Opettajuus vuonna 2025 -

Mitä tulevaisuus tuo tullessaan?Opettajuus ja muuttuva oppimaisema

Oulu, Finland28-29.3. 2012

Riina Vuorikari European Schoolnet

Who am I?• Riina Vuorikari from Finland

• Teacher from my first training (Savonlinnan OKL), - then hypermedia,web, research, doctoral, etc.

• 2000-2011 in European Schoolnet asSenior Research Analyst and Project Manager

• 2012 -> part time in-house expert in European Schoolnet - plus other consulting

Outline• Introduction and the context• Foresight as a method• What do we know about the current situation

• Scenarios 2025: teachers’ profession (45 min)

• Read your scenarios (15 min – 5 min/scenario) – Group A: 1, 2, 3– Group B: 1, 4, 5

• Collective Exercise (20 min)• Presentation of results (30 min)

Some contextfor this workshop

•Created in 1997, based in Brussels

•Network of 31 European Ministries of Education

(MoE) or national educational authorities

• Promotes the use of ICTs in school

• Leads the way in bringing about change in

schooling through the use of new technology

European Schoolnet (EUN)

This virus is a

positive one, called pedagogical innovation.

Who will notget the virus?

Who will not get the virus?

The ones who are not

connected, e.g. who are

not collaboratin

g with others.

eTwinning reach=

number of eTwinners / number of teachers

On average, 2.64% of European teachers are eTwinners

Foresight approach for future studies

http://en.wikipedia.org/wiki/Foresight_(futures_studies)

Why look into future?

•Unless we plan strategically for the future of teacher education, we will be unable to deal with teachers' future needs (Newby, 2005 in the Journal of Education for Teaching)

•While 2025 might seem like a long way ahead in the future …. children starting schools in 2011, will be finishing their obligatory schooling or entering higher education in 2020-2025 (Newby, 2005).

•The future landscape is "only one childhood away" (Newby, 2005, p. 254).

Future Scenarios• Future-oriented activity

• but, it does not make predictions! • Rather to discuss and elaborate different plausible futures.

• Assumes that the future is not pre-determined, but can evolve in different directions

• Multidisciplinary, values the multiplicity of perspectives and views held across actors from different fields • Involves different stakeholders

Future Scenarios

Stories of possible futures, imagining how the teachers’ profession could look after

2025, in order to challenge

assumptions and

stimulate thinking about the present.

Future Scenarios: main four stages

• Understanding current situation, • Exploring what could happen, • Debating what stakeholders or participants would like to happen, and

• Deciding what should happen –(Cagnin & Keenan, 2008)

What do we know about the current situation?

“Yli puolet opettajista halusi

enemmän täydennyskoulutusta kuin

mitä oli saatavilla.”

Talis 2008 (OECD, 2009)

TALIS, OECD, 2009

TALIS, OECD, 2009

Teachers’ co-operation (TALIS, OECD, 2009)

• Implies teachers working together in groups or teams to improve educational processes and outcomes.– Frequency to undertake activities on 6-point scale ranging from “never” to “weekly

• A statistical factor analysis showed that is was possible to group activities across two indices: – Exchange and co-ordination for teaching– Professional collaboration

Teachers’ co-operation (TALIS, OECD, 2009)

• Co-operation among staff creates opportunities for – social and emotional support, – exchange of ideas and – practical advice.

• It can thus enhance – professionalism, – feelings of self-efficacy and – prevent stress and “burnout”.

• Different kinds of collaboration may not have the same effects!

Value defined through social capital – the sense of belonging to the community – the provided and received support– the social network structure

Networks, like eTWinning, offers a high potential for teachers to

– up-skill in areas such digital competences, – useof ICT to support teaching and learning, – communication in foreignlanguages, – other areas of personal development such asintercultural dialogue and social competence

Value of informal learning networks

for individuals?

Why the Tellnet project?

To better understand

how

social learning networks can support

teachers' competence building

Introduction to our scenarios

« Teachers’ profession in 2025 »

Scenarios: Future Collaboration Networks

• Scenario 1: eNet: European Education Network

• Scenario 2: MyNetwork

• Scenario 3: Intelligent Agents

• Scenario 4: Diversified Teaching Careers

• Scenario 5: Offline Networking

Scenario 1: eNet: European Education

Network

Scenario 2: MyNetwork

Scenario 3: Intelligent Agents

Scenario 4: Diversified Teaching Careers

Scenario 5: Offline Networking

Now to you!

It’s your turn now!1. Pöytäkunnat jaetaan 2 osaan

(Ryhmä A: skenaariot 1, 2, 3; RyhmäB: skenaariot 1, 4, 5)

2. Lue kolme skenaariotasi - yksin• Vastaa ensimmäiseen kysymykseen keskustelematta muiden kanssa

3. Ryhmäkeskustelu • Näetkö itsesi/ oman paikkasi opettajana tässä skenaariossa? • Valitkaa yksi skenaario ja meittikää, mitä pitäsi tehdä nyt, jotta tämä

skenaario tapahtuisi / ei missään tapauksessa tapahtuisi?• Think of dimensions: Teacher training, Quality of teaching and learning;

Participation of different stakeholders; Data management and privacy?

4. Valmistautukaa esittämään valitsemanne skenaario, 2 min

References:•Thematic Dossier: Teachers’ networks: http://insight.eun.org/ww/en/pub/insight/thematic_dossiers/teachers_social_networks.htm

•Teachers’ Lifelong Learning Network (www.tellnet.eun.org)

•Crawley, C., Gilleran, A., Scimeca, S., Vuorikari, R., & Wastiau, P. (2009). Beyond School Projects, A report on eTwinning 2008-2009. Central Support Service for eTwinning (CSS), European Schoolnet. Retrieved from http://resources.eun.org/etwinning/25/EN_eTwinning_165x230_Report.pdf

•Vuorikari, R. (2010). eTwinning Report 2010: Teachers’ professional development: an overview of current practice. European Schoolnet. Retrieved from http://desktop.etwinning.net/library/desktop/resources/5/55/955/43955/etwinning_report_teachers_professional_development_en.pdf

•Vuorikari, R., Gilleran, A., & Scimeca, S. (2011). Growing beyond Innovators – ICT-Based School Collaboration in eTwinning. In C. D. Kloos, D. Gillet, R. M. Crespo García, F. Wild, & M. Wolpers (Eds.), Towards Ubiquitous Learning (Vol. 6964, pp. 537-542). Berlin, Heidelberg: Springer Berlin Heidelberg. http://tellnet.eun.org/c/document_library/get_file?p_l_id=10704&folderId=18137&name=DLFE-515.pdf