This report is the 2nd annual report for EUN Academy and it examines the aggregated data from all EUN Academy courses that were run in 2021.
The following report outlines a set of guidelines and examples of what is considered as effective practices for online learning in primary or secondary school settings.The guidelines build on the extensive academic literature that examines online learning in general, the more limited literature on online learning in primary and secondary school settings, and reports and guidelines prepared by a variety of educational, non-governmental, and governmental organisations either prior to the pandemic or as support for teachers during the pandemic.
In recent years, many European countries have revised their statutory compulsory education curriculum, introducing basic Computer Science concepts. This has paved the way for the development of students’ Computational Thinking (CT) skills. Further impetus in this direction is coming from the European Commission´s Digital Education Action Plan 2021-2027, where quality Computing Education is a key element under the priority “Enhancing digital skills and competences for the digital transformation.”
The present report focuses on the levels of cooperation on the job and reciprocal professional feedbacks existing among EU teachers. Moreover, it tries to ascertain whether these two topics are related to those studied in Volume 1, namely to activities of continuous professionaldevelopment (CPD), induction experiences, innovative teaching practices, students’ assessment methods and professional self-efficacy.
The outbreak of Covid-19 changed schools almost overnight. There was suddenly a lot of uncertainty around the question of how to deliver school education. This new situation created a huge challenge for all actors involved.
Online learning – particularly when offered at scale in the form of Massive Open Online Courses (MOOCs) – offers the potential to address the constant, global need for more teacher training. Nevertheless, there are many reasons why teachers may be hesitant to study in a fully online programme.
Evidence shows that only 36% of teachers across OECD countries have undertaken online training. However, will the test solution developed by the TeachUp project increase teachers’ and student teachers’ participation in online courses?
Through the analysis of quantitative data and the organisation of qualitative surveys, the eTwinning 2020 report explores the way eTwinning schools operate. This two-fold approach enables the large-scale monitoring of a sample of eTwinning schools and further exploration of the needs of eTwinning schools.
Every year, eTwinning awards hundreds of schools with the eTwinning School Label. These schools are recognised for their eTwinning activities, commitments, implications and dedications.
The challenges teachers are facing in their daily work have increased. The digitalisation of the educations system requires them to adapt and change their teaching practices. To keep up with these new trends and changes, they need training and support.