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Assignment on pedgogy

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The document discusses the e-Twinning program which pairs schools across Europe to collaborate on projects using the internet. It was launched in 2005 to promote ICT skills and cultural exchange among students. Through e-Twinning, schools communicate online to share knowledge and learn from each other's cultures without the need for travel grants. The program aims to improve students' intercultural awareness and communication skills.

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Assignment on Techno-Pedagogic Content Knowledge Analysis Mathematics Submitted By Deepu Krishnan R Reg no: 13303009 Mathematics
Concept of E-twining for Institutional or Professional growth The e-twinning action was launched in January 2005. Its main objectives complied with the decision by the Barcelona European Council in March 2002 to promote school twinning as an opportunity for all students to learn and practice ICT skills and to promote awareness of the multicultural European model of society. The main concept behind e-Twinning is that schools are paired with another school elsewhere in the Europe and they collaboratively develop a project, also known as e-Twinning project. The two schools then communicate using the Internet (for example, by e-mail or video conference) to collaborate, share and learn from each other. E-Twinning encourages and develops ICT skills as the main activities inherently use information technology. Being 'twinned' with a foreign school also encourages cross cultural exchange of knowledge, fosters students' intercultural awareness, and improves their communication skills. In contrast with other programmers, all communication is held via the internet and therefore there is no need for grants. Along the same lines, face-to-face meetings between partner’s schools are not required, though they are not prohibited and some schools organize face-to-face meetings. The Pedagogical Advisory Group (PAG) set up within the framework of the Central Support Service (CSS) for e-Twinning is composed of experts coming from teacher training, school inspection and pedagogical research. The role of the PAG is to analyze, reflect and comment on the e-Twinning activities and develop a theoretical framework for the e-Twinning action which will ensure the lasting pedagogic value of the e-Twinning activity in schools. To describe the effects of e- Twinning on cultural understanding and integration, it is first necessary to consider the meaning of “culture”. There are several definitions about what a culture is, yet most of them seem to be modifications of the definition of anthropologist E. B. Tylor who said that culture is "that complex whole which includes knowledge, belief, art, morals, law, custom, and any other capabilities and habits acquired by man as a member of society". Definitions describe cultures as not only marked by
their material productions like art, literature, social institutions, artifacts of daily life, reproduction and preservation through history, but also through attitudes and beliefs, ways of thinking, behaving and remembering . Cultural understanding and integration involves dynamic interactions between people and therefore requires real contact between them. Involving pupils directly through active and experiential learning is a very efficient way to get to know and understand other cultures. Consequently, for teaching cultural understanding to pupils, they should be given opportunities to work as authentically as possible by using materials such as newspapers, journals, books, films, radio, TV, etc., and communicate directly with natives of the target culture Above all, learning has to start from the learner’s points of view and use their personal experiences as a starting point. In practice; it is valuable for them to learn from situations where pupils make contact with people from other cultures: in schools, in everyday life, when travelling, etc. Therefore, it is important to consider each student’s personal cultural experiences and previous knowledge and to link them to the specific subject matter. In this way, different cultural backgrounds and multiculturalism in schools are a resource everyone can benefit and learn from. However, another prerequisite is that teachers have an interest and considerable respect for the pupils they work with. When looking at the following aspects, it should be taken into account that all three dimensions of knowledge, skill and attitude have to be developed, even if they are not named explicitly. The e-Twinning platform (known as the “Twin Space”) offers teachers and learners the possibility to exchange documents, pictures, opinions, music, etc., and to work on the same tasks and projects, even if they are miles apart from each other. By working together through ICT, pupils can improve their ICT skills in real situations and, at the same time, discover cultural differences and similarities along the way. The exchange of technical and especially of personal information helps pupils to better understand their own way of thinking and that of other cultures or people, and to recognize that their own and others’ values are behind their reactions. ICT allows for continuity, which is very important since intercultural proficiency is a process and cannot be learnt just by meeting once or twice. Children especially profit from ICT use since they rarely travel abroad frequently so do not have the opportunity for direct contact with other cultures. Therefore, ICT allows for the development of European understanding and integration at a
very early age. Of course, ICT does not replace direct contact between cultures. Elements of face-to-face communication are important to build up a certain familiarity between different cultures albeit via the Internet. Technologies that provide for videos, podcasting or chatting are helpful for making the exchange more personal and lively and can be a better substitute for real face-to-face contact than text alone. Moreover, ICT can enhance foreign language skills. This was discovered in the Cross Cultural Business Communication project (CCBC)[38] where pupils worked in virtual companies and their teachers acted as facilitators but did not correct any mistakes. Consequently, the pupils’ writing skills improved rapidly because they wanted to make themselves understood. The same holds true for e-Twinning pupils interacting at eye level; ICT can help in all language dimensions from practicing and developing reading skills, using web-based language learning materials, writing skills through blogging, emails and document writing as well as listening and speaking skills through the use of audio files, such as podcasts or videos. However, communication on the Internet appears to be another intercultural challenge. Between cultures, there seem to be rules that differ when communicating online: etiquette, interaction styles (e.g., greetings or farewells), response speed expectations, work ethics, etc. When people learn together online, they may also develop their own culture maintained by guidelines, facilitators and participants. In analyzing content in postings, the “Intercultural Challenges in Networked Learning” project found that there are so-called “specific online cultures” and that the following aspects might differ individually and also culturally: • Email versus web-based communication • Issues to discuss face-to-face versus online • Openness towards presenting one’s own identity • Technical issues (frustration versus expertise) • Expectations of the learning environment • Tolerance of communication styles (formal/informal, academic/story style, critical debate) • Explicit or implicit expectations about time and punctuality
Schools that have signed up to the e-Twinning Action have made a type of tacit agreement to promote cultural interactions The following aspects seem to be of interest: • School strategy and philosophy • School organization and curriculum • Multilingualism and language learning • Professional development of teachers Reference Web resources · http://www.etwinning.net /shared/data/etwinning/general/pag_iii.pdf · http://en.wikipedia.org/wiki/ETwinning#References
Schools that have signed up to the e-Twinning Action have made a type of tacit agreement to promote cultural interactions The following aspects seem to be of interest: • School strategy and philosophy • School organization and curriculum • Multilingualism and language learning • Professional development of teachers Reference Web resources · http://www.etwinning.net /shared/data/etwinning/general/pag_iii.pdf · http://en.wikipedia.org/wiki/ETwinning#References

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Assignment on pedgogy

  • 1. Assignment on Techno-Pedagogic Content Knowledge Analysis Mathematics Submitted By Deepu Krishnan R Reg no: 13303009 Mathematics
  • 2. Concept of E-twining for Institutional or Professional growth The e-twinning action was launched in January 2005. Its main objectives complied with the decision by the Barcelona European Council in March 2002 to promote school twinning as an opportunity for all students to learn and practice ICT skills and to promote awareness of the multicultural European model of society. The main concept behind e-Twinning is that schools are paired with another school elsewhere in the Europe and they collaboratively develop a project, also known as e-Twinning project. The two schools then communicate using the Internet (for example, by e-mail or video conference) to collaborate, share and learn from each other. E-Twinning encourages and develops ICT skills as the main activities inherently use information technology. Being 'twinned' with a foreign school also encourages cross cultural exchange of knowledge, fosters students' intercultural awareness, and improves their communication skills. In contrast with other programmers, all communication is held via the internet and therefore there is no need for grants. Along the same lines, face-to-face meetings between partner’s schools are not required, though they are not prohibited and some schools organize face-to-face meetings. The Pedagogical Advisory Group (PAG) set up within the framework of the Central Support Service (CSS) for e-Twinning is composed of experts coming from teacher training, school inspection and pedagogical research. The role of the PAG is to analyze, reflect and comment on the e-Twinning activities and develop a theoretical framework for the e-Twinning action which will ensure the lasting pedagogic value of the e-Twinning activity in schools. To describe the effects of e- Twinning on cultural understanding and integration, it is first necessary to consider the meaning of “culture”. There are several definitions about what a culture is, yet most of them seem to be modifications of the definition of anthropologist E. B. Tylor who said that culture is "that complex whole which includes knowledge, belief, art, morals, law, custom, and any other capabilities and habits acquired by man as a member of society". Definitions describe cultures as not only marked by
  • 3. their material productions like art, literature, social institutions, artifacts of daily life, reproduction and preservation through history, but also through attitudes and beliefs, ways of thinking, behaving and remembering . Cultural understanding and integration involves dynamic interactions between people and therefore requires real contact between them. Involving pupils directly through active and experiential learning is a very efficient way to get to know and understand other cultures. Consequently, for teaching cultural understanding to pupils, they should be given opportunities to work as authentically as possible by using materials such as newspapers, journals, books, films, radio, TV, etc., and communicate directly with natives of the target culture Above all, learning has to start from the learner’s points of view and use their personal experiences as a starting point. In practice; it is valuable for them to learn from situations where pupils make contact with people from other cultures: in schools, in everyday life, when travelling, etc. Therefore, it is important to consider each student’s personal cultural experiences and previous knowledge and to link them to the specific subject matter. In this way, different cultural backgrounds and multiculturalism in schools are a resource everyone can benefit and learn from. However, another prerequisite is that teachers have an interest and considerable respect for the pupils they work with. When looking at the following aspects, it should be taken into account that all three dimensions of knowledge, skill and attitude have to be developed, even if they are not named explicitly. The e-Twinning platform (known as the “Twin Space”) offers teachers and learners the possibility to exchange documents, pictures, opinions, music, etc., and to work on the same tasks and projects, even if they are miles apart from each other. By working together through ICT, pupils can improve their ICT skills in real situations and, at the same time, discover cultural differences and similarities along the way. The exchange of technical and especially of personal information helps pupils to better understand their own way of thinking and that of other cultures or people, and to recognize that their own and others’ values are behind their reactions. ICT allows for continuity, which is very important since intercultural proficiency is a process and cannot be learnt just by meeting once or twice. Children especially profit from ICT use since they rarely travel abroad frequently so do not have the opportunity for direct contact with other cultures. Therefore, ICT allows for the development of European understanding and integration at a
  • 4. very early age. Of course, ICT does not replace direct contact between cultures. Elements of face-to-face communication are important to build up a certain familiarity between different cultures albeit via the Internet. Technologies that provide for videos, podcasting or chatting are helpful for making the exchange more personal and lively and can be a better substitute for real face-to-face contact than text alone. Moreover, ICT can enhance foreign language skills. This was discovered in the Cross Cultural Business Communication project (CCBC)[38] where pupils worked in virtual companies and their teachers acted as facilitators but did not correct any mistakes. Consequently, the pupils’ writing skills improved rapidly because they wanted to make themselves understood. The same holds true for e-Twinning pupils interacting at eye level; ICT can help in all language dimensions from practicing and developing reading skills, using web-based language learning materials, writing skills through blogging, emails and document writing as well as listening and speaking skills through the use of audio files, such as podcasts or videos. However, communication on the Internet appears to be another intercultural challenge. Between cultures, there seem to be rules that differ when communicating online: etiquette, interaction styles (e.g., greetings or farewells), response speed expectations, work ethics, etc. When people learn together online, they may also develop their own culture maintained by guidelines, facilitators and participants. In analyzing content in postings, the “Intercultural Challenges in Networked Learning” project found that there are so-called “specific online cultures” and that the following aspects might differ individually and also culturally: • Email versus web-based communication • Issues to discuss face-to-face versus online • Openness towards presenting one’s own identity • Technical issues (frustration versus expertise) • Expectations of the learning environment • Tolerance of communication styles (formal/informal, academic/story style, critical debate) • Explicit or implicit expectations about time and punctuality
  • 5. Schools that have signed up to the e-Twinning Action have made a type of tacit agreement to promote cultural interactions The following aspects seem to be of interest: • School strategy and philosophy • School organization and curriculum • Multilingualism and language learning • Professional development of teachers Reference Web resources · http://www.etwinning.net /shared/data/etwinning/general/pag_iii.pdf · http://en.wikipedia.org/wiki/ETwinning#References
  • 6. Schools that have signed up to the e-Twinning Action have made a type of tacit agreement to promote cultural interactions The following aspects seem to be of interest: • School strategy and philosophy • School organization and curriculum • Multilingualism and language learning • Professional development of teachers Reference Web resources · http://www.etwinning.net /shared/data/etwinning/general/pag_iii.pdf · http://en.wikipedia.org/wiki/ETwinning#References