Teachers discuss MIL in primary

The MILbox partners sat down with five Greek teachers to inquire about their relationship with MIL in their professional environment – the school classroom. When asked about the importance of MIL in primary education, all interviewees replied that this is of significant importance. Sadly enough, though, they note that the national system is not making MIL the priority it ought to be. Recounting their attempts to teach MIL, the teachers report their worries – whether their internet connection is stable and digital tools are still accessible or free. They also care about the online information shared and whether it is still valid. They wonder whether the information source is accurate or where it comes from; for example, if there is a political/ financial interest behind misinformation. Last but not least, teachers meet the challenge of teaching a subject but do not feel confident enough (regarding IT competencies) to support it.

On the one hand, their students feel efficient in using and exploiting technology and online resources, but they don’t have the critical thinking to double-check their findings. So, they believe whatever they read. On the other hand, classes remain an “offline case”; only in specific subjects do students access the internet or, even worse, their teachers present some webpages during class. Greek teachers also shared their perspectives on students’ different financial/social/national backgrounds, eventually impacting how students receive and conceptualise knowledge. In general, teachers’ feedback was about alternative and more engaging ways of learning.

When asked what the main issues concerning MIL should be addressed in primary education, the teachers bring up a national strategy that is not developed according to the new digital needs the absence of a horizontal application of training courses offered to teachers, focused on MIL. At the same time, some training courses are not so tailored to fit specific needs, such as addressing migrants, students with learning disabilities, etc. In need of support, the interviewed teachers cite much-needed updates of the national resources, a standard tank of digital tools, and an online community where teachers could find their peers around Europe and exchange ideas & good practices. Greek teachers also highlighted the need for technical equipment, which is something to take seriously in the country’s isolated/marginalised areas/islands. They also suggested a blended learning system be applicable throughout the year for teachers and students to cope with it in an academic year. One teacher would like an online platform to access valuable resources and tools.

Here is what the teachers would consider as motivation for including MIL in their lesson plans: the confidence of IT support being available at all times, the opportunity to attend an updated yet relevant training course, to familiarise with peers’ experiences regarding MIL education in primary schools around Europe, as well as being able to travel and exploit other teachers’ feedback. Additionally, exploring arts & culture through MIL could strongly motivate me and my students.

Photo by Adam Winger on Unsplash.