Also teachers took part in survey about “Talking pictures”.
Teachers from each school team noticed their role in a project, gave their opinion about tools used within work and valuated students` achievements.
SUMMARY OF RESULTS
Part 1: teachers` role and improvement
Twelve teachers filled the poll (4 teachers from Iceland, 3 from Poland and 5 from Spain).
It turned out that our international team consists of teachers with diversified educational experience. Six teachers are at the very beginning of their proffessional path. Three of the team works as a teacher from 11 up to 20 years. Two teachers are working more then 20 years for education.
QUESTIONS ABOUT ROLE IN A PROJECT
“Talking pictures” was the first eTwinning project for almost all teachers participating. Five teachers have never heard about eTwinning before. Other five teachers knew eTwinning but didn`t participate in any projects. One of respondents took part in eTwinning workshop. The other one, as more experienced in eTwinning, took part in several projects and attended professional development sessions through the Programme.
There were three coordinators and one sub-coordinator in the project. Four of eight supportive teachers have registered in eTwinning and officially joined the project. Other four teachers are not registered in a platform but were giving their support for project activities.
The participation in a project took different forms, which are presented on a diagram beneath:
Participation of teachers in “Talking pictures”` topics was permanent. No less then ten teachers (10 of 12) were participating in each topic. The most collaborative topics among teachers were “Signs” and “Nature”.
75% of respondents noticed the time limit as “moderate and reasonable”. In opinion of three teachers time was too short. As it was commented, especially “Heritage” topic should last longer (as it consisted on more collaborative tasks and engaging themes).
Teachers rated the time they spent working with the project. Half of the team admitted that they worked on the project also in their spare time. Two teachers rated their work as sufficient. Other three teachers said that they would have wanted to do more then they accually did. One teacher admitted feeling overworked sometimes.
As to what extent have you improved your knowledge in the following areas
due to your experience working with the project?
Teachers rated their proffesional improvement in several aspects of work.
It revealed teachers` significant improvement in using ICT tools for pre-school education and creating resources, ways and means of collaboration, sense of outdoor education and knowlegde about other countries and cultures. It emerged that teachers learned quite a lot about methodology and gained some improvement in foreign languages. Details of teachers` rating are presented beneath.
What is your opinion of the tools being used in this project?
Teachers rated their satisfaction from using the variety of tools and their utility in future work in eTwinning.
The analysis of outcomes shows that if only teachers tried the tool, they find it useful and want to use it in the future. Among tools only Glogster Edu was marked as useless (by 1 person) and WordPress blog as too difficult (one person said so). It needs to be said that Paint and Jigsaw Planet were used by almost all members of the team. When it comes to other tools there was constantly a group of teachers who didn`t try them. Sometimes obstacles are obvious (like not having Interactive Whiteboard in the classroom), but the main reason is dividing work in school teams (not every teacher took actions to use them for the project). Details of teachers` rating are presented beneath.
Teachers were asked for giving ideas and advises for nex year collaboration.
They also described their overall experience of the project.
Teachers were finally asked whether they would like to work with eTwinning again.
That is what they said:
CONCLUSIONS to part 1
1. eTwinners beginners are able to run collaborative projects!
Despite “Talking pictures” was the first experience to almost all its` teachers, they managed to build real collaboration in eTwinning. Taking this fact into consideration we find few reasons. First is good project foundation that was build by attendance of teachers in Contact Seminar of eTwinning in Wroclaw, Poland (as an opportunity to discover the collaborative spirit of eTwinning, technical abilities and partners finding). Second is the guidance of more experience eTwinner in line with current needs (like tools useful for planned task). The third, but the most appreciated – the readiness for new experiences – which was visible in teachers trials of using new tools or putting unusual activities into class schedules.
2. Teachers took different roles and responsibilities within their school teams.
Each project team had its` coordinators, teachers responsible for contact with partners, for organising project activities, discovering and using tools for and with students. Despite individual abilities and personal choices teachers took different roles and responsibilities in “Talking pictures”. Teachers worked together for each project topic, even that – some teachers played a major role at school team while others played a bit part. This effect is visible especially in question about using and valuing tools – teachers could make a choice whether they wanted to try them or not.
We believe that no-one should feel forced to work more for the project then he/she was willing to.
3. Teachers improved their teaching within project work.
According to outcomes of this survey teachers learned a lot through “Talking pictures” experience. The level of improvement and the refine sphere of education depends on previous experience of teachers and the issue he/she could be a guide to others. It should be highlighted that by sharing knowledge and experience we learned from each other!
Link for teachers: How to improve it?