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http://v.gd/kFv8NV

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Module 4.7. The peer assessment experience of a Turkish teacher trainer and secondary school language teacher

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Module 4.7. The peer assessment experience of a Turkish teacher trainer and secondary school language teacher

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It's great if you can define the criteria by which to evaluate the work of colleagues. If so will evaluate my work, it will help me improve my training activities. Reyhan chose the most necessary and very appropriate criteria.

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Module 4.6. The peer assessment experience of an Italian secondary school teacher of English

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Module 4.6. The peer assessment experience of an Italian secondary school teacher of English

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I certainly would like to hear good feedback on their work. However, criticism and advice - it is also very important. If in the feedback I will have tips for my lesson, creative tips - it would be great!

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Module 4.5. The teacher as peer assessor and assesse

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Module 4.5. The teacher as peer assessor and assesse

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When it is necessary to evaluate the work of their peers, I find it hard to judge the sequence of the lesson. What I like may not be appropriate for another of my peers. I It is also difficult to assess if you're not an expert on a particular subject. The use of ICT in class is different by a humanities lessons and an technical lessons.

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Module 4.4. The Learning Designer experience of a Turkish teacher trainer and secondary school language teacher

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Module 4.4. The Learning Designer experience of a Turkish teacher trainer and secondary school language teacher

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I agree with Reyhan that training is useful and allowing the designer to customize and personalize learning activities, to include a digital tools and resources. I like a interesting feature of teaching Designer tool that allows teachers to edit existing training activities created by other teachers. However, each teacher has his goal, wants his students to realize his plan, so I think that changed anything in terms of another teacher only with the consent. Unfortunately, I do not know another tool where I can create and share resources as a Training Designer. I really would like to use this tool after completing the course, but it is English. And there is a problem, because I teach Ukrainian literature ..

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Module 4.3. The Learning Designer experience of an Italian secondary school teacher of English

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Module 4.3. The Learning Designer experience of an Italian secondary school teacher of English

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I also like the color coding because it helps to design lesson, learning to make balanced. I think that need be used Designer to work in joint projects with other teachers. For these lessons need to be applied ICT, students should have access to wireless Internet to access the tools which proposed by teachers at different stages of the lesson.

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Module 4.2. The teacher as a learning designer

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Module 4.2. The teacher as a learning designer

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I agree with Diana concept of teaching as a "science" design. I also agree that the designer learning tool helps solve problems learning. When I studied in the previous year, I tried this tool. It helps to distribute school hours, add the essential elements of the lesson: collaboration and individual work of students, ICT and creativity. However, this English language tool. I teach students in Ukrainian, so for me it is not available.

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Creating tool at the European level, which will be useful for teachers - a great idea

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Module 3.6. A teacher of 15-17 year-old students' experience of using the Greek B-Level Assessment Tool

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Module 3.6. A teacher of 15-17 year-old students' experience of using the Greek B-Level Assessment Tool

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The tool, developed in Greece, much more complex, but it is used after the training of teachers. And then verifies not only that what teachers have learned, and their understanding of how to use technology. To use the questions on different subjects - is very good.

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Module 3.5. The Greek B-Level Assessment
Tool

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Module 3.5. The Greek B-Level Assessment
Tool

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Perhaps it is right that this instrument is not available to all. To assess need to acquire basic knowledge. The test with multiple choice questions is not always objectively can assess the level of competence But the involvement of subject matters - is, in my view, necessary.

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Module 3.4. Another teacher’s experience of using the Teacher Mentor

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Module 3.4. Another teacher’s experience of using the Teacher Mentor

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I agree that it is good that it is possible to pass several interviews. But I do not agree that the feedback are kind of superficial. For someone who works with the first question, it is important to identify a niche to use technology and get support and advice. For those who possess great technologies, such surveys are not needed.

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Module 3.3. A primary school teacher’s experience of using the Teacher Mentor

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Module 3.3. A primary school teacher’s experience of using the Teacher Mentor

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I first used this service and it really is very useful for teachers. Even those questions, which entered into force survey to think about how I use ICT as my students use someone else's material for their projects. Not so violated copyright. I agree that it is necessary to develop questions for various domains, because the technology used by the teacher in science and technology, which uses literature teacher is different.

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Module 3.2. The Teacher Mentor – Norway’s self-reflection tool

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Module 3.2. The Teacher Mentor – Norway’s self-reflection tool

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I really liked this tool. Thank you very much. It is very useful to track these skills in every teacher. I do not know about the existence of such an instrument in my country. It is important that after the survey is specific tips and Internet links where you can get information. Thank you again.

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Test

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I was struck by Paola blog. These are profound reflections on the use of technology in school. Blog Paola contains a lot of interesting information. I agree with her that many teachers do not want to use the technology. And this is not because of lack of time or knowledge. This is a banal unwillingness to keep up with the times. I would like to know about their level of technology, so I wait for further work with great interest.

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Evaluation of peers is very important to me. I know that self-evaluate their work sometimes very difficult. You can not be sure what you are doing right. Perhaps you are not sure about the feasibility of the technology used. When I studied at the distance course, my peers leave comments on my work, and I evaluated their work. That was good. We thus learn from each other. However, not all good advice wake peers. This was difficult for me. Each has its subjective view of the use of technology in the classroom. But often evaluate other I can not because of lack of time. I believe that we should listen to others, to be able to assess themselves and their peers.

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Module 2.7. An Italian secondary teacher of Italian language, history & geography’s experience of self-assessment

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Module 2.7. An Italian secondary teacher of Italian language, history & geography’s experience of self-assessment

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I thank Monica for video and admire her work. Earlier I kept a blog where describes the tools that are used in their work. But for lack of time stopped taking notes. It is very important to note for the analysis of my work.

http://literaturayaksvoboda.blogspot.com/

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I think it is logical to divide competence. For their projects, I use different tools. If they give a result, then I use them again after a certain period of time. For example, grade 6 students create mental maps. In 7th grade, they have chosen their own services to create mental maps to create a family tree project "My family tree".

https://sway.com/9BQ_mWjeEYAJ_B9t

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Module 2.5. A Swedish primary teacher of students with speech & language difficulties’ experience of self and peer assessment (Part 1)

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Module 2.5. A Swedish primary teacher of students with speech & language difficulties’ experience of self and peer assessment (Part 1)

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Thank you Terisia. This is a very interesting experience

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Module 2.4. A Greek primary physical education teacher’s experience of self and peer assessment

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Module 2.4. A Greek primary physical education teacher’s experience of self and peer assessment

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I like to experience Chrysa Tsamopoulou. I can get results only from my self-esteem of students. When last year we implemented a web project, the children at the beginning of the school year asked and when we will do more?

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Занятия в виртуальном мире vAcademia

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Занятия по ИТ технологиям в виртуальном образовательном мире vAcademia

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Module 2.3. How can teacher self-assessment support innovative TET?

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Module 2.3. How can teacher self-assessment support innovative TET?

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I did not use e-Portfolio.I tried to learning through an avatar in a virtual classroom, , when studied at the webinar. I would like to know the tools of self-evaluation of teachers and to try to use them.

http://vacademia.com

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виртуальные миры

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виртуальный мир

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Module 2.2. What are the principles of effective teacher self-assessment?

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Module 2.2. What are the principles of effective teacher self-assessment?

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I am very interested in the topic. If there are special games or tracking tools, I would like to know about them, please.

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Self-esteem is very important for teachers. The teacher has to understand that he does, for what purpose, what results is seeking whether it will have sufficient capacity to realize what was designed. Is it important peer assessment? It seems so. Man lives in society and she need to listen to the opinion of the people who surround her. Evaluation of peers is not always good for you, it makes you change something in their work. It's also good.

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Листівка Сервіс https:// www.smore.com

Відео (буктрейлер) Сервіс https:// www.wevideo.com

Ментальна карта

Казка Сервіс http://storybird.com/

Плакат Сервіс https://ru.padlet.com/

Презентація https://drive.google.com

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https://sway.com/qSf6opm24nML_y2i

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Module 1.6. Using Scratch to teach programming

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Module 1.6. Using Scratch to teach programming

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Very interesting children talk about their project. In science lessons in our school use this application. I have not tried. This is a great way to interest children to learn.

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Module 1.5. Using a Smartboard to teach literacy and numeracy

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Module 1.5. Using a Smartboard to teach literacy and numeracy

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Smartboard - a perfect opportunity to make their lessons interactive. I often use http://express.smarttech.com

I do not have interactive whiteboard. I have a computer and a projector in the classroom. And this is enough for students to perform tasks that I created in the program Smart notebооk.

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Module 1.4. Using Game Maker and Flash to teach programming and creativity

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Module 1.4. Using Game Maker and Flash to teach programming and creativity

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The student creates a game - it's a dream. If the program is to create a game does not require much technical knowledge, then it is fine.

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Наталія Михайлова

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Ток-шоу за художнім твором

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Григір Тютюнник "Дивак" , 5-Д

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Module 1.3. Games-based learning for teaching foreign languages

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Module 1.3. Games-based learning for teaching foreign languages

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Children love to play. If it is used, as in the video, that's fine. I use the game to the class: this staging, or challenges for the http://learningapps.org/.

I would like to learn more about teaching parkour.

My games:

http://LearningApps.org/1714446

http://LearningApps.org/1235403

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I agree with Carolyn Kearney. Technology should be dosed. You can not use it excessively. I was interested by the results of the Spanish team. To teach children, we must teach teachers how to use ICT as evaluate the effectiveness of ICT.

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http://www.naukova-zmina.kiev.ua/

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http://www.sde-naukova-zmina.org.ua

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https://sites.google.com/site/literaturnijvsesvit/veb-proekti

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I am a teacher of Ukrainian literature. I teach children to love to read, to understand what they read, see the beauty of the poetic word. I work in high school. I know that there are children who do not have talent. The teacher should help the student find ourselves what makes a child unique.

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Using ICT helps the teacher to make the learning process more interesting. Especially when students themselves create something using digital devices. To use ICT to work, you must carefully plan urokuyu. If you do not, your students will destroy your plans when they are distracted by surfing the web. I use ICT in project work. This is due to the fact that in the class no wireless internet. And it gives results. Students learn to use the Internet for educational purposes. And it gives results. Students learn to use the Internet for learning. Create media objects using the internet services that are free plan. In these projects, students are also designers, and scientists as they explore a problem and implement it, create a mind map or video, or a table, or books, or presentation, or comics and more. They choose their role in the project. In addition, they are trained to work in a group. Students love this job. They acquire skills that they will need in adult life.