3. ETWINNING’S IMPACT ON SCHOOLS
3.2. Is the impact of eTwinning reported differently by novice and experienced
innovative or less innovative schools?
In order to understand this school impact data a little better, we cross-analysed it with certain categories of respondents, to see whether we observe any trends.
Firstly, we investigated whether teachers’ years of experience had any potential bearing on their opinion of eTwinning’s impact at school level. To do this, we categorised ‘novice teachers’ as those with 3 years or less teaching experience, and
‘very experienced’ teachers as those with 21 or more years of teaching experience.
By comparing Figures 35 and 36 we can conclude that the length of experience as a teacher does not seem to have any bearing on how much eTwinning eventually impacts their school, as the results for novice and very experienced teachers are very similar.
Figure 35: eTwinning’s impact at school level (novice teachers)
8%
Improving relations between teachers and students Attracting other colleagues’ interest
towards eTwinning Increasing the willingness for school staff
to start further innovation projects Fostering cooperation among teachers Raising school staff’s awareness of the importance of using the internet safely and responsibly Building a sense of European citizenship within the school Attracting parents’ interest in European projects
LARGE MODERATE SMALL NO
Interestingly, when we cross-analyse the school impact data with teachers working in innovative or less-innovative schools, we observe a clear difference in the level of impact they report.
Figure 36: eTwinning’s impact at school level (very experienced teachers)
4%
Improving relations between teachers and students Building a sense of European citizenship within the school
Fostering cooperation among teachers Raising school staff’s awareness of the importance of using the internet safely and responsibly Increasing the willingness for school staff
to start further innovation projects Attracting other colleagues’ interest
towards eTwinning Attracting parents’ interest in European projects
LARGE MODERATE SMALL NO
had a moderate or large impact on in their schools. This is a very positive result, proving that although eTwinning most explicitly targets teachers in the first place, the ultimate impact of the programme is on the learners themselves. The only other area which is rated slightly higher in terms of impact compared to the others is building a sense of European citizenship within the school, with 76% of teachers in total agreeing that eTwinning has had a positive impact in this respect to a moderate or large degree. This is also very encouraging since fostering a sense of citizenship and solidarity has been particularly relevant and important in recent times, in the context of the refugee crisis in Europe and the series of terrorist attacks worldwide. A substantial amount (65%) of respondents state that the programme has helped to attract the interest of parents in European educational projects; comparatively, this aspect is also the least positively rated, with over a third of all respondents stating that eTwinning has had no or only a small impact in this regard. This relative lesser impact in relation to parents recalls an earlier finding in section 5.2 where we observed that communicating online with parents was rated by around half of all teachers as not increasing, as a result of their involvement in eTwinning. This may be because, until now, parental involvement has not been a priority for eTwinning and has not received much dedicated attention. It is worth noting here that this is, of course, an integral part of the activities required for the new eTwinning School Label and will be interesting for eTwinning to monitor in the coming years.
3.2. Is the impact of eTwinning reported differently by novice and experienced teachers, or teachers working in innovative or less innovative schools?
In order to understand this school impact data a little better, we cross-analysed it with certain categories of respondents, to see whether we observe any trends.
Firstly, we investigated whether teachers’ years of experience had any potential bearing on their opinion of eTwinning’s impact at school level. To do this, we categorised ‘novice teachers’ as those with 3 years or less teaching experience, and
‘very experienced’ teachers as those with 21 or more years of teaching experience.
By comparing Figures 35 and 36 we can conclude that the length of experience as a teacher does not seem to have any bearing on how much eTwinning eventually impacts their school, as the results for novice and very experienced teachers are very similar.
Figure 35: eTwinning’s impact at school level (novice teachers)
8%
Improving relations between teachers and students Attracting other colleagues’ interest
towards eTwinning Increasing the willingness for school staff
to start further innovation projects Fostering cooperation among teachers Raising school staff’s awareness of the importance of using the internet safely and responsibly Building a sense of European citizenship within the school Attracting parents’ interest in European projects
LARGE MODERATE SMALL NO
According to the responses to this survey, eTwinning has a much larger effect at school level when the teacher involved in eTwinning works in what this analysis refers to as an ‘innovative school’ (i.e. a school which actively participates in international projects, cultivates innovative practices at school, promotes collaboration among teachers and is engaged in self-evaluation, as defined in section 3). An impressive 88% or more of all teachers working in innovative schools state that eTwinning has impacted their school as a whole in relation to all areas, compared to only around 35% of teachers working in less innovative schools. In the latter, a relatively higher Figure 37: eTwinning’s impact at school level (innovative schools)
1%
Improving relations between teachers and students Increasing the willingness for school staff
to start further innovation projects Building a sense of European citizenship
within the school Raising school staff’s awareness of the importance of using the internet safely and responsibly Fostering cooperation among teachers Attracting parents’ interest in European projects Attracting other colleagues’ interest
towards eTwinning
LARGE MODERATE SMALL NO
Figure 38: eTwinning’s impact at school level (less innovative schools)
20%
Improving relations between teachers and students Attracting parents’ interest in European
projects Attracting other colleagues’ interest
towards eTwinning Fostering cooperation among teachers Raising school staff’s awareness of the importance of using the internet safely and responsibly Increasing the willingness for school staff to
start further innovation projects Building a sense of European citizenship
within the school
LARGE MODERATE SMALL NO
impact is reported when it comes to improving relations between teachers and students, where more than half of all teachers (55%) in less innovative schools rate eTwinning as having a moderate or large impact in this regard. Although it is not possible to infer any kind of causal relationship between the type of school a teacher works in and the impact eTwinning can have on that school, this correlation does seem to suggest that a school’s profile may be important in determining how much benefit is gained at school level from a teacher’s involvement in eTwinning. Yet again, these results support the direction that the eTwinning School Label will promote: to move beyond targeting the development of individual teachers and to focus on how the whole school can benefit from eTwinning.