What are the Purposes of Teachers for Using the eTwinning Platform and the Effects of the Platform on Teachers?

Bilge PEKER,Sema ACAR

doi:10.24193/adn.14.1.7

Abstract

Abstract: This study is a qualitative case study research, determining the purposes of teachers to use the eTwinning platform and to examine the effects of the platform on teachers. The study group consisted of 15 volunteer teachers who carried out eTwinning projects rewarded with quality labels. In the study, the data were obtained through a semi-structured interview form, and the content analysis method was used in the data analysis. According to the results obtained, it was concluded that teachers used the eTwinning platform in order to make projects, participate in online courses, contribute to their professional development and collaborate. The platform has a great contribution to teachers both personally and professionally. As a result, it is obvious that the eTwinning platform is very useful for teachers. The platform is so effective that it contributes to the professional and personal development of teachers, and even changes their perspective on the profession.

Highlights

In their study on creative learning and innovative teaching, Cachia, Ferrari, Ala-Mutka and Punie (2010) stated that eTwinning contributes to the learning of teachers from different nations and provides an opportunity for collaboration
This study aimed to determine the purposes of teachers for using the eTwinning platform and to reveal the effects of the platform on teachers
As a result of the analysis of the data obtained in this context, it was seen that all the teachers participating in the study use the platform for professional development

Summary

Introduction

With the development of information and technology, many innovations have occurred around the world. We can meet with people who are kilometers away and communicate with people from countries we have never been to. These rapid developments have affected educational institutions as in all areas of life. In parallel with these developments, learning environments have become more dynamic and the roles of teachers and students have changed. Kuran (2002) stated that teachers should be problem-solving people who have sufficient knowledge, open to learning, develop themselves, keep up with the change and development in the society before the student. Students should be trained as individuals who can use the information they learn in real life and who have advanced skills such as innovation, creativity and leadership

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Conclusion