Andreas MllerHartmann University of Education Heidelberg Germany andreas

Andreas Müller-Hartmann University of Education Heidelberg, Germany andreas. mueller-hartmann@ ph-heidelberg. de Robert O'Dowd University of León, Spain @robodowd robert. odowd@unileon. es

• What is the aim of EVALUATE? • This European Policy Experimentation will: Evaluate the impact of telecollaborative learning on student-teachers involved in the participating European countries and regions Work with Public Authorities to upscale its use in Initial Teacher Education. • Research Questions: • Will telecollaboration have a positive impact on future teachers’ • 1) digital-pedagogical competence? • 2) intercultural competence? • 3) foreign language competence? • How are we carrying out the study? • Engaging approx. 1000 students of Initial Teacher Education from institutions in Spain, Germany, Hungary and Portugal and across Europe in Telecollaborative Exchange projects with international partner classes. • Carry out quantitative and qualitative analysis of the development of students’ pedagogical-digital, intercultural and foreign language competences.

Why are we doing this European Policy Experiment? European Education Monitor: In European schools “…ICT is mostly used as a remedial tool” and “…few teachers report using ICT for communication in which students are involved, leaving untapped the potential to connect students together” (2015: 59). ET 2020 Working Group on Schools Policy: Need to promote innovative approaches to Teacher Education and “…shift away from isolated classrooms towards new methods based on broad collaboration” (Shaping career-long perspectives on teaching, 2015: 2). One solution…. . Telecollaboration/Virtual Exchange: The engagement of groups of students in online intercultural interaction and collaboration…with partner classes from other cultural contexts or geographical locations…. under the guidance of educators.

Teacher Training Manual - Your institution Approximately how many students do you usually have in your classes? Are your classrooms equipped with a computer? Do students have wifi? Do you encourage students to use their laptops or mobiles in your classes? When does your semester begin and end? When do exams take place? Are there any holiday breaks during the semester of your exchange? How often will you meet the class which is participating in the telecollaborative exchange? Do you already have an idea of the timetable? If so, what is it? Describe the students that usually participate in the course: How old are they? What is their level in foreign languages? Do they have any experience in doing projects like this one? How would you describe their level of digital literacy? Having compared your institutional cultures, do you foresee any problems or misunderstandings that could arise due to the differences? Your partner institution

Task Sequences

Teacher Training Manual - Task Sequences Discussion and Reflection 2: Read through the three task sequences which are provided here. Make some notes on the following questions and compare your answers with those of your partner teacher. Which of these task sequences is most suited to your teaching context and content? Why? At this stage what doubts or questions do you have about how to integrate the task sequence into your course? Are there any ways which you would like to adapt or supplement the task sequence to make it more relevant to your course and your students’ interests?

www. evaluateprojectmoodle. eu

Tools: Moodle for asynchronous communication, discussion and collaboration Skype/Facebook/Whats. App etc. for synchronous and informal communication

Case study - Context • Teacher training groups from Jan Dlugosz University, Częstochowa, Poland the Pädagogische Hochschule Heidelberg, Germany • 19 EFL M. A. students (11 JDU & 8 PH); disparate levels of ICC, language proficiency and digital competence • A teacher training scenario; collaborative task design and peer evaluation (task sequence 2) • Students with no experience in telecollaboration

Competence development - Pedagogical-digital focus Students will have the opportunity to… • learn about new online technological tools • work with different technologies Students will… • learn about technologies which they can use for understanding and learning foreign language teaching • choose technologies that enhance the content for a lesson and the way they engage with the content as well as with each other • select technologies to use in the classroom that enhance what they teach, how they teach, and what students learn • think critically about how to use technology in the classroom

(D 2 Q 1).

Competence development - Intercultural focus Students will have the opportunity to… • show interest in learning about people’s beliefs, values, traditions and worldviews • express curiosity about other beliefs and other cultural orientations and affiliations • show ability to produce work with people from other places in the world Students will learn how to… • describe his/her own cultural affiliations • build positive relationships with other people in a group • analyse different points of view, products or practices found in other cultures

Creating a group name and a group identity From this day on we are the Men of Letters Our group's philosophy is love of teaching and literature. We share passion for inventing our own fiction. Additionally, we hope to improve ourselves by learning from each other. We are open-minded, not judgemental, we love and accept all cultures. What defines our identity is the fact that we all are different, but united, as we share identical goal which is becoming better teachers.

“The picture was a little weird because I didn’t understand it at all. I asked him why he chose this picture and what it is supposed to stand for. He explained to me that it is old people in a supermarket. It was a specific day when everything was on sale. Polish people are very greedy when it comes to cheap prices. And then he said is is typical for older people. That is what he said. In Germany it is the same – but the interesting thing is that he traced it back to the poverty they have in Poland. Our social system is not that developed. So it is logical that people behave like that when it comes to cheap products. It was interesting for me that he traced it back to poverty” (Dieter, reflection in class, Nov. 6 th, 2018). (Anton, the Quokka group)

• draw the results of an analysis together in an organized and coherent manner to construct logical and defensible conclusions • reflect critically on his/her perspectives of the world • work to build consensus to achieve group goals

intercultural learning seemed to be less important to them than it was to us how important ICC is in Poland Is it less important there because the Polish population is more homogenous

by trying out things like asking questions, waiting for them to understand my point and also trying to understand their point and suggestions

Stage 3: Collaborative Tasks – creating 1. Local teams create about. me pages of their favourite stars and upload them to padlet 2. International teams use zoom to interview each other about each other’s stars 3. Local teams present their international partners’ star in class 4. Similarities and differences between the choice of stars in (Weebly G 4: https: //popculturetask. weebly. com/) both classes are discussed

• select technologies to use in the classroom that enhance what they teach, how they teach, and what students learn • adapt the use of the technologies to different teaching activities

“I didn’t have any other way to make the screen look totally broken, which was supposed to refer to technology. When something is broken, we have no clue usually what to do, and I can think of one particular situation that was creating the Weebly page. And I had a lot of problems with that. One of our Polish partners, she was online and she really lead me through everything. I could really ask her ‚what do I have to do here, how can I do that, how can I create new parts of this website… and she was really patient and was answering the same questions all the time , she was really competent with that. In the end, actually we did it together. We created the website together and after explaining everything, it was pretty easy. So, this is where I personally, I really learned how to create a Weebly website. That was nice” (Vera, MG reflection, Jan. 29 th, 2018). (Vera, magnifying glass

Is the learner prompted to exploit affordances of new tools? Yes, definitely, e. g. when the students have to create an About. Me website about their favourite star. Do the tasks use authentic resources and/or communication channels? The choice of tools which are applied in these tasks are definitely spot-on. Can participants choose technologies to The students are given a limited choice match their individual preferences? of technologies, however the suggested tools are easy to use. (…) Additionally, teachers selected very interesting technologies to work with and they should meet learners’ individual preferences. As far as the age group is concerned, too vast a choice of tools might cause students’ confusion.

Thank you for listening! Contact: Andreas. mueller-hartmann@ ph-heidelberg. de robert. odowd@unileon. es EVALUATE Project Homepage: http: //www. evaluateproject. eu/