing to images and

video), integrate and re-elaborate previous knowledge and content, produce creative expressions, media outputs and programming, deal with and apply intellectual property right and licences

•  3.1 Developing content

•  3.2 Integrating and re-elaborating

•  3.3 Copyright and licences

•  3.4 Programming

4. Safety

•  Personal protection, data protection, digital identity protection, security measures, safe and sustainable use

•  4.1 Protecting devices

•  4.2 Protecting data and digital identity

•  4.3 Protecting health

•  4.4 Protecting the environment

5. Problem solving •  Identify digital needs and resources, make informed decisions on

most appropriate digital tools according to the purpose or need, solve conceptual problems through digital means, creatively use technologies, solve technical problems, update competence

•  5.1 Solving technical problems

•  5.2 Identifying needs and technological responses

•  5.3 Innovating and creatively using technology

•  5.4 Identifying digital competence gaps

Policy implications - use

•  A guideline for curricula development and teacher professional development

•  An input to Action 62 of the Digital Agenda on proposing EU-wide indictors of digital competence

•  Proposed by Eurostat to use the framework for its 2015 survey on ICT usage in households and by individuals for data collection on e-skills

•  Future work: To test the digital competence framework with the view to support a full implementation of the framework and the future development of an EU self-assessment tool for digital competences.

• 

Example of how the Framework could be used: 8 graders Digital competence using data from the Survey of School

Part 3a

Different needs and ways of

Professional Development

“ 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

High level of need!

Part 3b:

So what to do?

TALIS, OECD, 2009

Part 3b:

So what to do?

Become part of a teacher network!

What are teacher networks?

Learning networks are technology-supported communities where learners share knowledge with one another and jointly develop new knowledge •  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

What are teacher networks?

Can exist on many levels: •  within a school •  across schools at regional, national and

international level More and more often they are blended networks => digital world is mixed with the physical one Include various forms of teachers’ co-operation, • i.e. teaches working together in groups or teams to improve educational processes and outcomes

The TALIS studied various forms of teachers working together (OECD, 2009)

Teachers' co-operation

1. Exchange and co-ordination for teaching •  e.g. exchange teaching materials with colleagues

2. Professional collaboration •  e.g. Teach jointly as a team in the

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

Co-operation among staff creates opportunities for • exchange of ideas and • practical advice • social and emotional support It can enhance professionalism, • feelings of self-efficacy and • prevent stress and “burnout”

Benefits of teacher co-operation

The TALIS studied various forms of teachers working together (OECD, 2009)

OECD, 2012Teaching Practices and Pedagogical Innovations

Teacher networks as 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) eTwinning Teams in schools are an example!

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

An example of teacher network:

eTwinning

eTwinning- spreading a positive virus called pedagogical innovation!

Channels through which information, ideas and innovation flow

=

Benefits of teacher networks like eTwinning 1. Variety of pedagogical practices in the class

•  e.g. Project-based pedagogies, authentic learning, ICT, 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 leadership

• E.g. eTwinning part of the vision

Other examples:

MOOCs and Social networking software

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Many educators reported getting a lot of use out of their interactions on social media sites, especially from free professional development and sharing ideas. •  Education-focused sites show

a much higher frequency of use than the general social sites.

Survey: http://www.edweb.net/fimages/op/reports/Educators-and-Social-Media-2012-web.pdf

Beyond friends and family educators believe social networks are good for sharing information and resources, connecting with colleagues, and building a personal learning network

Survey: http://www.edweb.net/fimages/op/reports/Educators-and-Social-Media-2012-web.pdf

Part 4 "Opening up Education"

European Policy Context

http://www.eesc.europa.eu/?i=portal.en.europe-2020-flagship

Educational targets • Reducing Early School leaving •  Increasing Higher Education Attainment

Additional Aims • Making LLL and mobility a reality • E&T quality and efficiency • Equity, social cohesion, active citizenship

• Creativity and innovation

•  Communication from the Commission to the EP, Council, EE&SC and Committee of the Regions

•  Jointly presented by Vice President Neelie KROES and Commissioner Androulla VASSILIOU

•  23 Action based on extensive stakeholders consultation

•  EU support: •  Erasmus+, Horizon 2020,

Structural and Investment Funds

•  Policy measures such as the Open Method of Coordination in Education and Training 2020

"Opening up education means bringing the digital revolution into education”

"D ig i t a l t echno log ies a l l ow individuals to learn anywhere, anytime, through any device, with the support of anyone"

Two quotes

I. Open Learning Environments: Opportunities to innovate for organisations, teachers and learners (1/3)

ü  Support teachers' professional development through open

online courses, following pledges made under the Grand Coalition for Digital Jobs and by creating new and scaling up existing European platforms for teachers' communities of practice (e.g. eTwinning, EPALE) to establish collaborative peer-based teaching practices across the EU.

ü  Explore and test, in cooperation with stakeholders and Member States, digital competence frameworks and self-assessment tools for learners, teachers and organisations.

Erasmus + Horizon 2020


ü  Support teachers in acquiring a high level of digital

competences and adopt innovative teaching practices through flexible training, incentive schemes, revised curricula for teachers' initial education and new professional evaluation mechanisms.

ü  Reinforce digital skills in education and training institutions, including among disadvantaged groups, and revisit learners assessments in order to ensure that all skills acquired through digital learning can be recognised.


ü  Coordinate, facilitate exchange of experiences and results achieved in national programmes between Member States , and provide targeted policy guidance to clusters of Member States to help them to identify successful measures for meeting their challenges in view of the specific country recommendations under the European Semester / Europe 202O.

Erasmus + Horizon 2020 MS & E&T instit

http://europa.eu/rapid/press-release_IP-13-859_en.htm http://ec.europa.eu/education/news/doc/openingcom_en.pdf http://ec.europa.eu/education/news/doc/openingswd_en.pdf

COM is also accompanied by Commission Staff Working

Document on "Analysis and mapping of innovative

teaching and learning for all through new Technologies

and Open Educational Resources in Europe"

See you in eTwinning!

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http://is.jrc.ec.europa.eu/pages/EAP/eLearning.html