Here you can watch pictures of the eTwinning Conference 2013.
For the plenary sessions, click here.
For the workshops, stands and informal pictures, click here.
You can click on the links here or watch them on the page marked videos.
We hope you enjoy them.
The second part of the panel discussion with Márta Hunya, Bettina Zeidler, Conor Galvin and Pieter Hogenbirk, continued with the audience voting and the panel reflecting on and discussing the results.
The audience was asked to choose the most relevant advantage of eTwinning for them personally out of 5 suggestions (see picture below). 50.6% of the audience answered that the most relevant advantage of eTwinning for them is the positive impact on pupils skills or motivation to learn. The second most favoured choice was being involved in an international teaching community (20.4%).
The panel viewed this as a good result, as it means that teachers put their pupils first. The panel discussion moderator, Riina Vuorikari, then pointed out that these five alternatives were actually the results in the recent Impact Study on eTwinning.
Also the last voting task was linked to the Impact Study on eTwinning. Teachers in the audience were asked to answer if they were surprised to hear that pupils, according to the study, rated improvement in using the computer lower than all other impacts due to their pre-existing confidence in using ICT tools.
Of the primary school teachers, 51.9% were not surprised by that statement, while 22.2% said they in fact were surprised. 26.7% did not comment. The voting results of teachers other than primary, largely correlated with these, and can be seen on the picture left.
Overall the panel was not surprised over this result, based on the fact that the tools used in eTwinning are tools used in everyday life – tools that pupils indeed may know from before.
At the end of the session, the panel was asked what their wishes are for eTwinning in the future: Bettina Zeidler mentioned the involvement of pupils as her wish, while Márta Hunya emphazised creativity. Pieter Hogenbirk shared his plans to develop his school into the best whole school eTwinning school and challenged everyone to do the same. Conor Galvin’s wish included new technology and the use of web 2.0. He also pointed out that teachers are the heart of eTwinning and hoped that that continues to be the focus in the programme.
The plenary session on the last conference day was highlighted by some proven experts as practitioners and researchers on the podium: Márta Hunya, Bettina Zeidler, Conor Galvin and Pieter Hogenbirk. After a short introduction of themselves, the panel members commented the following voting session, in which the audience could vote for certain statements.
The first question related to citizenship and eTwinning, as social competence is regarded to be part of the 21st century skills: “To what extent does eTwinning help to include citizenship into my teaching?”
According to 39.3% of the audience, eTwinning helps to include citizenship into the curriculum for their whole school, and for 32% eTwinning is at least helpful to include citizenship for their own teaching. Thus nearly three quarters of the teachers appreciate eTwinning as a valuable support to educate future European citizens (see voting result 1).
The next main topic of the conference – whole school approach – was investigated in the following voting questions. For example, 48.4% of the participants agreed that in their school the school management drives and supports eTwinning. And – a very positive and amazing result – 45% of the participants stated that eTwinning activities are integrated in most of the official curriculum subjects (see voting result 2 below).
eTwinning indeed seems to be well integrated into school life. Almost two thirds (63.5%) of the audience voted that eTwinning activities are done during school time.
In the workshop eTwinning in Practice 5, three winner projects were presented by the teachers involved; winner of The Marie Sklodowska Curie Prize Fly me to the Moon, winner of the English as a second language prize P.A.L.E. Play and Learn English and The Mevlana prize for intercultural understandning, Intercultural dialogue through fairytales, drama and art.
In a packed room, with people even standing at the back, we got an interesting insight into the three winning projects. All three projects are very different; they involve different age groups, subjects and sets of activities and tools. Nevertheless, there are still several similarities between the teachers’ presentations. Could these similarities be some of the key ingredients in a recipe for a successful eTwinning project?
All presenting teachers stressed the importance of having good project planning and the importance of having set time lines for doing things in a project. However, they also pointed out that planning does not mean over planning: Pupils need to be able to see and reflect on the proposed plan, and to come up with their own suggestions and ideas of what to do in a project.
Many of the teachers involved in these winning projects had worked with one another before, and could therefore build on their previous collaboration and ways of working. A good lesson might therefor be to hold on to previous eTwinning partners, while also being open to new contacts. The teachers also stressed the value of good communication and being organized in the project. This is of even more importance for big projects, with partner schools from most European countries.
Many of the teacher presenters of this workshop also showed us that they build on activities they have done in previous eTwinning projects, which makes planning a new project easier, even if the new project is not identical to the previous one.
During the workshop, it also becomes evident that these (eT)winning teachers are creative and enthusiastic and eager to learn, also from each other, and are continuously developing their teaching. What also shines through is how proud the teachers of these three winning projects are of their work in eTwinning. And so they should be!
eTwinning reaches you with its video live stream. To follow us in real time, you can go to this page on Thursday 14 March from 2:00 pm to 5:45 pm UTC time and on Saturday 16 March from 10:00 to 12:30 UTC time.
Unfortunately, due to a technical issue, we are unable to broadcast the Saturday 16 March session.
In this workshop, the Turkish Ambassador and English teacher Adil Tugyan gave an insight into the characeristics of education in the 21st century. What do students want? What skills do 21st century teachers need?
While most students today are digital natives who are familiar with the internet and social media, the majority of teachers are rather digital immigrants. But in order to prepare their students to a live in a modern world, teachers need to adapt their classes to the requirements of the future. This means for example to create a diverse learning environment (in terms of media, data sources and collaborative approaches).
What does it take to be an effective teacher in the 21st century? What do teachers need? These questions were lively discussed during the workshop and a lot of examples were exchanged. With several videos and a vivid presentation, Adilshowed examples of his own teaching experience in Turkey.
In fact, the characteristics of a 21st century educator are diverse: he/she should be an adaptor, communicator, risk taker, collaborator, leader, model, learner, critical thinker, controller, and: a reflective practicioner. “Stagnation is the death of any teacher!” So teachers should adapt to the know how of their students.
Adil pointed out that some important aspects for 21st century learning are to enable active learning and to change the roles of teachers to being rather facilitators or coaches fostering student centered learning.
Certainly several participants might have found this a quite challenging task. But the crucial factor for teachers is to be still open to learn and stay curious in getting to know new tools and techniques – this is the best attitude with regard to their students. eTwinning offers great opportunities to share new tools. Teachers can benefit of the experience from colleagues all over Europe. Just give it a try!
The second workshop of Drs. Pieter Hogenbirk and Dr Conor Galvin was oriented at the exploration the challenges of things like identity issues in relation to digital lives and active citizenship. The discussion in small groups led by Dr Conor Gavin touched topics of digital citizenship, questions of privacy / visibility, ‘footprint’, ownership of the digital self, levels of citizenship , etc.
The topic of digital citizenship has been really interesting for the discussing teachers because they realise how important it is to know how act when we are online, and what should be taught to the next generation. All of the audience agreed there is a need to talk about responsible use of technology. The workshop was really useful and inspiring.
If you can speak even one Slavic language, it allows you to operate and communicate in many countries and languages. I don’t understand- “Nie rozumiem” in Polish, would be “Ne rozumím”* in Czech, ”Nerozumiem“ in Slovak “I don’t know”—“nie wiem” in Polish, “ne vim” in Czech, ”Neviem“ in Slovak, etc.
eTwinning teachers from Poland, Slovakia, the Czech Republic and Croatia presented their successful projects and all the Slavic participants of this workhop could understand them. Katarzyna Chojnacka from Poland introduced interesting activities done with her students in the project “Japan“ which was devoted to history, culture and traditions of Japan.
The project “Matematyka zmysłami i zabawa gotowa / Mathematics senses create fun“ dealing with Mathematics was presented by the Polish teacher Marzena Kaszyňska. It was really interesting for the audience beause of its creativity and fun way of teaching complicated Maths issues. The project has inspired especially science teachers.
Kornélia Lohyňová from Slovakia and Petra Plíhalová from the Czech republic showed all the participants of the workshop how great is to motivate pupils to become the sportsmen and great representatives of their country as well as to learn more about the idea and the message of the Olympic Games. Their project “Rýchlejšie, vyššie, silnejšie / Faster, Higher, Stronger” impressed not only by its interesting form but especially by using a great amount of ICT tools.
A Croatian teacher Dubravka Granulić attracted the attention of the audience by her inspiring presentation of the project “Moja knjiga – moj priajatelj / My Book – My Friend“.
This workshop was the presentation of quality, creativity and enthusiasm of the teachers and their students. The mutual understanding of all Slavic languages involved was its added value.
A great start of the workshop – Drs. Pieter Hogenbirk meets all the participants personally J. The workshop begins with the presentation of the state of implementation of citizenship into curriculum of the school based on some quality indicators used by the Dutch inspectorate – Quality assurance and Educational supply.
All the participants have carried out the self evaluation of their schools on citizenship and in groups discussed together with Pieter Hogenbirk and Conor Galvin the issues of citizenship, how citizenship activities are affirmed to the school subjects and what can the schools do to strengthen the importance of active citizenship in the educational process.
This workshop has given its participants the opportunity to obtain new viewpoints and insights on the discussed topic, it was inspiring and motivating for teachers and it was worth to attend it.