# data[].attributes.body
Animal Planet with Kodu

# data[].attributes.body
My pupils have made a fun acivity learning basics of Python Programming language using CodeCombat game.

# data[].attributes.body
I think we also need STEM student mentors :) It is an exellent way of peer reweiev and helping hands,

# data[].attributes.attachment_link.description
In Be The Game, high school students mentor peers and use game design as a tool for teaching science, technology, engineering, and math, and the program's high tech bus travels to locations where tech facilities are not available.

# data[].attributes.headline
3.8 Learning activity: Digital Mentor, Laerermentor

# data[].attributes.subject
3.8 Learning activity: Digital Mentor, Laerermentor

# data[].attributes.body
I think I am done with it. Good enough .... One way or another evething is in the internet. Every teacher must use the internet for PD. This mentor is very basic. I think it better to rewiev ISTE's.

# data[].attributes.body
If you are keeping up the time and having PD you often don't need a mentor.

# data[].attributes.body
"Look for opportunities to participate in large projects or networks where you may contribute your competence, but also be to challenged and to enhance your own competence and discover new opportunities. You should also consider becoming a mentor for others."

# data[].attributes.body
1) Why and how is self and peer assessment important to me?

Self-evaluation builds on a natural tendency to check out the progress of one‟s own learning. The Self-Assessment provides a means for stimulating ongoing dialogue and collaboration between programdirectors and instructional staff around the interrelated goals of effective classroom practices, professionaldevelopment, and positive learner outcomes. Not every teacher in every program will need to become proficientin each competency. In some situations, the competency may not be relevant.

2) When I have engaged in self and peer assessment about my professional practice in the past, what were the most useful benefits I gained from the processes and outcomes? To answer this question you can reflect on your short self-assessment you did in module 1’s learning activity, and any other self or peer assessment processes you have engaged in.

Education leaders seeking to advance digital age learning and transform their schools need but one thing to be successful. Connectivity. The most useful benefit I gained is connecting to other teachers to learn from them.

3) And what about the aspects I have found most challenging when engaging in self and peer assessment?
Peer assessmet tools are not adequate. After all teacher competences should be developed to assess any educational values.
4) How often do I take part in self and peer assessment? What stops me from doing this more often (is this due to time constraints, to a lack of knowledge about the benefits or how to go about this effectively, or perhaps a school culture which doesn’t encourage this?) There can be many factors, but identifying what these are will help you think about how you might overcome them to allow yourself the opportunity to benefitmore from self and peer assessment.
My school culture mostly does not encourage this. Sustained and planned professional development is a necessary component of developing a school-wide culture of self-assessment, as is strong leadership.
5) Finally, what precise gains do I expect to receive from being involved in self and peer assessment, and how can I ensure I obtain them? And what are my biggest concerns and fears in this regard? How might I find ways to overcome these? Being involved in this course is a good start.
The core purpose of teacher assessment and evaluation provides to strengthen the knowledge, skills, dispositions, and classroom practices of professional educators.

# data[].attributes.headline
2.7 An Italian secondary teacher of Italian language, history & geography’s experience of self-assessment

# data[].attributes.subject
2.7 An Italian secondary teacher of Italian language, history & geography’s experience of self-assessment

# data[].attributes.body
I don't take notes. I thing assesing oneself helps to collect and report accurate data for program improvement and accountability.

# data[].attributes.attachment_link.title
A secondary teacher of Italian language, history & geography’s experience of self-assessment

# data[].attributes.headline
2.6 A Swedish primary teacher of students 
with speech & language difficulties’ experience of self and peer 
assessment (Part 2)

# data[].attributes.subject
2.6 A Swedish primary teacher of students 
with speech & language difficulties’ experience of self and peer 
assessment (Part 2)

# data[].attributes.body
Collecting and reflecting evidance of her teaching practices and related competences is usefull. It ıs a kind of developmental practice to have meetings regularly and creating materials.

# data[].attributes.headline
2.5 A Swedish primary teacher of students 
with speech & language difficulties’ experience of self and peer 
assessment (Part 1)

# data[].attributes.subject
2.5 A Swedish primary teacher of students 
with speech & language difficulties’ experience of self and peer 
assessment (Part 1)

# data[].attributes.body
I think a peer review for each activity should be created for the project and at the end of each activity that should be applied.

Teresia has pointed the important aspects, too.

# data[].attributes.headline
2.3 How can teacher self-assessment support innovative TET?

# data[].attributes.subject
2.3 How can teacher self-assessment support innovative TET?

# data[].attributes.body
"E-portfolios, rubrics, exemplars, games and tracking tools all provide a way for teachers to gauge the quality oftheir work and to see where they might want to make improvements."

Digital tools that helps assessing student outcomes are perfect for 21st century learning. I have used all of them and they are a way of gaining digital competences for the students and teachers. By the way ther is a tentation that the plants would be saved by using digital papers:)

# data[].attributes.attachment_link.title
How can teacher self-assessment support innovative Technology-Enhanced Teaching?

# data[].attributes.headline
2.2 What are the principles of effective teacher self-assessment?

# data[].attributes.subject
2.2 What are the principles of effective teacher self-assessment?

# data[].attributes.body
Janet says "There are a number of assessment tools that help guide self-assessment, including e-portfolios, rubrics, tracking tools and serious games" I wonder "what are the serious games tools that can help set the parameters for assessment and provide a clear way for the teacher to track his or her progress and learning needs? "

# data[].attributes.headline
2.4 A Greek primary physical education teacher’s experience of self and peer assessment

# data[].attributes.subject
2.4 A Greek primary physical education teacher’s experience of self and peer assessment

# data[].attributes.body
I don't want to say too many things except the teacher competency framework and the future curriculum. Otherwise we just have to talk about over student outcomes. Most of them are not valid anyway.

# data[].attributes.attachment_link.title
A Greek primary physical education teacher’s experience of self and peer assessment

# data[].attributes.body
Whether self or peer assessment, they would not have any value without setting criterias related to the curriculum. Technology related competencies may not be relevant if teachers lack access to computers and other technology.

I have heard a session named "open day lecture" from my teacher fellows where in a certain periods of time every teacher in a school performes a lecture with the class open to all school teachers. Is this a way of development?

# data[].attributes.body
There are certain number of Digital Frameworks.
I prefer ISTE and UNESCO’s ICT Competence Framework for Teachers

# data[].attributes.body
With Aurasma: Augmented Reality App

# data[].attributes.attachment_link.title
Tevfikileri Middle School iTEC Future Classroom Cycle 5 - Home

# data[].attributes.attachment_link.description
Tevfikileri Middle School iTEC Future Classroom Cycle 5

# data[].attributes.body
These are very important criterias fot TET which are defined in the course:

1) What was the added value of using technology for this teaching/learning task? What did it enable me/my students to effectively do?

2)Did I effectively integrate the technology into my lesson plan, linking it clearly to the learning objectives and syllabus?

3)Was thetechnology used to its full potential, and did I and my students have the sufficient digital skills to benefit from it?If not, why not, and how might I make sure this is the case in the future?

4)Did the technology support learner choice and personalized learning? Did students use the technology to manage their own learning, by choosing the appropriate resources or tools to support their work?

5)Did the way I use the technology allow the learnerto be a co-designer of their learning, and not only a consumer but also a producer?

6)Did my use of the technology allow my studentsto go beyond learning traditional subject-based competences and develop more transversal 21stcentury skills such as collaborative problem solving?

7)Did I allow enough timefor students to work with the technology, and what could I have done to make the activity run more smoothly?

# data[].attributes.headline
Module 1.8  Learning Activity: Evidence of my Technology-Enhanced Teaching  

# data[].attributes.subject
Module 1.8  Learning Activity: Evidence of my Technology-Enhanced Teaching  

# data[].attributes.body
My ITEC Project involving Tablet and Augmented Reality: My students have created animations of their class teachers and used Aurasma to augment them. It was amazing and engagingfor them. They have learned present tense with this project. They have recorded their own voice instead of the teachers. It was easy for them to learn scholl stuff names and daily activities. I have effectively integrated the technology into my lesson plan. You can see all of them via the project blog wikispaces. They have the sufficient digital skills to benefit from it.The animations were created by them. They collaborated, shared, created and solved some problem. Gained 21st century skills. Every activity has done on time.

# data[].attributes.headline
Module.1.3  Games-based learning for teaching foreign languages

# data[].attributes.subject
Module.1.3  Games-based learning for teaching foreign languages

# data[].attributes.body
Teaching language with games is an angaging way of teaching it. In fact not only for learning languages but also for other subjects.
Alice is a java learning tool. Using it also teaches programming to the students.

# data[].attributes.body
Hi everyone! I am Reyhan from Turkey. I teach English as a foreign language in apublic secondary school. I am also EUN Schoolnet Academy "Technology Enhanced Teaching" Course Instructor. I give a great value to the importance of technology integration and global preparation into the learning environment. I streamline my creative teaching ideas into project-based learning applications with eTwinning . I am tech-savy and innovative, advocate of integrating coding as a STEM.

# data[].attributes.body
My school, K-12, is a bit populated and has 1800 students and almost 100 teachers. It has got 5th-8th graders. Number of girls and boys are almost equal.Teachers come and go among three blocks of building. 8th grades get "Central Test" for the Secondary School. The school has two shifts of educatoin, one starts at 7:10 am and the noon shift at 01:10 pm. Students get approximately 30 hours of lesson. There are about 30 students at the classes. In my project classes we use mobiles. All of the classes will be equiped with smart boards and students will get tablets next year by means of "Fatih Project" in Turkey. This is for the new approach of Ministry of Education based on the Innovation for catching up the teachnology in every aspect of the country. In the school we have internet asses but not fast so I use faster internet from my own for the students.

# data[].attributes.headline
Module 1.6 Using Scratch to teach programming

# data[].attributes.subject
Module 1.6 Using Scratch to teach programming

# data[].attributes.body
Scratch is a good tool for teaching conceptes of programming. Ist's a visual programming tool based on the blocks.It can be used for any subjects. The video is inspiring for the teachers.

# data[].attributes.attachment_link.title
'Eduscratch' - Aiana Primary School, Portugal

# data[].attributes.body
It is a kind of framework like ISTE's. Teacher are needed for special proficiency. We do not have digital framework in our country for teachers. That would be great to have that digital competence!

# data[].attributes.headline
Module 1.4 Using Game Maker and Flash to teach programming and creativity

# data[].attributes.subject
Module 1.4 Using Game Maker and Flash to teach programming and creativity

# data[].attributes.body
teachers
Game Maker is a fantastic tool to create a side scrool game. I am planning to help teachers practice that tool in my workshop.

# data[].attributes.headline
Module 1.5 Using a Smartboard to teach literacy and numeracy

# data[].attributes.subject
Module 1.5 Using a Smartboard to teach literacy and numeracy

# data[].attributes.body
Smart board can be used in all activities for teaching and is a fantastic tool. Teacher should know the digital tools to be used on the smart board creatively.