I'm Ümit İZGİ ONBAŞILI

I am working as an associate professor at Mersin University Faculty of Education in Turkey. I am about to complete my 18th year as an academic. At the same time, I am the Erasmus coordinator in the department of primary education at the faculty.

I have worked on many projects with pre-service teachers and primary school students. I took part in national and international congresses, symposiums, and workshops. I have written articles and book chapters in many fields such as science education in primary school, teaching concepts in science, misconceptions, integration of technology into education, out-of-school learning environments, environmental education, interdisciplinary courses, and first-aid practices.

However, our project was left unfinished due to the pandemic. Since our students graduated, we could not continue with the same students.

My talk was a discussion of international teacher competencies in the context of eTwinning.

The departments in our faculty:

*Computer Education and Instructional Technology
*Primary Education (this is my department)
*Educational Sciences
*Fine Arts Education
*Foreign Language Education
*Mathematics and Science Education
*Special Education
*Turkish and Social Sciences Education

http://www.mersin.edu.tr/video/meu_tanitim_filmi-2019.mp4  

 

· I listened to Conor Galvin from the University of Dublin, “The Importance of Collaboration and Learning Communities in Initial Teacher Education”

I was particularly struck by the following quote by Prof. Dr. Conor Galvin:

"We are all captains of our own ship, but now it's time to collaborate with each other "😊

“eTwinning for Future Teachers is finally an integral part of eTwinning. If you are a teacher educator and you would like to go beyond your current horizon, this is an opportunity to take advantage of what eTwinning can offer and make your students better teachers for tomorrow.” 

(https://www.etwinning.net/en/pub/newsroom/highlights/etwinning-online-conference---.htm) 

·       He/she disseminates the benefits of eTwinning

·       He/she assists teachers in pedagogical and technical issues.

·       He/she collaborates in face-to-face training and online activities (webinars, social media, educational blogs, live events)

·       He/she collaborates with the NSS and other educational stakeholders.

Yes, I think it's a good way. It is very important to communicate with other ambassadors, get to know them closely, and know their areas of expertise. By staying in constant communication and collaborating, we can be informed about up-to-date information.

·       Which are the benefits?

I think the most important thing is that we can be positively influenced by each other and increase our motivation. I think everyone has a lot to learn from each other. Life flows very fast and we can hear and learn from each other the latest updates on technology and education much more easily. I truly believe in the power of peer learning, no matter what age we are. We can exchange ideas about our projects together with eTwinners. I believe that each ambassador has a lot to contribute to each other due to their own life experience. Especially by getting to know other ambassadors from different cultures, we may have the chance to learn closely about the education programs and processes of other countries. As a teacher trainer, I think that I can learn more closely what kind of projects are carried out in education faculties in universities in other countries. I think that such communications will be very beneficial, especially in training teachers with 21st-century skills all over Europe. For example, 2 years ago, thanks to our provincial coordinator, I met the coordinator of another city. And we did a project with a teacher trainer at a university in another city. Such communication also strengthens the bond between people. Communication leads to understanding, sincerity and mutual appreciation.

·       Is this the only way to get in touch with an ambassador in your country?

Of course, this is not the only way. This is a good option. However, we can also meet through face-to-face meetings, online meetings, social media. We can also meet through what's up groups. I was invited to the eTwinning workshop organized by NSS in 2 different cities this year. All provincial coordinators from my country came to the event held in Antalya in June. By this event, I had the chance to meet face to face. In the workshop held in Trabzon, NSS introduced teacher trainers to the teachers' ambassadors. In this way, I had the chance to meet many of the eTwinning ambassadors. We got our phones and we're talking now. I was also able to communicate more easily with other academics who are teacher trainers and interested in eTwinning, thanks to these workshops and whats up groups established.

·       What can you do together as ambassadors?

I think we should work together, both as teacher trainer ambassadors and as teachers' ambassadors. We (academics) publish scientific publications, we write articles and books. Teachers are also people who are in the kitchen of the job and make the application. Therefore, teacher trainers' ambassadors can do great projects both among themselves and among teacher ambassadors. I believe that teamwork should be done in order to increase the quality, especially in eTwinning projects. I first met eTwinning in 2016 thanks to a teacher. And I saw this: This teacher had brought to life what I taught in my lectures at the university with his eTwinning projects. This is exactly what we teacher educators want: to be able to bring projects to life.

That's why I believe I have a lot to learn, both from other ambassadors in my country and from other countries. I can also provide them with benefits related to my area of ​​expertise. Together with other ambassadors, we can cooperate with NSS. We can organize seminars, webinars with other ambassadors and contribute to the professional development of teachers. In addition, we can make a positive impact on their professional motivation by enabling prospective teachers to meet teachers who have earned the quality label. We can contribute to the preparation of scientific reports for eTwinning studies in our country. By jointly preparing scientific reports with ambassadors from other European countries, we can further explore the benefits of eTwinning activities and contribute to its development.

 

·       More senior ambassadors guide the budding ambassadors. Thus, the number of ambassadors in the country can increase in quality. As the number of eTwinners and schools earning the quality label increases, more ambassadors are needed to mentor them. I think that all these may affect the number of ambassadors of countries.

·       Also, before I did the quiz, I asked myself if the number of ambassadors was affected by the population of the country. However, when I look at the numbers, although the population of Norway is less than Lebanon, the number of ambassadors is higher. While the population of Slovenia is less than Norway, the number of ambassadors is higher. So I realized that population has no direct influence. When I looked at the number of ambassadors in my country, I saw that it was 57. There are 81 provinces in my country. However, looking at the number of ambassadors, I realized that not every province has an ambassador.

I am working as an associate professor in primary school education at Mersin University. I’m studying science education, technology integration, interdisciplinary studies. In October 2016, my curiosity increased as the teachers in my internship school in Mersin talked about eTwinning with enthusiasm. I was a participant in a workshop on STEM. I was doing activities related to augmented reality. At this event, I met the provincial representative of eTwinning Mersin. We decided to support each other.  I invited 2 of our teachers who were successful in eTwinning as guests to the lecture at the faculty. My students were incredibly impressed. I invited the next semester's provincial coordinator to the lecture. She talked about what eTwinning is and the projects done. In my course called “Integration Of Technological Based Applicatıons In Education” in 2019, all of my senior students registered to the eTwinning system. We started our project at 2 different universities. In total, 5 teacher candidates and 2 faculty members took part in the project. This year I attended 2 different eTwinning workshops organized by the national support service in Turkey. I was invited in the first for observation purposes, and in the second as a speaker. In particular, we discussed how eTwinning projects have an impact on international teacher competences. As a teacher trainer, I am very excited to contribute to the dissemination of eTwinning. I believe that we will do great projects together with teacher candidates and teachers in the future.

We may first invite inactive users to a webinar or face-to-face training session. They can be motivated by involving them in existing projects, providing good training and explanations, sharing successful projects, and showing the impact of projects on students, teachers, school and society. We can enable teachers awarded with national and European quality labels and other teachers awarded with the eTwinning school label to share their success stories. Regardless of our age, I strongly believe in the power of peer learning. When teachers who make successful projects are selected for the eTwinning workshop, which is held face-to-face, they tell their experiences to their colleagues. And this is something that can really motivate passive users. I was also incredibly impressed when I attended the face-to-face event held in June. The Minister of Education attended, the NSS attended, everyone was there and I cannot describe the atmosphere we lived in. I said in my heart that my other colleagues should experience and see this too😊

We can try to explain with presentations and examples how the 21st century skills of both teachers and students can be improved through these projects. We can create groups where they can work with more experienced eTwinners. In fact, they registered in the system, but I wonder why they are not active? They obviously have some concerns. I will do my best to understand them. If there are English language skills concerns, I try to resolve it first. I can get them to do national projects first. Then I tell them that they can do international projects when they gain experience over time. I try to show them that they can crawl first, then walk, and then run freely 😊

For example, I think it is very important to participate in the quality label ceremonies and support the teachers. About a month ago, I went to the ceremony in the city where I was a teacher trainer. There I met other ambassadors and teachers. When I become an ambassador, I want to continue to participate in such social activities and motivate newcomers.

Ambassadors should be tolerant, patient and supportive of newcomers to eTwinning. They should also explain how they are integrated into this process. Thus, they enable them to understand that the problems they may experience are similar. They can prepare presentations and posters with clear and explanatory information for new users. They can organize both face-to-face and online meetings. They can create a group, such as a what s up group, where they can quickly communicate and get support. Thus, other newcomers will learn the answers to similar questions. They can share past project results. More concrete examples of the process can be shared by bringing together teachers who have received the quality label. Thus, they will be able to motivate new participants for eTwinning.

I find it most beneficial to use face-to-face and online sessions together. Both have their advantages as well as limitations.

In face-to-face activities, everyone gets the chance to get to know each other better. You can do activities and drama activities for participants to get to know each other better, such as breaking the ice. Physical acquaintance is, of course, the most beautiful and relaxes the participants. They will want to see the ambassadors they will work with up close. Seeing other participants and communicating closely with them will relax them. However, there may be people who cannot physically participate in the event due to certain conditions. On the other hand, online activities are also beneficial. You can reach many people at any time from the comfort of your home. You save time and space. You can both share your own screen and have other participants share their activities on the screen very easily. It will also be a source of motivation for people from different cities and countries to share their good practices. However, sometimes there may be technical difficulties (for example, the internet connection may be interrupted, there may be problems with electricity, etc.)

Especially during the pandemic period, all events have been online. In the next process, maybe face-to-face training can be a priority. Because we all miss each other. After a long break, I attended the first face-to-face teacher education academy workshop in August. We were 50 academics. Everyone in the environment was incredibly happy and motivated. For this reason, I think it is best to use both methods together and support each other.

 

NSS and CSS can support ambassadors in many ways (preparing promotional materials, organizing promotional events and online training, sharing projects, sharing the experiences of those who have received the quality label).

The fact that the teachers in my country carried out these projects with incredible enthusiasm gave me hope for the future. I think it's a great platform for students of all ages, thanks to both national and international partners. I believe that it is very useful in developing 21st century skills (creativity, critical thinking, innovation, cooperative learning, communication, etc.) of both teachers and students. This year I made a presentation to eTwinners and academics at the teacher training academy organized by the National Support Service. In my speech, I especially talked about international teacher competencies, skills and eTwinning relationship. In 2016, I first started to discover this system on my own. Over time, I constantly studied and tried to learn. Then I started getting support from the provincial coordinator and the national support service. And at the moment, I continue to work for the benefit of other teacher educators and teacher candidates. I support this community very much so that our teacher candidates will be citizens of the world, get to know different cultures and cooperate, and see the education systems in different countries closely, in accordance with European standards. Thanks to eTwinning, I had the chance to find other ambitious academics working on similar issues as me. Also, seeing the quality of teachers interested in eTwinning in internship schools made me incredibly proud. We (teacher trainers) already have two important duties: These are both to train teacher candidates well and to support teachers who have started their profession by providing in-service training. In this context, I can say that eTwinning is exactly what I am looking for😊

Being accessible is also very important. When they have any problems, they must first reach the coordinator in their province. If they cannot solve it, support can be obtained from the National Support Service.

Whats up groups can be communicated more closely by establishing social media groups.

It is possible to invite experts from the National Support Service online or face to face and meet directly.

In particular, seminars and in-service trainings can be organized to improve ICT skills. In this way, we can also help people with anxiety. We can support by organizing continuous motivating activities.

In particular, we can recommend teachers who have problems with English language skills to first do projects at the national level. In time, we can organize seminars to improve foreign language skills. It is very important to get the support of the Ministry of National Education in our country. In this sense, we can contribute to its spread by cooperating with other ambassadors and the ministry.

Since I'm a teacher trainer, if I'm going to make a comment especially from the university; I care that the dean and the rector are also informed about eTwinning. We should promote eTwinning activities to other academics and prospective teachers. Before the pandemic, I was holding a face-to-face seminar every year. When there was a pandemic, we organized it online. I invited our provincial coordinator and an experienced teacher and got my students to know about eTwinning.

By promoting our work on our social media accounts, we can attract the attention of new people.

We would like to have your ideas and thoughts about the conception you have about ITE. Describe here the ideal scenario for you and your country reality, regarding ITE. Examples to consider:  

o   Are you aware which ITE are active in eTwinning in your country, (if any)?  

o   If yes, draft a list and reflect on the ways that eTwinning can contribute to their work, based on what you already know about eTwinning 

o   If no, reflect and create a list of ITE institutes that could be involved in eTwinning. Highlight how eTwinning can contribute to their work, based on what you already know about eTwinning.  

The eTwinning ITE dimension is being promoted by NSS to more than 50 universities in my country. ITE activities in my country are carried out in a very meticulous and planned manner. In my country, eTwinning activity has been opened to cooperation with education faculties. "eTwinning Teacher Training Academy Workshop" was held on 04-06 April 2019 in Afyonkarahisar. 22 academicians working as faculty members from 16 different universities in 11 different branches participated in this workshop to encourage and develop mutual cooperation and common understanding, in order to establish educational and scientific cooperation. In the workshop, the roles of the faculty members working in the education faculties of universities and taking part in the ITE process in the eTwinning pot were arranged as Teacher Trainer. The roles of the faculty members working in the education faculties of universities and taking part in the ITE process in the eTwinning portal were arranged as Teacher Trainer. On 3-5 June 2021, 5 academicians were invited to Antalya, and teacher educators who had previously done projects made presentations. We had a 3-day meeting with NSS about the future of ITE. Then, "ITE Teacher Training Academy" was held in Trabzon on 25-27 August 2021 and 60 academicians attended. I also took part as a speaker at this event. We organized 3 days of meetings and workshops about eTwinning. It's been very productive. We had the chance to meet other colleagues who wanted to do an eTwinnnig project. Dear Rute attended our meeting via online connection, it was a very nice event.

I would like to share with you the information I got from NSS: There are 119 Teacher trainers registered on the eTwinning portal. Academicians from 50 different universities are members of the portal and a total of 133 projects have been initiated. Among the academicians who are members of the portal, 71 people carry out one or more projects. 1338 student teachers registered on the eTwinning portal and 28 students participated in a project under ITE. Turkey participated in the ITE process as a pilot application in 2019. In 2018, 2 academicians had already registered to the portal due to their projects. As of November 13, 2021, 43 academics in 2019, 14 in 2020, and 60 in 2021 are registered to the portal.

My university (Mersin University) is one of the most active ITE in my country. I am also continuing ITE Ambassador Course.  My contributions to eTwinning ITE activities are as follows: Our main target audience is “teacher candidates”. For this reason, since 2018, I have paid attention to working primarily with teacher candidates. Every year, I inform my students about eTwinning. I sign up a certain number of students to the portal, and I invite our provincial coordinator, a senior eTwinner, as a guest to my class. We explain how to use the portal. I emphasize how important eTwinning is for their professional development. In addition, our dean supports me in this regard. He is also a member of the portal. I have been the coordinator of 4 projects so far (two of our projects continue with Italy and France). Our projects will be finished at the end of this fall semester. I constantly meet and cooperate with NSS in every plan I make. The other dimension is to explain the power of eTwinnnig to other academicians at my university. At every opportunity, I try to explain to my fellow angels how eTwinning can contribute to both teachers and future teachers. For this, I wrote a scientific article and book chapter. I describe the work I have done at the symposiums. I also try to act as a speaker and mentor in workshops organized by NSS for ITE. As one of the senior ITEs in the future, I can support teacher trainers who are new to eTwinning. We constantly meet with the provincial coordinator and the Ministry of National Education and support each other. My next plan and dream; pre-service teachers can work with an eTwinner teacher at the internship school in their final year. But that decision is beyond me now. Because in my country, it can be done with a protocol that will be approved by the Ministry of National Education and universities.

In my country, the next plan is for teacher candidates to be able to match with teachers and make projects. I really want them to be able to do projects with pupils when they go to internship schools. But I guess this module is not active because my country is a pilot country yet. Since 2018, I want to help and support both teacher candidates, teachers, and students by doing both national and international projects.

 

Here's what I can do next:

 

1. ITE introductory meetings can be held at a different university each year.

2. It is important for ITE to first establish a similar vision with all European countries.

3. It is necessary to invite more ITE to work and increase visibility.

4. ITE representatives can share sample projects. Thus, new collaborations and new project partnerships can be established.

5. It is important to always communicate with NSS and get support, and it is necessary to proceed in a controlled manner.

6. Quantitative and qualitative monitoring and evaluation of ITE activities are then required.

o   What is the best way to approach ITE institutes as an eTwinning Ambassador? 

o   What kind of work would you foresee providing? 

o   Have you considered any practical possibilities to cooperate with ITE institutes?

I think it is important to approach the ITE institute from two perspectives. First; our target audience is “teacher candidates”. I offer them the opportunity to meet especially experienced eTwinner. I organize face-to-face or online event. Thanks to eTwinnnig, it is inspiring to see teachers who are successful in their profession and make a difference.

The other dimension is to explain the power of eTwinnnig to other academicians at my university. For this, I wrote a scientific article and book chapter. I describe the work I have done at the symposiums.

In addition, I will continue to promote and disseminate activities with the support of NSS for dissemination from now on. Our dean also supports this issue. At every opportunity, I try to explain to my colleagues how eTwinning can contribute to both teachers and future teachers.

In the future, as a senior ITE I can support other teacher trainers who are new to eTwinning. We constantly meet with the provincial coordinator and the Ministry of National Education We all support each other. I think the most important thing is to be able to cooperate and not to forget that this process is a serious team work.

Have you been working in/with an ITE institute for some time now?  

1.     If yes: how has it been so far? Share your experience with the other colleagues (e.g., what difficulties have you experienced? how did you tackle them? what about student teachers? etc). What could you do and what could be done more to support your work? Any opportunities that you foresee? 

2.     If no: what challenges might you encounter? Can you think of any ways for overcoming them? What opportunities do you foresee in addressing eTwinning in ITE institutes? 

If possible, indicate here how you'll connect it to your final Action Plan. 

 

When I first met eTwinning in 2016, academics in my country were not yet able to become members of the portal. Then, in 2018-2019, when academics started to become members of the portal for the first time, I became one of the first teacher educators to become members. For this reason, as Mersin University in my country, we have been a pioneer in this regard. I kept in touch with the NSS and the provincial coordinator. In those years, teacher trainers in my country could not make projects. I also organized promotional activities for my students at my university. I received support from UDS and the ambassador and invited her to my university. I invited experienced eTwinners to my classes who had previously received the European quality label. My students were really impressed. They started using Web 2.0 tools. A year later, we started to do projects. I immediately researched other academics in my country and contacted an academic who wanted to do a national project in my country. After getting approval from the NSS we made student teachers a member of the portal. We started the national project with 2 student-teacher. There were 3 student teachers at another university. Then we started our second project.

I was invited to 2 different workshops organized by NSS, as I was one of the first people to work actively as an ITE in my country. Thus, I met other ITEs in my country. I spoke about 21st-century skills, teacher competencies, and the impact of eTwinning. As teacher educators, we had the chance to talk about all aspects of eTwinning for 3 days with 60 academicians. Also, I watched the conferences held in the past years about ITE on Youtube and tried to learn more in detail. I think my inner motivation has always guided me well in this regard :)

I recommended a friend of mine at another university who is interested in these issues to NSS. She also started her studies at her own university. She also made another fellow at her university a member. Thus, we continue to grow in a controlled manner in the form of a chain.

Currently, I am conducting two different projects with Italy and France. I met both a very valuable academician from my country and 3 academicians with international experience in eTwinning. We are continuing comprehensive projects with about 14 teacher candidates. I share these achievements with the dean at every opportunity. I am in constant contact with NSS.

In my opinion, in order to progress as ITE, NSS support and cooperation with the coordinators in your province is absolutely necessary. eTwinning is teamwork!

In the next process, I will continue to write in the articles and books that I reflect on eTwinning. I try to explain in symposiums. (For example, I will present a qualitative study of eTwinnnig at an international symposium held in my country this week).

Maybe ITE activities have just started in my country, but my actions and plans are already the work done in other countries. For example, my next plan and dream; pre-service teachers can work with an eTwinner teacher at the internship school in their last year. But that decision is beyond me now. Because in my country, it can be done with a protocol that will be approved by the Ministry of National Education and universities.

I have already conveyed this idea to the representatives of the ministry at the eTwinning workshop I was invited to in June. They approached my opinion positively. In countries like Finland and Italy, I saw that student teachers do projects in this way. In my country, the next target may be for student teachers to be matched with teachers and take part in the project.

I tell and share what I have done both to my colleagues at my university and to my colleagues in other cities.

NSS gives us incredible support in this regard. Thanks again to everyone who was with us.