WHAT IS THE PROJECT ABOUT?

Digital competencies are transversal key competencies, as mentioned in EU’s strategic objective for enhancing creativity, innovation and entrepreneurship, described in the Council’s Strategic Framework ET 2020. 

TARGETED AIMS AND EXPECTED RESULTS

1. The project will contribute to improvements in quality and innovation in education, by improving teachers' ICT pedagogical competencies. - A self-evaluation tool for teachers' ICT‐pedagogical competencies will be developed and trial-run, relating to international frameworks and national need analyses.

HOW DOES THE PROJECT USE THE RESULTS?

1) The results from web 2.0 projects will be screened, simplified and targeted to be relevant for the further education module ‘E-teacher 2.0’. The module will empower its participants (=teachers) in three ways: In present learning situations (course / peer-learning) + online (learning management system) + in the teachers’ own practice. 

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BACKGROUND

The explosive growth of web 2.0 technologies and their potential for supporting learning processes has been witnessed in many development projects. The encounter with young peoples' intensive use of media makes

AIMS OF THE PROJECT

1. The project will contribute to improvement in quality and innovation in education, by improving teachers' ICT competencies towards conscious and differentiating application in their practice. Teachers' ICT-pedagogical competencies will be identified, relating to national and international frameworks.

ADDED VALUE IN THE EUROPEAN CONTEXT

There will be a correlation between identifying teachers' ICT-pedagogical competencies and needs and their ICT-pedagogical empowerment within web 2.0 technologies.

The projects have preferably bred innovative pedagogical methods on how to adapt web 2.0 media to teaching. Their results will contribute to the further education module E-teacher 2.0. Thus, 'E-teacher 2.0' will summarize and systematize a range of topical web 2.0 media and their specific potentials for learners:

Financed by EU-commission’s lifelong learning programme Leonardo da Vinci
User-steered development, involving both schools/teachers and students

Norwegian School of Information Technology (NITH)

Hence, the project targets the following results, in order to answer significant questions:
1. A model for analyzing teachers' ICT‐pedagogical competency profiles, relating to European frameworks and based on conclusions from topical need analyses in the partner countries.
2. The further education module 'E‐teacher 2.0', developed jointly by the project partners and based on previous best‐practice projects as well as topical surveys.
The module will empower teachers within new technologies, facilitate the process of redidactization and arm teachers to spot and integrate new relevant technologies as they emerge. The module will be developed as a generic model, adaptable to local needs, but within an internationally agreed upon framework. 'E‐teacher 2.0' will be trial‐run in each partner country in order to test, evaluate and optimize the module. Specific national versions of 'E‐teacher 2.0' will be developed in each country's language, adapted to local needs.
3. An accreditation of 'E‐teacher 2.0' and/or integration into continuing education in each partner country, with the aim of border-crossing mutual recognition.

The project will result in 3 products: A self-evaluation tool of ICT-pedagogical competencies + the further education module 'E-teacher 2.0' + its accreditation.

A method triangulation with several types of data and surveys is necessary, relating to the different phases of the project:
- Analysis of existing need analyses and surveys about youth culture
- Focus group interview with web 2.0 superusers about the chosen media
- Semi-structured interview with the national expert panels
- Project-internal evaluations during and at the end of the project.

Background
The explosive growth of web 2.0 technologies and their potential for supporting learning processes has been witnessed in many development projects. The encounter with young peoples' intensive use of media makes teachers' ICT empowerment unavoidable. Basic ICT-skills are no longer sufficient. Teachers of today still lack methods for integrating ICT into teaching. The time has come to collect and mainstream scattered experiences with training teachers in this field. - But how to identify teachers' ICT pedagogical competencies? Schools and teacher training institutes rarely outline ICT-pedagogical competency profiles. In spite of a variety of courses, teachers search unavailingly for transparent mainstream offers. Implementations of broad initiatives have ended, when shown to be difficult.

Ongoing phase - valorization, project facilitation, administration, translations
1) Project-internal: Ensure a stabile and well-balanced partnership, as well as an efficient and well-functioning administration.
2) External: Attention to 'E-teacher 2.0', both nationally and internationally.
3) Implement 'E-teacher 2.0' in national mainstream education with a high degree of transparency in a European context.

Results and report
1) Project-internal evaluation results.
2) Final report.

Accreditation and implementation
1) Final product 'E-teacher 2.0', ready for publication.
2) Accreditation of 'E-teacher 2.0' and/or integration into accredited further education modules.
3) Attention to 'E-teacher 2.0' in partner countries.
4) International attention to 'E-teacher 2.0'.

Trial runs of prototypes and adaptation to local conditions
1) Trial runs of Self-evaluation tool in each partner country.
2) Trial runs of 'E-teacher 2.0' in each partner country.
3) Evaluation results from trial runs, incl. focus group results.
4) Feedback from Expert panels

Development of prototypes for Self-evaluation tool and further education module 'E-teacher 2.0'

1) Draft of Self-evalutaion tool.

2) Draft of 'E-teacher 2.0', generic model.

3) Active expert panels in each partner country.

4) Products produced as reliable and well-balanced partnership.

The project design:
The workplan covers 6 phases, planned as a classical waterfall project design, but including elements of action learning processes when inventing trial runs and thus integrating elements of an iterative project design. Hence, the final products are not pre-defined and pre-specified, but will be adapted according to effect measures during the project and interim results.

Project establishment
1) Establishment of a well-balanced and stabile transnational partnership.
2) Establishment of committed national project groups.
3) Establishment of communication infrastructure in and around the project.
4) Preperation for the professional issues of the project.