1) What is the value of eTwinning for teachers? (value circles)
2) What factors support teacher participation in eTwinning and what factors don’t.
3) How do teachers develop their competence in eTwinning?
M.a. reglur um áfangamat.
Föstudagur 28. september
Verð með málstofa á haustþingi Félags grunnskólakennara á Norðurlandi vestra. Haldið á Sauðárkróki.
Málstofan er: eTwinning: tækifæri fyrir kennara og nemendur.
I read an interesting blog, written by Ramsey, Blog Tyrant. It is a sort of a guide to how to make an eBook. Her it is: http://www.blogtyrant.com/make-ebook/
Keywords: community of practice, eTwinning, professional development, digital competence
Q1: What factors support or prevent Icelandic upper secondary school teachers from developing their competences in a community of practice?
Research 1: Quantitative
Q2, the practice: How can teachers develop their digital competences in eTwinning, a community of practice? (How does eTwinning enable sustained mutual engagement around a practice? Can technology accelerate the cycle through which members explore, test and refine good practice? ) (practice)
Research 2: Case study
Q3: How can eTwinning be improved to support members in developing their competences? Can it help people find each other and reduce the sense of isolation? Does it reveal interesting connections and enable members to get to know each other in relevant ways? Can it enhance the simultaneous interplay of diversity and common ground? Does it allow various people and groups to take initiative, assume leadership, develop roles, and create subgroups, projects and conversations? (practice and community)
Research 3: Mixed method
Data for this work will be gathered from three researches, answering three research questions:
What factors support or prevent Icelandic upper secondary school teachers from taking part in a community of practice?
Why should Icelandic teachers take part. What do they gain? What support do they have. Do they feel it is important? What factors prevent them from taking part? Time, support, teacher style, beliefs about job, age? Does it matter whether the cummunity is online? How do teacher want to interact? Are they willing to share information, teaching materials etc.?
Research method: Quantitative with questionnaires sent to teachers.
Q2: How can teachers develop their digital competence by participating in an eTwinning project?
Research method: Case study of an eTwinning project that has been (was) successful. Among the questions asked to respondents: what skills you have gained through the use of eTwinning?
Q3: How can eTwinning be improved to support teachers’ development of competencies.
Research method: Mixed method. Among the questions asked will be 1) What are the limitations you see in the current eTwinning. 2) What are the possibilities? 3) How would you like eTwinning to be helpful for the development of your competiences? 4) Do you regard eTwinning as a community of practice? 5) What are the strengths and weaknesses of eTwinning as a community of practise?