My name is Carmen Stanciu and came from Romania.I teach primary school objects in a small rural school.This school year, my students are in 1st class.
My school is situated in the foothills, not far fromBucharest, near the city of Ploiesti, in the village called Vadu-Parului.
The school is really old-over 100y. o. There are almost 200 pupils from 6 to 15y.o and 15 teachers.The students love very much trips and sports activities, collaborative learning and more and more the new technologies. As you all know, our students are digital natives and we , as a digital immigrants must change our teaching approaches. This is why I am here!
From June until now I have finished two MOOCs organized by the Teacher Academy and European Schoolnet
I hope this course will provide me and my colleagues new ideas, methods and resources for innovative teaching and learning.
module1- What does the future classroom look like?
The Learning Objectives for this module are:
1. Reflect on your current practices and why you might want to change them
2. Develop an understanding of the evolution of classroom organisation over time
3. Consider the role of 21st Century Skills and their role in the classroom
4. Evaluate your current classroom organisation and consider if and how you would like to change it
1.1. Why should we change our classroom practices?
I am totally agree. Each year we have new generation of children, they are special. Each year we have strong developpment of TecProgress. We must change our educational concepts according to the new generation (we must not be "old")!!!As a teacher we have to be a part of changing for both -of us and our students.
1.2. Past, Present and Future Classrooms
Certainly future classrooms will change following the changes of total society, especially in the ways of producing, collecting and sharing information. On the other hand we should remember that usually the public education systems are by themselves quite conservative, so considerable effort is necessary for making significant changes. So, we should expect a stable but quite slow acceptance of modern teaching methods by the traditional education system while more and more people will also receive education in more open and flexible spaces.
1.3. 21st Century Skills
I fully agree with everything that Roger Blamire presented in the above mentioned video. I also believe that knowledge hasn't changed since previous years. What has changed is skills and ways we absorve knowledge. Students nowadays know far more about technology than we as teachers do. We have to follow them by creating an environment friedly to them.
1.4. The Future Classroom Lab in Brussels
How could the classroom of the future look like? There's no right or wrong answer to this but if you are in Brussels anytime soon, come take a look at the Future Classroom Lab, a flexible learning space organised around developing 21st Century Skills in the classroom
The Future Classroom Lab is formed by six different learning spaces. Each space highlights specific areas of learning and teaching and helps to rethink different points: physical space, resources, changing roles of student and teacher, and how to support different learning styles. Discover the different zones now!
Quite beautiful but not possible in my school. We don’t have technology in each room(or not enough!) , classes aren t so large. number of students is big and the costs would be very high to set up such a room in a public school. Perhaps in a very distant future we can get those classrooms...Still...there is always a possibility to change for the better . It depends on our wish.
1.5. Activity: What does your classroom look like?
My classrooms are very traditional. There are 2 rows of desks. The teacher desk is opposite the students' desks. Behind the teacher desk there is whiteboard(just got it!) and a blackboard. I don't like this type of classroom setup and I changed it often.I would like that my classroom have more space so that we can make work group and the desks and chairs more comfortable. I also would be very happy if each student could have a Chromebook or a tablet to work in the classroom.(I have my personal laptop and sometimes a videoprojector)
1.6. The iTEC Project
What was iTEC and why is it important? iTEC was a project about designing the future classroom. It involved 15 Ministries of Education from across Europe, brought together teachers, policymakers, pedagogical experts - representatives from each stage of the educational processes - to introduce innovative teaching practices
In iTEC (Innovative Technologies for Engaging Classrooms, 2010-2014), European Schoolnet worked with education ministries, technology providers and research organisations to transform the way that technology is used in schools.
Over the course of the project, educational tools and resources were piloted in over 2,500 classrooms across 20 European countries, with the goal of providing a sustainable model for fundamentally redesigning teaching and learning. The project involved 26 project partners, including 14 Ministries of Education, and funding of €9.45 million from the European Commission’s FP7 programme. The project ended in August 2014.
Module 2: Your future classroom – towards a realistic vision
The Learning Objectives for this module are:
1. Understand the concept of future classroom scenarios
2. Explore the Future Classroom Toolkit that provides ideas and tools for developing a future classroom scenarios
3. Consider why it is important to involve stakeholders and which stakeholders you would want involve for your process of innovation
4. Discuss a variety of trends and challenges that are impacting on our work as educators
WEBINAR: José Luís Fernández - From future classroom to future teaching
Future classroom lab is more than a technological solution. In fact it is a pedagogical approach, a proposal to definitely break spatial barriers where our students can become the center of their own learning. This is a move towards the future of learning where mentors (teachers) design the learners’ personal and intellectual growth.
José Luís Fernández works for the Spanish Ministry of Education (in the National Institute for Educational Technologies and Teacher Training, INTEF).
His work at the Spanish Ministry of Education has also given him the opportunity to collaborate in projects such as MENTEP, Future Classroom Lab, and Samsung Smart School ( A project which aimed at students of primary education, and offered teachers the necessary tools to guarantee the success of the digital transformation of the classroom and contribute to the improvement of teaching and learning processes.)
2.1 Future Classroom Scenarios
Developing a clear vision of how we would like to change what happens in our schools and classrooms is an important first step to introducing innovation. Therefore, before even thinking about buying new technology or re-designing classrooms we need to think about where we want our individual journey of innovation to take us. The important thing here is that your journey of innovation will look very different to someone else's journey of innovation because the environment in which you operate is very different. Therefore make sure that you don't just adopt someone else's vision but think about what will work in your context.
There are many more examples that have been developed during the iTEC project. You can find them all here: http://itec.eun.org/web/guest/scenario-library.
The ideas in both videos remind me of pedagogical ideas of Maria Montessori. Students can learn in a natural way in the region's natural and not just in the classroom through textbooks. The daily routine of school activities discourages students to learn. It is important to diversify the learning environment and teaching methods.
Certainly is about the importance of an e-portfolio...So different from "traditional school documents"... Society is changing quickly and nowadays students are very different from the past: they have talents, skills, knowledge that the school should recognize and take in account. They learn through a variety of instruments and tools and are able to manage many different languages. Information can be taken from many sources and students are not always good in discriminating the truth from fakes.
An e-portfolio can be considered, in this view, a mean of communication between the school and what the students consider their "real life"; a place where informal interests, hobbies, abilities and knowledge meet the formality of school teaching and help the student to increase his sense of citizenship and the competences needed to afford the 21st century challenges.
So,this scenario shows how we can make easier transition from traditional teaching to learning through research, using digital skills( students can share their experience with other students or teacher from anywhere-is about e-portofolio)
2.2. Developing a future classroom scenario: the Eduvista Toolkit
Future Classroom Toolkit - How to use
The Future Classroom Toolkit enables school leaders, education policy-makers, teachers and ICT suppliers to create and implement Future Classroom Scenarios which provide a clear vision of innovative teaching and learning practices. It can be used to introduce or scale up innovative use of ICT in a school or across a number of schools within an education system. The rationale for this process is to bring about incremental but sustainable change in the education system.
The toolkit encourages whole school use of ICT by:
- Creating an educational vision that is ambitious but achievable
- Involving all key stakeholders involved in designing a schools' ICT strategy
- Focusing on advanced pedagogical practices and change management
- Designing engaging Learning Activities that bring innovation through the use of ICT to support learner acquisition of 21st Century skills
- Evaluating the use of Learning Activities
The Future Classroom Toolkit provides a range of guidance materials, ICT tools and other resources to guide users through a complete change management process. This methodology ensures that the deployment of ICT in schools is informed by a reliable vision of the future classroom and that users make effective use of ICT to support advanced pedagogical approaches.
Toolkit has five tool sets
Toolset 1 - Identifying Stakeholders and Trends
In this toolset we start the process of building a Future Classroom Scenario by thinking about how education will change in the coming years, and what teachers and education as a whole will need to adapt to.
It is important to identify TRENDS. A trend is a gradual change over time, not always immediately apparent, having potential long-term impact.
What technologies will have an impact on teaching and learning in the next five years?What are the challenges that will have an impact on teachers in the next five years? What are the challenges that will have an impact on students in the next five years?
Toolset 3 – Creating a Future Classroom Scenario
This toolset will help you collaboratively create a Future Classroom Scenario, to act as a vision for change within your school. Future Classroom Scenarios are designed to help schools evolve and respond proactively to trends in society, education and technology.
Writing a Scenario
Step 1. Learners' skills to be developed
Think about the skills the scenario aims to develop. These should not be related to a specific curriculum or subject area. These should be more transversal, 21st Century Skills.
Step 2. Building Future Classroom Maturity
The Future Classroom Maturity Model from Toolset 2 should be used to create a scenario so that, if and when implemented, it will help move the school/system up one or more levels in maturity.
- Learning Objectives and Assessment
- Learners Role
- Teachers role
- School Capacity to Support Innovation in the Classroom
- Tools and Resources
Step 3. Responding to trends
Participants now consider how the school should respond to the trends identified in Toolset 1.
Step 4. Writing or adapting the scenario narrative
The Scenario narrative is written to describe the vision for learning and teaching from either the teacher's or students' point of view. Consider this as a story that describes the learning experience. It should be about 500 words long and can describe a learning experience as long or as short as desirable, sometimes in a single lesson, but normally over more than one lesson, e.g. a project that may take several lessons to complete.
Thinking skills including:
- Creativity and innovation – Creating new and worthwhile ideas individually and/or collaboratively and evaluating these ideas in order to improve and develop into useful products/creations.
- Critical thinking, problem-solving, decision-making – Using arguments, reasoning and analysis, and appreciating different viewpoints to make judgements and conclusions, particularly involving complex systems.
- Learning to learn, meta-cognition – Effective self-management of learning (time management, autonomy, discipline, perseverance, concentration) and reflect critically and communicating on the personal learning.
Ways of working and tools for working including:
- Communication – Confidently and clearly, in various forms and a variety of situations. Understanding others and considering different perspectives to formulate arguments. Using writing processes (from drafting to proofreading), speaking in a convincing manner and using communication aids (such as notes, maps, etc.).
- Collaboration – Speaking and listening with consideration and respect for others and working in diverse teams making use of differences to create new ideas. Collaboratively planning and organising, influence, selflessness, integrity and an ability to lead and follow others.
- Information literacy – Accessing, evaluating and using information across a range of digital sources and formats. Using information and communication aids (presentations, graphs, charts, maps, etc.) to present complex information.
- ICT literacy – Accessing ICT and critically evaluating and using a range of tools competently in communication, collaboration, creativity, problem solving and critical thinking. Applying an understanding of the ethical/legal issues in using ICT.
2.3 The role of trends & stakeholders
One of the first steps when developing a new vision for our teaching and learning should be to talk to those people who will be impacted by these changes. The earlier these people are involved, the less likely we will face opposition to the suggested changes and the more likely the changes will have a substantial impact. This means we need to consider who are our stakeholders and how do we involve them.
We also need to consider what is happening outside of our schools. It is very easy to fall into the trap of staying inside our "school bubble". But if we are serious about innovation it is important to consider what is happening outside of school because at some point it usually has a big impact on what happens inside of schools. That is why considering the role of trends in society, technology, education, politics, etc. should be a fundamental part of this exercise.
I agree that school is a learning community that involves as many stakeholders as possible in the learning teaching process. Sharing innovations or just the goals we'd like to achieve is a prerequisite to start a real changing. But it is often difficult to share any change with colleagues, school staff, students and families. According to my experience most stakeholders should be more motivate and involved for achieving successful innovation in the classroom, above all social community. So, Principals should understand and share this new view and realise that education needs changes. If they don’t believe in your project, don’t share your ideas and don’t realise that the new change is necessary, then you will be alone. No one would share new activities with you, or wouldn't change the traditional learning classrooms or teaching, that’s a big challenge.
Another important group part are parents. They should have confidence in the new learning innovation projects from the school community they have choose to educate their children. They should be agree with the use of technological devices in classrooms and, understanding the new classrooms scenarios where the students(and no the teachers) are the principal actors.
2.4. Trends & stakeholders: the classroom of 2025
I am agree with all the visions presented in this video and I sincerely hope that it will be like this in all classrooms all around Europe.I think the most important element is that the teachers will work and teach in a different way, by creating a collaborative, interactive classroom and with a flexible curriculum.
2.5. The League of Trends
Which educational trends do you think will have the greatest impact on our teaching in the future
539 votes on 3 ideas
Idea Score [?]
Cloud Based Learning: data, tools, software is all online and can be reached and modified from different devices.
The goal to include everyone in reaching high degree of instruction and to go on with learning all the life long
Learning materials: shift from textbooks to web resources and open source books.
About the Scoring
The score of an idea is the estimated chance that it will win against a randomly chosen idea. For example, a score of 100 means the idea is predicted to win every time and a score of 0 means the idea is predicted to lose every time.
2.6. Tool for teaching: Slack
Collaboration and Communication are two of the key competences of 21st century learning, they have not attracted the same level of interest or attention as other competences such as creativity or critical thinking.
In this Future Classroom Scenario course, we aim at offering you different tools for you to try out and to use with your students in your classroom. There a wide range of possible tools you can use in the classroom to develop competences, such as collaboration or communication. In this section, we would like to highlight the tool Slack.
Slack is a cloud-based team collaboration tool for real-time messaging that brings all your communication together in one place, allowing archiving and search for modern teams. It is a very useful tool that you can use in the classroom to discuss a project, a topic, etc. Besides, your students cannot only send messages and communicate with other students, but they can also share different documents and work collaboratively; If you use any services like Google Drive, Dropbox, or Box, you can also paste the link and that document will be immediately will be sync and searchable too.
Although Slack it’s useful for professional teams, it’s also very convenient for any other community that needs a quick place for synchronous and asynchronous conversation and collaboration; you can also use Slack in your school to provide feedback on student work, to send announcements to the whole class or to a particular student, to organize students into groups for assignments, etc; definitely a good tool to try in your classroom!
I have not heard of this teaching tool, but I will try soon with my colleagues (seems very useful). My students are too small to use it.
Module 3: From vision to reality – technology in your future classroom
The Learning Objectives for this module are:
1. Understand a variety of ways how technology can be used in schools
2. Evaluate the level of pedagogically effective use of technology in your classroom or school
3. Develop and share ideas of effective and innovative use of technology in the classroom and school
4. Discuss lesson examples that integrate technology
LIVE WEBINAR: Jørund Høie Skaug - How to create a Future Classroom Lab at your school
What should a school consider when planning a lab for doing projects with games, coding, Virtual Reality, 3D-design and printing, and other technologies? Is your school Future Classroom ready? In this webinar you will learn about experiences with a mobile Future Classroom Lab in Norway, and hopefully get some ideas to set up your own lab, either with a decent budget - or on a shoestring budget.
Jørund Høie Skaug comes from Norway, and he is a Senior Advisor at The Norwegian Centre for ICT in Education. He holds a Master's degree in Media Studies, and has been involved with EUN projects such as iTEC and the Future Classroom lab network.
3.1. Evaluating your use of technology: The Innovation Maturity Model
Most teachers nowadays use some form of ICT in their teaching practices. Especially for lesson planning and administrative purposes many of us will be used to working with computers, preparing handouts or presentations and communicating with colleagues, students or parents via email. In this way, ICT has been an important tool for us to simplify or improve our everyday work processes.
However, ICT has a much greater potential than just to make our work processes more efficient. ICT provides new and powerful opportunities of communicating, collaborating, creating, investigating, presenting, etc. In other words, ICT can be a powerful tool that supports us to develop 21st Century Skills in our students. Your participation in this course is a good example of how ICT provides a completely new form of collaboration with people from around the world. However, just by bringing ICT into classrooms does not automatically lead to new teaching and learning practices. In order for ICT to become a tool that helps us to develop 21st Century Skills, we need to really think about how, where and when we use it in the classroom.
The first step in this and in developing our own use of ICT in the classroom and school is to understand the opportunities ICT provides and then to identify how we are making use of these opportunities.
The Future Classroom Maturity Model is a self-review tool that enables schools to assess their current level of maturity in how effectively ICT is being used in support of learning and teaching.
- Stage 1 - Exchange (technology is used within current teaching approaches ; learner as a 'consumer' ; learning is teacher-directed and classroom-located)
- Stage 2 : Enrich (technology used interactively to make differentiated ; technology supports a variety of routes to learning ; the learner as a 'user' of technology tools and resources)
- Stage 3 : Enhance (teaching & learning redesigned to incorporate technology ; institutionally embedded technology supports the flow of content and data ; the learner as 'producer' using networked technology)
- Stage 4 : Extend - Network redesign & embedding (ubiquitous, integrated, seamlessly connected technologies support learner choice & personalisation beyond the classroom ; teaching & learning are distributed, connected & organised around the learner ; learner take control of learning using technology to manage their own learning).
- Stage 5 - Empower (technology supports new learning services that go beyond institutional boundaries ; mobile and locative technologies support 'agile' teaching & learning ; the learner as 'co-designer' supported by intelligent content & analytics).
3.2. 21st Century Skill in Focus: Thinking about Collaboration in the Classroom
I think Deidre has really made a point- we need to really think about collaboration between our students. We put them into groups but I think it is really important to be able to measure how effectively students are working together. It is truly a real-world skill that we need to teach our students. The tips were really useful.
Q.1 Are they working together?
Q.2 Do they have shared responsibilities?
Q.3 Do they make substantive decisions?
Q.4 Is their work interdependent?
I think these 4 questions are very important and helpful to design a real collaborative learning activity.
They have to mutually responsible of the outcomes and share the responsibility: this is the team work.
They have to make substantive decisions to solve important problems in their work by using their own knowledge.
They can make a decision about the process , may be they can build their own method to solve the problem.
In this way, the final product will be unique.