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Peer review is a very useful procedure for comparing with colleagues. In fact, reading other reviews different from mine, I was able to appreciate from other points of view the TET-SAT and to agree in many respects on its usefulness as a means of self-evaluation.

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The OECD, the European Organization for Economic Cooperation and Development, conducted in-depth research into this field and eventually defined self-assessment as a type of assessment in which professionals take responsibility for the evaluation of their organization (either as a class, or as a school as a whole). In addition, self-assessment could be a tool to give more transparency on the functioning of the school to the outside world. In other words, the results of self-assessment could be used by schools to report on their work.

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Inviting students to use TET-SAT could be doubly useful ... For the pupils in order to create a comparison between the competences of the children often acquired informally and for practice and those of the teachers ... For the teachers in order to start a an intergenerational comparison channel between the professional skills required by the working world and the communication channels used by our students.

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I think that the TET-SAT can be used in a more flexible way, leaving to the user teachers the possibility of modulating and reshaping during the course, the path that is progressively developing, also according to the formative shortcomings that are being highlighted.

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I fully agree that training often idealizes and projects teachers in a hyper-technological way, but often in everyday reality it comes up against the lack of the most basic teaching aids and with the backwardness and lack of investment in the school .

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In this context, where technology plays an important role, and digital awareness declines above all in the understanding of how technologies change and shape the context, the figure of the head teacher becomes fundamental, because he has the main responsibility in the correct setting of this consciously digital approach that needs vision, an understanding of dynamics, managerial skills, and management of change.

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Unfortunately, it often happens that between the formative theory and concrete experience there is a marked difference, but I think that we must start from this difference to find the motivation, the drive to change ... to obtain the acquisition of the skills that approach theory to reality.

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I agree with the declaration of Tuula Nousiainen because to be good professionals you must love your work and this can only be achieved on condition that there is a good underlying motivation.

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I agree with Diana about the concept of teachers as true professionals capable of self-criticism aimed at improving their skills. The improvement of one's professional skills to be able to keep up with scientific innovations should belong to all categories of professionals.

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I think that more research is relevant to the daily work of teachers to meet the need of teachers themselves to stay constantly updated in an environment - such as the school - in which moves a plurality of subjects in continuous evolution, between in particular the students. From this comes the importance of confrontation, with oneself, with colleagues, with the most innovative proposals.

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Surely I found the results of the research very interesting because they gave many food for thought about the fact that the training needs and the relative self-assessment capacity change considerably if the teachers are men or women, or in the humanistic or scientific area, or depending on the 'age. Undoubtedly, this analysis offers the prospect of a professional segment that can easily be projected into society in a wider sense.

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I think that an incentive from the teachers to this experimentation can consist in proposing other areas of expertise to be explored, testify with surveys and statistics on the actual educational situation of their school, etc ...

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The TET-SAT tool evaluates competences with respect to different areas: digital pedagogy (ie the teacher's ability to teach and evaluate children using new technologies), production and use of digital content, collaboration and communication on line with young people, families and stakeholders (also through social media) and, last but not least, the ethical issues related to the use of technology. Obviously it would be very useful in my opinion to reflect on our skills all the various working sectors for a greater professional qualification, to guarantee everyone.

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Teachers who use the self-assessment TET-SAT are placed in a more critical way about their ICT skills in teaching and learning. A reason that I consider so valid as to call into question my self-assessment regarding my ICT skills in teaching is that of lifelong learning that always offers new incentives to both teachers and our students and new strategies to better convey the learning.

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I believe that the feedback score is the key to understanding the results. Thanks to it I was able to compare the information on my "true" level of competence with my personal perception. I think this tool is a useful tool for a valid comparison between the skills we think we know and the skills we actually have.

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Firstly, I believe that general feedback is very useful in a general view of one's ICT evaluation. Secondly, I believe that a good teacher is able to understand his own formative charters for which I found the thematic deepening at the end of the page very useful.

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I think that the tool of the Mentep project is based on the criteria of sustainability, pleasure of the user experience and adherence to the needs of the teachers. This tool can really improve pedagogical meta-reflection regarding the use of technologies in the classroom, favor the professional updating of teachers and provide continuous data on attitudes, behaviors and needs of European teachers in the field of the didactic use of technologies.

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Reflecting on the results of the evaluation of the use of TET-SAT and interweaving the data emerged with my personal and professional experience, I confirm that normally
the self-assessed ICT ability decreases especially among the older teachers and the ones who teach humanistic subjects.

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So far I have not encountered any particular doubts. I understood that the structure of the tool was designed to be reviewed and adapted in relation to any future needs and to allow you to add elements in a modular perspective. The tool should therefore allow teachers to obtain a profile of their level of competence in the digital environment and allow access to educational material from partner countries focused on individual skills and educational contexts to be improved.

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MENTEP research methodology at a glance.pdf

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Digital Pedagogy describes teachers’ competence in preparing, implementing and assessing technology-supported learning activities. This includes, for example, knowledge about how the use of ICT can change teaching and learning and benefits students learning.

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I think that the TET-SAT is an  excellent tool for self-evaluation for teachers, useful above all to reflect on the four areas of skills addressed. presents itself as an excellent starting point from which to implement any professional deficits.

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To develop digital skills you could follow some steps:
1. IDENTIFY THE GAP WITH THE SELF-ASSESSMENT.
By fixing the digital level we want to obtain and comparing it with the capabilities we already have, we can identify the digital gap. Determining the shortcomings and excellences, divided by sector, role and business, helps to have a more detailed view of the distribution of digital culture and areas of intervention in the company.
2. VISION OF THE WORLD OF DIGITAL WORLD AND OF THE INSTRUMENTS AVAILABLE.
A good awareness is what allows a critical use of technologies and helps to understand the broader scenario of change caused by new technologies. To know the current tools available and their features, you can use:
Glossaries or videoglobars sent to employees on a regular basis, to get to know key concepts within a few seconds
Webinars, short e-learning courses
Blended training courses, with classroom and distance sessions, with expert tutors and digital natives
Physical supports, such as posters, mouse pads, postcards, with tips, tricks and general tricks to be applied during the various activities.
3. FILLING THE GAPS AND REACHING THE GOAL.
By deepening digital competence we are going to develop certain areas, tools and methodologies.
Some suggestions to reach the goal you can experience:
Reverse Mentoring: the youngest and "digital" teachers present at the school work alongside senior colleagues on specific skills, tools and technologies.
Self-training: using the tools, discovering the latest innovations and deepening certain digital areas in an autonomous way also for times and training methods.
Gamification: use the mechanics and dynamics of the games to train and stimulate, actively, certain skills and attitudes.
Workshops: seminars in attendance...