Teacher Networks: Future Perspectives on the teaching profession Yves Punie Action leader ICT for Learning and Inclusion JRC-IPTS Media & Learning Conference, November 2012, Brussels Workshop session: Social media networks in schools and in teachers’ lives

European Commission Joint Research Centre Institute for Prospective Technological Studies (IPTS): Research Institute supporting EU policy-making on socio- economic, scientific and/or technological issues

Information Society Unit eGovernance Learning & Skills Inclusion & Cultural Diversity Digital Economy Digital Living & Identity Economic Aspects of eHealth Social Computin g ICT Industry Analysis

Learning 2.0 Innovation & Creativity in E&T Future of Learning & Skilling ICT for Assessment of Key Competences CURRENT projects: Mapping Technologies for Learning ( ) Digital Competence Framework ( ) Teacher Networking (eTwinning – TELLNET) Mainstreaming “Creative Classrooms” ( ) Open Educational Resources ( ) Since 2005, evidence-based policy research on ICT for Learning and Skilling PAST projects: In collaboration with DG EAC, linked to other EC policies (CONNECT, ENTR, EMPL)

Mainstreaming and Up-scaling ICT for innovating and modernizing Education and Training (E&T) New Skills and Competences in a digital society Educational transformation in a digital world

6 IPTS Future of Learning reports

Significant changes in what we learn, how we learn, where we learn and when we learn Thus affecting also role of teachers

Approach Future of Teacher Networking Review of literature on teacher collaboration networks Personas Workshop with teachers Expert Workshop Future Scenarios with policy makers

Literature  Surveys indicate that teacher networks can enhance quality of teaching by enabling teachers to expand their capacity through exchange with other teachers −Fighting teacher isolation (Gatt et all. 2009) −Informal dialogue ranked high in terms of impact (OECD TALIS 2009) −Reducing workload through re-use of OER (Johnson et all. 2011)  Research & Foresight on Teacher Collaboration Networks not widespread  Teachers positive on ICT, use for preparation but little pedagogical use and in classroom

Scenario 1: eNet: European Education Network Scenario 2: MyNetwork Scenario 3: Intelligent Agents Scenario 4: Diversified Teaching Careers Scenario 5: Informal Learning Camps Future Teacher Networks: 5 mini-scenarios

1. European Education Network (eNet): Expansion of eTwinning model Pro’s −Part of initial TT and recognition of CPD −Expansion towards more stakeholders −Safe, secure environment for teachers, students and parents to interact −Low threshold for teachers −Public funding (EU) for independence and sustainability Con’s −Centralised governance and structure −Less favorable in terms of openess, flexibility and interoperabilty with other networks and spheres of life.

2. MyNetwork: User-centred social networking approach Pro’s −Decentralisation and federation across networks −Flexible, serving a diverse needs and profiles −Wide variety and choice - Personalised approach Con’s −Market fragmentation and individual approaches −Interoperability and lack of common, shared approaches −Favours technology proficient users – others may stay behind −Difficult to engage parents and other stakeholders −Formal recognition as CPD unclear

3. Intelligent Agents: Technology-focused approach Pro’s −Avatar −Dealing with information overload and complexity −Reduction of workload for repetitive activities −OER Con’s −Technology dependence: reliability, dependability, trust, security, privacy, automated suggestions and decision-making −Private market solutions only

4. Diversified Teacher Careers: Autonomous learning & teachers as mentors Pro’s −Personalised and autonomous learners −Different teaching professions: teaching in class, teaching virtually, student monitoring Con’s −Highly dependant on use of digital technologies for organisation and administration of learning −Supported by performant infrastructure and learning analytics −Significant investment in teacher training

5. Informal Learning Camps: Bottom-up peer learning Pro’s −Teachers as leaders and contributors −Better serve their needs −Collaborative development and design −Open technologies, OSS, OER, open licenses −Informal, bottom-up, peer learning Con’s −Not recognised as CPD −Local support needed – may go against established policies and approved technological system −Strong engagement and motivation of teachers – only for the few, voluntary engagement

Crosscutting issues −Scenarios not mutually exclusive −Highlighting changes in teacher profession −Opening of teacher networks towards other stakeholders −Importance of ITT and recognition as CPD −Ownership and control of data −Privacy, security, safety, identity

Policy recommendations General (all levels) −Revise current teaching and learning approaches −Recognise the potential driving role of teachers −Revise and maintain investments in ITT and CPD −Establish closer interaction between research, practice and policy −Recognise diversity approaches but bring them together −Support and promote open tools, interoperability, and OER EU −Open Method of Coordination: common challenges, peer learning, joint initiatives −Support European networks such as eTwinning −Support more widespread use of ICT for teaching, teacher training and collaboration

Policy recommendations Member States, regional and local levels −Support and motivate teachers to share educational practices with ICT −Recognise and incentivise participation of teachers in teacher networks, including formal recognition as part of CPD −Enable informal, alternative teacher collaboration to take place −Develop incentives for teachers participation (workload, curricula, career paths) −Promote cross-border, European connections between national and regional platforms −Encourage innovation with and through ICT, via pilots and initiatives to scale-up.

Thank you !