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I hope it was nice experience for them also. I hope they will be good and happy teachers.

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Concluded the course, it was a nice experience to it with my students in class.

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Improvements: I would suggest:

1) include the video transcript after each video

2) give more time to complete the tasks

3) give incentive to people to include more comments and discussions on Padlet

4) have a separate category for student teachers.

It was a nice course that I used in my class with student teachers and it was very useful. Thank you.

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Did you find the P2P final learning activity useful? (2)

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Did you find the P2P final learning activity useful? (2)

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I finally had the opportunity to review work by two other particpants but this part was a bit deceiving because they just reproduced what was suggested and did not propose anything creative... Maybe the example given was too well constructed...

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Did you find the P2P final learning activity useful?

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Did you find the P2P final learning activity useful?

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I am especially interested in teacher training and in fact I am doing this course with my student teachers (7 in total), so I have a very positive view of the course.

But I submitted the template, I received an email confirming it was received and nothing more, so I do not have others to review and so far this part is incomplete for me.

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http://www.europeanschoolnetacademy.eu/web/promoting-technology-enhanced-teaching/course

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3.6 P2P Final Learning Activity: How to use TET-SAT further

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3.6 P2P Final Learning Activity: How to use TET-SAT further

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Using TET-SAT with my student-teachers

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The value of a self-assessment toolNow, please reflect: did your opinion about the value of self-assessment change? If so, how and why?

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The value of a self-assessment toolNow, please reflect: did your opinion about the value of self-assessment change? If so, how and why?

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It is not surprising that in this environment we find highly motivated teachers and so beliefs on sefl-assessment were already very high (at the beginning of this course 36.39% agree and 56.93% strongly agree, at the end 22.03% agree and 72.88% strongly agree; from 92% to 94). I was already on the strong side...

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To what extent do you agree or disagree with the following statements?

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To what extent do you agree or disagree with the following statements?

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Results from the end of the course:

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To what extent do you agree or disagree with the following statements?

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To what extent do you agree or disagree with the following statements?

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Results from the beginning of the course:

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To what extent do you agree or disagree with the following statements?

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To what extent do you agree or disagree with the following statements?

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comment 4-It must be definately applied to the student teachers. I am mentoring several of student teachers and plan to apply them the TET-SAT tool. Additionaly for my teacher trainings, it will be great planning tool to design the training. What's more it could be used to determine what a teacher can do or not on any educational activity. 

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comment 4-It must be definately applied to the student teachers. I am mentoring several of student teachers and plan to apply them the TET-SAT tool. Additionaly for my teacher trainings, it will be great planning tool to design the training. What's more it could be used to determine what a teacher can do or not on any educational activity. 

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I agree. One of my student teachers just wrote: "All examples shown in the videos were very interesting, it is also very important to present these self-assessment tools to teachers who are still in training."

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comment 3-I am sure that student teachers in my country could make use of TET-SAT. I believe that everybody could be benefit from using TET-SAT, including primary school teachers, teacher trainers, head teachers and policy makers too, to be able undertint the tool.

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comment 3-I am sure that student teachers in my country could make use of TET-SAT. I believe that everybody could be benefit from using TET-SAT, including primary school teachers, teacher trainers, head teachers and policy makers too, to be able undertint the tool.

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Student teachers should definitely use TET-SAT. I am using it with my student teachers and one of them made the comment: "I study to be a teacher and TET-SAT made me rethink a little about my knowledge about Tic's, this is something very important and for that reason I will recommend TET-SAT to my friends as well."

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3.4 Making policies to make use of TET-SAT (video 5)

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3.4 Making policies to make use of TET-SAT (video 5)

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Teacher students should use TET-SAT and that is exactly what I have been doing with my student teachers that are preparing to be mathematics teachers. I hope they will use it several times during their career and be always confident on improving what they detect are the points where they need improvement.

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comment 2-I think that TET SAT is a good tool to know the real skills of teachers. Teachers must always try to improve themselves in order to keep up with modern society

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comment 2-I think that TET SAT is a good tool to know the real skills of teachers. Teachers must always try to improve themselves in order to keep up with modern society

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I completely agree

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comment 1 - I would have all the teachers taken the TET-SAT and design an education program for them. Every education district would have their hubs with their teacher trainers with a follow up program. Also there would be online educations and collaboration, communcation tools, etc. 

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comment 1 - I would have all the teachers taken the TET-SAT and design an education program for them. Every education district would have their hubs with their teacher trainers with a follow up program. Also there would be online educations and collaboration, communcation tools, etc. 

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I agree, but there should be some autonomy of each school because they are all different, and the program needs to adapt to the real needs of teachers.

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3.4 Making policies to make use of TET-SAT (Video 1 & 2)

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3.4 Making policies to make use of TET-SAT (Video 1 & 2)

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INCODE 2030 is a very important initiative in Portugal and so TET-SAT is a very useful tool, it cannot be ignored especially in professional training.

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3.3 How can school heads make use of TET-SAT to support their teachers?

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3.3 How can school heads make use of TET-SAT to support their teachers?

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First, promote the knowledge of the TET-SAT tool and then spread information about the large scale experimentation of it. A useful strategy might be through talks or workshops by "ambassadors" of TET-SAT.

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3.2.5 Using TET-SAT collaboratively: Question 2

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3.2.5 Using TET-SAT collaboratively: Question 2

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How could I use TET-SAT with my colleagues in my own school? Showing the results of the large scale exsperimentation of project MENTEP and colalborating in the follow up activities. Promoting preservice and inservice teacher training with MOOCs for example might be a good source for teacher collaboration.

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3.2.4 Using TET-SAT collaboratively: Question 1

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3.2.4 Using TET-SAT collaboratively: Question 1

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The greatest point around TET-SAT is that you can take it calmly at your own pace and without pressure from the peers. So it may be more useful to work collaboratively with the conclusions and follow up work after each teacher takes TET-SAT.

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3.2.3  What do you think is the best moment to take TET-SAT again to see your progress after you’ve improved some of your competences? Or do you think that taking TET-SAT once is enough?

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3.2.3  What do you think is the best moment to take TET-SAT again to see your progress after you’ve improved some of your competences? Or do you think that taking TET-SAT once is enough?

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3.2.2 Making use of TET-SAT as an individual teacher

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3.2.2 Making use of TET-SAT as an individual teacher

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The best way to help other teachers to improve their competencies after receiving their TET- SAT score is through professional development-PD. Proposing PD activities, live or remotley through MOOCs, is a very efficient way of improving technology competencies of teachers.

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3.1.3 Teachers learned and we learned from this experience that there can be quite a big difference from what teachers assume and what going through the experience (= taking TET-SAT) tells you then. Nives Kreuh, National Education Institute, Slovenia

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3.1.3 Teachers learned and we learned from this experience that there can be quite a big difference from what teachers assume and what going through the experience (= taking TET-SAT) tells you then. Nives Kreuh, National Education Institute, Slovenia

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Big difference or small difference, it is always useful to learn from projects like TET-SAT.

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3.1.2 The typical user of TET-SAT was a quite technology-competent teacher, so one challenge for the future is how to motivate more teachers that need more training and are less advance in the use of ICT to take TET-SAT. Tuula Nousiainen, National Agency for Education, Finland

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3.1.2 The typical user of TET-SAT was a quite technology-competent teacher, so one challenge for the future is how to motivate more teachers that need more training and are less advance in the use of ICT to take TET-SAT. Tuula Nousiainen, National Agency for Education, Finland

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It is always a challenge to motivate colleagues, teachers, administrators, politicians and other decision makers. Large scale experimentation projects like the one done with TET-SAT are useful for that.

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3.1.1 Technology-enhanced teaching is for the teachers to develop and innovate in. Diana Laurillard, Professor of Learning with Digital Technologies, University of London

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3.1.1 Technology-enhanced teaching is for the teachers to develop and innovate in. Diana Laurillard, Professor of Learning with Digital Technologies, University of London

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Technology-enhanced teaching is for the teachers to develop and innovate in, but also for researchers and visionaries. There should be a huge involvement of all the community, with contributions, discussions and experimentation from every side. People have different views on each situation and the collective thinking is better then the isolated one. And that is why projects like TET-SAT are useful to all.

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Absolutely. Research widens the horizons of teachers that become aware of what is going on outside his or her school.

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2.5 The value of research in the field of education

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2.5 The value of research in the field of education

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Research tells always something to us (if we have access to the final report...). This research is no exception. We have a new tool, useful to a lot of teachers, and lots of teachers indifferent to what is going on. This research is most useful at all leverls.

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What incentive do you think teachers need to participate in such an experimentation, e.g. to fill in surveys?

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What incentive do you think teachers need to participate in such an experimentation, e.g. to fill in surveys?

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Teachers need to understand that such policy experimentations are valuable for them. They need to accessrelevant documenation, receive incentives to participate at a very high level, not just fellow teachers or outside researchers and the final report should be widely circulated. AND, last but not the least, teachers should SEE the consequences, new policies, to address the issues identified in the experimenatation.

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2.4 MENTEP: how to run a policy experimentation

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2.4 MENTEP: how to run a policy experimentation

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Evidence based data is very valuable, even if results are not what you expected firts, there is always a lesson to take from it.

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I agree that the tool itself cannot provide a completely true feedback on teachers' level of competencies in order to integrate ICT in their classroom, also because we are not discussing curriculum integration that depends on each discipline, and is not certainly the same for Mathematics or History...

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I agree that our teachers, who are naturally interested in children, should have high ICT skills in order to keep up with our generation's ICT skills that are very high and going higher every year. But you cannot do everything by yourself if colleagues do not collaborate or if the curriculum does not give space to it (there are exams, you know...) or if there are no ICT rooms in the schools or the internet access is very weak...

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I think the feedback page gives you useful information, but I would not consider it gives "true information" about your level of competence, because there are always levels of ambiguity and interpretation, Maybe your interpretation of the question is not really the intended one. Also, your views may change over time and you change and the identify with different options...

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I totally agree that "the percentage of teachers using TET-SAT  for whom the feedback page was useful for assessing their competences should have been even higher". What to do at this level? We need certainly more positive policies and more curriculum integration, also in exams. If the school system is not coherent, then we should not expect high level results!

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2.3 MENTEP: discussing the research findings - forum

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2.3 MENTEP: discussing the research findings - forum

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Statement 3:  Teachers who used the TET-SAT have a more critical perception of their level of TET competences and a more critical view on ICT in teaching and learning.
Reaction: This is not surprising and is an expected outcome ot the TET-SAT. But, I repeat myself, what about the teachjers that chose not to take TET-SAT? Quoting one participant: "In my school, many colleagues do not use ICT, although they all have the G Suite for Education available. Unfortunately, a part of them does not even want to try!"

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2.3 MENTEP: discussing the research findings - forum

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2.3 MENTEP: discussing the research findings - forum

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Statement 2: The Feedback score is to thank! It provided teachers who did the TET-SAT information on their “true” level of competence (information update).
Reaction: I agree that it seems a strong point of TET-SAT. But I did not see addressed the question of the follow-up. Do suggested resources at the end really help teachers improve?

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2.3 MENTEP: discussing the research findings - forum

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2.3 MENTEP: discussing the research findings - forum

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Statement 1: The Feedback page was useful for assessing the competences of the 69% of the MENTEP teachers that used TET-SAT.
Reaction: The big question is: how to assess the competencies of the teachers that did not care to use it?  Will they receive a constructive feedback also?

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2.3 MENTEP: discussing the research findings

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2.3 MENTEP: discussing the research findings

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The results of the research are not surprising. What surprised me was the low level (34%) of teachers usign TET-SAT. Why? What should be done with this group of teachers? If 30% do not have the time to answer a set of online questions, when will they integrate ICT in their teaching? How can the two thirds outside TET-SAT improve? Is the teaching profession in crisis? Or are the schools administrations and Ministries?

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It is surpring that only  34% (N=940) of the test group used the TET-SAT. Roughly twio thirds did not use it, even if it was suggested that they do so. And 30% of teachers, who did not use the tool, mentioned time constraints as a main reason for not using it. That gives a good measure of the HUGE difficulties on improving ICT tools use in schools

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The research methodology is clear in general and it is impressive to choose a sample of almost 5000 teachers from 11 countries for the follow-up survey. Of course we do not understand fully how it was done (Is there some research paper giving the full details?) and we do not know in concrete which was the Benchmark Survey used. But the results surely will be very reliable and will merit full consideration.

It is difficult to anticipate the results, but I will guess the TET-SAT use will have provoked a more complete conscience of what might be done to improve ICT competencies and will have teachers look to improve their competencies (if the school can help, because without internet in school, no ICT coordinator, no computers available in classrooms, etc, it will be difficult to see improvements). If there are real improvements in the ICT use in school after that that is another question.

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1.2 What is the value of the self-assessment tool (2)

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1.2 What is the value of the self-assessment tool (2)

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Maybe self-reflection and self-assessment pose a number of difficulties, and its conclusions are not definitive, but at least the process made the teacher reflect on his own practice, and that is already a positive gain.

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1. To what extent do you agree or disagree with the following statements?

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1. To what extent do you agree or disagree with the following statements?

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1.1 What is the value of the self-assessment tool (1)

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1.1 What is the value of the self-assessment tool (1)

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The value of a tool for the self-assessment of technology-enhanced teaching is mainly the possibility of a teacher doing it for himself without needing the help of a tech coordinator in the school, that may be very busy, may be not so friendly or that may not even exist.

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I am teacher trainer at the University of Coimbra, Portugal, preparing future mathematics teachers. I am doing this course with my own students, future math teachers, so that we learn a new tool, that seems to be very promising for our future teaching activities.
Facebook page:
https://www.facebook.com/jaime.silva.50702
Professional webpage:
http://jaimecs.net/
University page:
http://www.uc.pt/

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Promoting Technology-Enhanced Teaching, course on the European Schoolnet Academy

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Promoting Technology-Enhanced Teaching, course on the European Schoolnet Academy