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Yes, in the past I have used different forms of self-assessment and evaluation to identify my professional learning needs. I have found online digital competency self-assessment questionnaires, training evaluations, and reflection on my own practice particularly useful. They helped me identify areas where I would like to improve, especially in using digital tools and new technologies in teaching. I would recommend these tools to my colleagues because they help us better understand our strengths and areas for development and set clear professional goals.

I stay informed about developments in digital technologies through online training, webinars, eTwinning projects, professional websites, and sharing experiences with colleagues. I am particularly interested in tools such as Canva, Padlet, Wakelet, Google tools, LMS platforms, VR, and AR technologies. I explore their educational potential by trying out different tools and considering how they can be applied in my classroom. I believe that the most important thing is to choose technology with a clear educational purpose that can improve students’ learning.

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I completed the SELFIE for Teachers tool to assess my individual digital skills and pedagogical practices. Additionally, most teachers at our school participated in the school-wide SELFIE assessment to evaluate our overall digital readiness, infrastructure, and technology integration.

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In the past, I have used self-assessment tools and professional reflection activities to identify areas where I could improve, especially in relation to digital competence and teaching methodology. I find self-reflection questionnaires useful because they help me recognise both strengths and areas for development. They can also help me set more specific professional learning goals instead of choosing training courses randomly. I would recommend them to colleagues, especially if they are used as a starting point for planning professional development.

To stay informed about developments in digital technologies, I usually follow teacher training platforms, educational websites, webinars and online courses. I am particularly interested in exploring tools that can have a practical use in the classroom rather than using technology simply because it is new. When I discover a new technology, I first try to understand its educational purpose, then I explore examples of classroom use and consider whether it could improve student engagement, collaboration or learning. I think it is important to test new tools gradually and critically before integrating them into regular teaching practice.

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Below is a structured reflection tailored for your course portfolio and discussion forum response, addressing both diagnostic self-assessment tools and strategies for staying up to date with emerging technologies.

Part 1: Diagnostic Tools for Professional Learning Needs

1. Diagnostic Tools Used & Effectiveness:

SELFIEforTEACHERS (European Framework for the Digital Competence of Educators - DigCompEdu): I have found the SELFIEforTEACHERS self-reflection tool to be one of the most effective diagnostic frameworks. It assesses digital competence across 6 key areas (Professional Engagement, Digital Resources, Teaching & Learning, Assessment, Empowering Learners, and Facilitating Learners' Digital Competence).

How it Informed Goals: The diagnostic provided a clear proficiency map (ranging from Newcomer to Pioneer). It highlighted that while my competency in using digital resources was high, there was room to expand on learner-centered digital assessment and peer-to-peer digital collaboration. This directly shaped my professional development goals to focus on interactive platforms, cross-curricular digital projects, and structured online peer-feedback systems.

Recommendation: I strongly recommend SELFIEforTEACHERS to peers because it offers an objective benchmark rather than a generic checklist, giving personalized feedback and concrete suggestions for growth.

Part 2: Staying Informed & Exploring Emerging Technologies (VR, AR, LMS, Robotics)

1. How I Stay Informed

Professional Educator Networks & Online Communities: Engaging in international teacher networks (e.g., eTwinning projects, European Schoolnet Academy courses, and dedicated STEM teacher forums) provides exposure to tested classroom practices and emerging edtech trends.

MOOCs & Specialized PD Programs: Participating in targeted professional development courses focused on digital competencies and emerging technologies keeps me updated on technical updates and pedagogical frameworks.

EdTech Publications & Webinars: Regularly tracking updates from educational tech platforms, robotics developer communities (e.g., micro:bit, Arduino education), and webinars on AI/AR in education.

2. Exploring Educational Potential

Piloting Low-Friction Hardware & Software: Before introducing new technology to students, I experiment with accessible entry points—such as microcontrollers (micro:bit) for hands-on coding, web-based AR tools, or simulation software within our LMS.

Pedagogy-First Approach: I evaluate tools based on how they enhance active learning rather than using technology for its own sake. For instance:

Robotics & Microcontrollers: Used to build problem-solving and computational thinking skills through tangible, hands-on projects (e.g., environmental monitoring or automation).

AR/VR: Explored for virtual field trips or visualizing 3D/abstract scientific concepts that are otherwise hard to demonstrate in a standard classroom.

LMS Platforms: Utilized as centralized hubs to facilitate blended learning, peer collaboration, and asynchronous feedback loops.

Action Research in the Classroom: I run small-scale pilot projects, gather direct feedback from students on usability and engagement, and refine activities based on real classroom results.

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Digital Professional Learning and Class Projects

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Digital Professional Learning and Class Projects

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In my daily practice as a teacher, I have used the SELFIE for Teachers platform to self-assess my digital skills. This assessment helped me understand my current level and identify areas for growth. To stay updated with emerging technologies, such as artificial intelligence and Learning Management Systems (LMS), I regularly participate in professional development courses and active eTwinning projects, where I have been awarded both National and European Quality Labels. I enjoy testing these tools directly with my students in the classroom, utilizing interactive digital tools to create engaging projects across various topics.

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The one I found most useful is SELFIEforTEACHERS. I would recommend it with one condition. It can be completed individually or as part of a group reflection initiated by a school, and the school-level version is far more powerful. Alone it produces a private report. My honest recommendation is to do it as a staff, then compare.

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To evaluate my professional needs, I rely on tools like SELFIE and stay updated through national ed-tech newsletters that offer practical teaching tips and training resources. I also actively participate in subject-specific associations to collaborate with educators beyond my school environment.

​Furthermore, I continuously expand my digital skills by attending webinars, workshops, and online courses, as well as engaging with teacher communities and ed-tech organizations. Discussing innovative tools with colleagues allows us to exchange valuable feedback and drive continuous professional growth."

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I have mainly used self-reflection, feedback from lesson observations, and professional development courses to identify my learning needs. These have helped me set goals, especially for improving my digital teaching skills. I would recommend them because they encourage continuous improvement.

To stay informed about new digital technologies, I participate in online courses, webinars, eTwinning projects, and teacher communities, and I follow educational websites and social media. I also enjoy experimenting with new tools to explore how they can enhance teaching and learning.

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Yes, I have used several tools and methods to identify and reflect on my professional learning needs. The most effective have been self-assessment questionnaires, classroom observations, student feedback, and discussions with colleagues. These tools helped me recognize my strengths and areas for improvement, particularly in the use of digital technologies and student-centered teaching approaches.

The information gathered guided my professional development goals by helping me focus on improving my digital competencies, classroom management strategies, and assessment practices. I would recommend these tools to my peers because they encourage reflection, provide valuable feedback, and support continuous professional growth.

2. Staying Informed About Digital Technologies

I stay informed about developments in digital technologies through professional development workshops, webinars, online courses, educational websites, and teacher communities. I also follow updates from educational technology organizations and participate in discussions with colleagues who use innovative tools in their teaching.

To explore the educational potential of technologies such as Virtual Reality (VR), Augmented Reality (AR), Learning Management Systems (LMS), robotics, and other emerging technologies, I research examples of classroom applications, attend demonstrations and training sessions, and experiment with the tools in small-scale learning activities. This allows me to evaluate their effectiveness and determine how they can enhance student engagement, collaboration, creativity, and learning outcomes.

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SELFIE is my first experience of assessing my needs in a professional learning sense.

I am subscribed to a national newsletter in Ireland for teaching technology. This gives hints and tips and access to training on occassion.

I am also part of my subject association in each subject. There are always opportunities for learning and meeting teachers of my subject, outside of my school

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Using digital professional learning tools

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Using digital professional learning tools

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In recent years, I have used different self-assessment and professional reflection tools to identify my learning needs as a VET teacher, especially in the areas of digital education, international collaboration and innovative pedagogies.

One of the most useful frameworks for me has been the European Digital Competence Framework for Educators (DigCompEdu), as it helped me reflect on my strengths and areas for improvement regarding digital teaching competences. It also allowed me to establish more structured professional development goals related to collaborative learning, assessment strategies and the integration of digital technologies into laboratory and project-based learning environments.

I would definitely recommend these types of diagnostic tools to other teachers because they encourage continuous reflection and help educators identify realistic and meaningful training objectives adapted to their teaching context.

To stay informed about developments in emerging digital technologies such as Virtual Reality (VR), Augmented Reality (AR), Learning Management Systems (LMS) and other educational technologies, I usually combine different approaches. I participate in Erasmus+ and eTwinning projects, attend international workshops and webinars, follow specialised educational networks and explore experiences shared by other teachers and institutions.

In my teaching context, I am particularly interested in the educational potential of VR and AR for laboratory safety training and technical simulation in Vocational Education and Training. These technologies can provide immersive learning experiences that improve student engagement, practical understanding and professional skills development.

I also explore new technologies through experimentation in real classroom projects, collaboration with colleagues and participation in innovation initiatives connected to VET and digital transformation. I believe that continuous professional learning is essential for adapting education to the evolving needs of students and society.

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I usually use Canva and Genially to create eye-catching visuals. The eTwinning platform has been one of my favourites ever since I discovered it four years ago. I also use Classroom and Drive on a daily basis.I try to keep up to date by taking part in the training courses that are available. The truth is that most of the tools I discover and put into practice in my daily teaching are the ones my colleagues use, because I can see how they actually put them to good use in the classroom.

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In the past, I have utilized diagnostic checklists to identify my professional learning needs, as this is the most helpful first step to ensure alignment with specific classroom goals. I found these tools effective because they moved me beyond popular trends toward targeted development, and I would highly recommend them to peers seeking a personalized learning path. To stay informed about emerging technologies like LMS or robotics, I participate in online professional learning communities (PLCs), which allow me to exchange ideas with colleagues facing similar challenges. I explore the potential of these tools by attending hands-on training and observing teacher-led examples, as seeing practical applications is the best strategy for meaningful adoption.

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During my 35 years of teaching career I have used many types of diagnosticand reflective tools to identify my professional learning needs and I can admit that ome of them were very effective. When I started working on ESEP I found SELFIE for teachers very useful as it llets us rate statements bout how we use digital tools for teaching and learning assessments, professional practice and collaboration. This survey helps to generate a snapshot of prioritie and strengths. I always try to be up to date and learn something new. For this purpose I am doing EU courses, join webinars where colleagues share their experience of using different wweb2 tools.

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In my teaching experience, I have mainly used self-reflection and informal feedback from colleagues and students to identify my professional learning needs. More recently, I have become familiar with structured frameworks like DigComp, which helped me better understand my strengths and areas for improvement in digital competence. I find this type of framework very useful because it gives clear direction for professional development, so I would definitely recommend it to other teachers.

To stay informed about new developments in digital technologies such as VR, AR, and LMS, I usually rely on online courses, webinars, and teacher communities. Platforms like eTwinning and teacher forums are very helpful for exchanging ideas and seeing practical examples from other educators.

I also try to explore new tools step by step, testing them in simple classroom activities before fully integrating them into my teaching. This helps me understand their real value and avoid using technology just for the sake of it.

Overall, I believe that continuous learning, curiosity, and collaboration with other teachers are key to successfully integrating digital technologies into education.

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My experience in developing digital skills

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My experience in developing digital skills

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I have used SELFIE for Teachers, which helped me assess my digital competences and understand what I need to improve.

I also learn a lot through eTwinning projects, where collaboration with partners helps me grow professionally.

I would recommend these tools to colleagues because they help identify learning needs.

How I stay updated with new technologies

I learn about new technologies through:

webinars and training

communication with colleagues

my own practice

I gradually use tools like Canva, Padlet, and Genially in my teaching.

Conclusion:
I believe it is important to keep learning and trying new tools to make learning more engaging for students.

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Using Digital Professional Learning Tools

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Using Digital Professional Learning Tools

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Diagnostic Tools for Professional Learning:

A recent tool I have used to identify and reflect on my professional learning needs is the SELFIE for Teachers. This European Commission tool helps teachers evaluate how they and their schools use digital technologies, highlighting strengths and areas for development. I would recommend this tool to my peers because it provides structured, reflective, and evidence-based guidance.

Staying Informed About Emerging Digital Technologies:

To remain up-to-date with VR, AI, robotics, LMS, and other educational technologies, I use multiple strategies:

Webinars and professional networks: Participating in eTwinning webinars and European teacher communities exposes me to innovative practices.

Self-paced and online courses: Platforms such as the European School of Education, School Education Gateway, and MOOCS allow flexible learning on emerging technologies and pedagogical strategies.

Educational conferences and research: Attending conferences and reviewing current research helps me learn about best practices, case studies, and evidence-based applications of technology in education.

Hands-on experimentation: Piloting activities and new tools in the classroom allows me to evaluate their educational potential.

By combining SELFIE assessments, online courses, webinars, MOOCs, conferences, research, and practical experimentation, I continuously enhance my digital competence and apply innovative technologies to improve student engagement and learning outcomes.

There is always something new to learn, and that make the whole process even more exciting!

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Reflection on Diagnostic Tools and Professional Learning

Yes — I have engaged with several diagnostic tools to identify my professional learning needs, the most impactful being the European DigComp framework self-assessment, which helped me honestly map my digital competencies across five areas: information literacy, communication, content creation, safety, and problem-solving. In the Jordanian university context, where professional development is often externally imposed through mandatory training days rather than personally driven, this kind of structured self-reflection was genuinely revelatory — it revealed gaps I had not consciously acknowledged, particularly around data privacy and digital safety, areas rarely addressed in local PD sessions. I also found peer observation and reflective feedback forms highly effective; having a trusted colleague observe a lesson and respond through a structured rubric created a mirror that formal assessments rarely provide. I would absolutely recommend both to peers, with one caveat familiar to the Jordanian setting — self-assessment tools only work when the institutional culture genuinely values honest reflection over performative compliance.

Staying Informed About Emerging Technologies

Staying current with developments in VR, AR, LMS platforms, robotics, and other emerging technologies requires deliberate and diversified effort, especially in Jordan where access to cutting-edge EdTech conferences and resources is uneven. My primary strategy is a combination of curated online learning — through MOOCs on Coursera and edX, LinkedIn Learning, and YouTube channels dedicated to educational technology — and professional learning networks, including international teacher communities on Twitter/X and Facebook groups specifically for Arab educators. I also regularly visit platforms such as Edutopia, ISTE, and the Horizon Report to track which technologies are gaining traction in educational contexts globally, then critically ask whether they are feasible, affordable, and culturally appropriate for the Jordanian classroom. For hands-on exploration, I experiment with free or freemium tools — creating a basic AR experience using CoSpaces Edu, or exploring an LMS feature I had not previously used — because direct experimentation builds the kind of embodied understanding that reading alone cannot replicate.

Bridging Global Trends and Local Realities

The most important reflective habit I have developed is resisting the temptation to adopt technology because it is trending, and instead asking a grounding question: does this serve my students' actual learning needs in this specific context? In Jordan, where classroom sizes are large, internet connectivity is inconsistent, and student populations are increasingly diverse — including refugee and first-generation university students — the excitement around VR or robotics must always be balanced against questions of equity, access, and pedagogical purpose. I would recommend peers form small technology exploration circles within their departments — informal groups that meet monthly to share one new tool, test it together, and honestly evaluate its potential and its limitations. This peer-driven model of staying informed is not only more sustainable than individual self-study but is also deeply aligned with the collaborative, relationship-centred professional culture that defines Jordanian higher education at its best.

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I have used self-assessment surveys and teaching checklists to identify my professional learning needs. They helped me see my strengths and areas to improve, guiding my development goals, and I would recommend them to peers. To stay updated on digital technologies like VR, AR, LMS, and robotics, I read articles, follow blogs, attend webinars, and try out demos to explore how they can be used effectively in education.

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I have used the SELFIE fOR TEACHERS for my self assesment. I stay informed through the European School Education Platform newsletter, online courses and MOOCS. Through Facebook groups and ESEP groups.

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Webinar attendance is a way of staying informed about developments in digital technologies.

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To stay informed about developments in digital technologies, I use a combination of:

European platforms (eTwinning, School Education Gateway, European Schoolnet webinars)

Online courses and MOOCs (especially related to digital pedagogy and AI in education)

Professional learning communities on social media (Facebook groups, LinkedIn networks)

Educational conferences and webinars

Newsletters from EdTech platforms

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Yes, I have used several diagnostic tools and self-assessment frameworks to reflect on my professional development needs, especially in the area of digital competence.

One of the most effective tools I used was the SELFIE for Teachers (based on the DigCompEdu framework). It helped me identify my strengths (digital resources and student engagement) and areas for growth (assessment strategies using technology and personalized learning pathways). The structured reflection across different competence areas gave me a clearer vision of where I needed to focus my professional learning.

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In the past, I have used the SELFIEforTEACHERS self-reflection tool provided by the European Commission. stay updated through the European School Education Platform (ESEP) newsletters, eTwinning webinars. If the tool improves student engagement or clarifies a complex concept during a small pilot lesson, I then integrate it into my long-term professional development goals.

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Yes, I have used self-reflection surveys and teaching competency checklists to identify professional learning needs. Tools like Edutopia’s professional learning framework and Google Forms-based self-assessments were most effective, helping me set goals for digital integration and classroom technology use. I would recommend them to peers for structured reflection.

I stay informed about digital technologies by following educational tech blogs, webinars, and professional learning communities, and I explore their potential by testing VR/AR apps, LMS features, and classroom robotics in small pilot lessons to evaluate engagement and learning impact.

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Mi tengo aggiornato partecipando a numerosi corsi di formazione, MOOC, webinar, workshop, ecc. Sperimento molto con progetti innovativi e sperimentali, debate, uso dell'IA nella didattica, uso della realtà virtuale, il podcast, ecc. Mi confronto molto con colleghi e soprattutto con il mio team dell'innovazione perchè sono Animatore digitale e Funzione Strumentale per la transizione e l'innovazione digitale. Spesso mi capita di essere docente in corsi di formazione per i colleghi e grazie alle loro domande e riflessioni riesco a crescere costantemente.

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SELFIEforTEACHERS

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I stay informed about developments in digital technologies by regularly reading educational technology blogs and research articles, attending webinars and conferences, joining professional learning networks, and taking online courses focused on emerging tools. I explore their potential for educational in lesson planning, piloting small activities or projects in the classroom, observing how students interact with the technology, and reflecting on its impact on engagement, understanding, and learning outcomes.

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I have used the European Framework for the Digital Competence of Educators (DigCompEdu) self-assessment tool to reflect on my digital teaching competencies, and it helped me set clear professional development goals in areas such as assessment and student empowerment. I stay informed about emerging technologies like VR, AR, LMS, and robotics by following webinars, academic publications, and professional learning networks, and I explore their educational potential through small-scale classroom implementations and pilot activities. I would definitely recommend these tools and strategies to my peers.

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Yes, I have used self-assessment tools such as professional standards checklists, teaching reflection journals, peer observations, and student feedback surveys to identify my professional learning needs. I found reflective practice journals and peer feedback particularly effective because they provided honest insights into my strengths and areas for improvement. These tools helped me set clear professional development goals, such as improving digital integration in lessons and enhancing student engagement strategies. I would recommend them to colleagues because they encourage continuous growth and self-awareness.

To stay informed about developments in digital technologies like VR, AR, LMS platforms, robotics, and other emerging tools, I follow educational technology blogs, attend webinars and professional development workshops, participate in online educator communities, and explore updates from platforms such as Google Classroom. I also test new tools through free trials and pilot activities in my classroom to evaluate their educational potential and effectiveness.

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I have mainly used self-reflection and simple online self-assessment tools to identify my professional learning needs, rather than formal diagnostic tests. These tools helped me become more aware of my strengths and the areas where I need further development, especially in using digital tools more effectively in teaching. They guided my professional development goals by helping me focus on practical skills. I would recommend them to my peers because they are easy to use and encourage honest reflection.

To stay informed about developments in digital technologies such as VR, AR, LMS, robotics, and other emerging technologies, I usually follow online courses, webinars, educational platforms, and teacher communities. I explore their potential for educational use by reading about real classroom examples and occasionally testing simple tools to see how they could support learning.

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I used SELFIE to find out about my digital knowledge.

To develop my knowledge I regularly take part in webinars and read books or shorter texts about new developments. Afterwards I always try to integrate my new knowledge in my classes to test the methods/techniques/ applications and to make sure that I do not just read about them but really work with them to be able to decide if they are functional for the given situation.

Social media platforms as BlueSky or LinkedIn also offer a lot of interesting information concerning new technological developments.

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I have used webinars and online courses to improve my teaching of German as a foreign language. A successful experience was participating in an online webinar on digital tools for language learning, where I learned practical strategies and activities that I later applied in my classroom in Greece, increasing student engagement and interaction.

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I stay informed by attending professional development sessions, following educational technology blogs and webinars, and learning from colleagues. I explore their educational potential by trying new tools, participating in trainings, and reflecting on how they can support student engagement and learning outcomes.

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In the past, I've used Google Forms-based assessment tools to evaluate projects. I try to address my shortcomings as much as possible and closely follow developments. I keep up with and learn about new technologies by following experts on the subject on social media and through eTwinning projects and partnerships.

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I have drawn on a range of diagnostic tools to better understand my professional learning needs, including self-assessment grids, reflective writing, and digital competence frameworks like DigCompEdu. These instruments have been particularly useful because they allow me to identify what I already do well, pinpoint areas that require further development, and set achievable learning goals. I would also suggest them to colleagues, as they promote a more structured and purposeful approach to reflection.

To keep up with innovations in digital technologies—such as VR, AR, LMS platforms, robotics, and other emerging educational tools—I regularly read edtech blogs, take part in webinars, and engage in professional learning networks. I also explore their classroom potential by experimenting with pilot tasks, analysing case studies, and assessing how each tool can support student motivation and improve learning outcomes.

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I used self-assessments and video analysis of teaching to identify my professional learning needs. The self-assessment tools were most useful because they allowed me to reflect and plan specific goals. I would recommend them to colleagues because they encourage reflective practice.

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No, I haven’t used any formal diagnostic tools or assessments to identify my professional learning needs in the past.
Instead, I have relied on informal self-reflection and feedback from colleagues to guide my development and done intensive training to upgrade my skills. While this approach has helped me improve in certain areas, I recognize that structured diagnostic tools could provide a clearer picture of my strengths and areas for growth. I would be interested in exploring tools like self-assessment surveys or digital competency frameworks in the future to set more targeted goals.
Although I haven’t used diagnostic tools, I actively keep up with DT since I've completed a master degree in education and digital technologies up webinars, online courses, and professional networks.

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I have used several diagnostic tools to identify my professional learning needs, including self-assessment checklists, reflective journals, and digital competence frameworks such as the DigCompEdu rubric. I found these tools effective because they helped me recognise my strengths, highlight areas for improvement, and set clear, realistic development goals. I would recommend them to peers, as they encourage structured and meaningful reflection. To stay informed about developments in digital technologies such as VR, AR, LMS platforms, robotics, and other emerging tools, I follow educational technology blogs, attend webinars, and participate in professional learning communities. I also explore their educational potential by testing pilot activities, reviewing case studies, and evaluating how each tool can enhance student engagement and learning outcomes.

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I do robotics coding activities in my classroom.

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Reflecting on Diagnostic Tools and Staying Updated with Emerging Technologies

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Reflecting on Diagnostic Tools and Staying Updated with Emerging Technologies

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In the past, I have used several diagnostic tools to identify my professional learning needs, including SELFIE for Teachers, European Digital Competence Framework (DigCompEdu) checklists, and short reflective surveys. I found SELFIE for Teachers the most effective because it provided a clear picture of my digital strengths and areas for improvement. It also helped me set realistic professional development goals. I would definitely recommend these tools to colleagues because they offer structured and personalized feedback.

To stay updated with emerging technologies such as VR, AR, LMS platforms, and robotics, I follow educational webinars, EU-funded project materials (like ESEP), online courses (Coursera, FutureLearn), and teacher communities on social media. I also explore new tools through pilot activities in my school and by reviewing case studies shared by other educators. This helps me understand the real classroom potential of these technologies and evaluate whether they fit my teaching context.

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Ι have used several diagnostic tools in the past to reflect on my professional learning needs(SELFIE / SELFIE for Teachers, eTwinning Professional Development Framework – Self-Assessment). These tools helped me identify areas where I wanted to grow, especially in digital pedagogy, and guided me in setting clear development goals. I would definitely recommend them to colleagues, as they provide a structured and meaningful starting point for reflection.

To stay updated on emerging technologies like VR, AR, LMS platforms and robotics, I follow educational technology networks, attend webinars, and explore practical examples shared by other educators. I also enjoy experimenting with new tools myself to understand how they could enhance learning experiences and promote student engagement.

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Meryem Şirinsoy Kalaycı/ Sahil Anaokulu/ Bitlis- Türkiye

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Meryem Şirinsoy Kalaycı/ Sahil Anaokulu/ Bitlis- Türkiye

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I used Google Academic to identify my professional learning needs. SelfieForTeachers was a first for me for self-assessment. I stay informed about developments in digital technologies through Scientix, European Schoolnet Academy, and social media.

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Selfie For Teachers

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Selfie For Techers

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Mesleki gelişim ihtiyaçlarımı belirlemek için bugüne kadar SELFIE for Teachers, Scientix MOOC değerlendirmeleri, YetGen dijital yeterlilik testleri ve çeşitli mikro-öğrenme platformlarının sunduğu öz-değerlendirme araçlarını aktif olarak kullandım. En etkili bulduklarım, güçlü–geliştirilmesi gereken yönlerimi net bir şekilde ortaya koyan ve bana kişisel öğrenme hedefleri planlamamda yol gösteren araçlardı; bu nedenle bu tür değerlendirmeleri meslektaşlarıma da gönül rahatlığıyla tavsiye ederim. Ayrıca dijital teknolojilerdeki gelişmeleri takip etmek için EUN/Scientix bültenleri, akademik webinarlar, öğretmen toplulukları, AR–VR uygulama kütüphaneleri, LMS yenilikleri, robotik ve yapay zekâ içerikli eğitimleri düzenli olarak takip ediyorum. Yeni teknolojilerin eğitimdeki potansiyelini keşfetmek için küçük pilot uygulamalar yapıyor, sınıf içi mikro denemelerle pedagojik katkılarını gözlemliyor ve gerekli gördüğüm durumlarda okul çapında yaygınlaştırma çalışmaları yürütüyorum.

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SELFIE for teachers is a tool that can be used to identify professional learning needs.

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Selfie for Teachers

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I learned about virtual reality through university teachers. I'm the author of a book chapter on augmented reality.

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In my school we use selfie for techers.

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I often use Selfie to check the skills of the teachers working at the school.

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To stay updated on emerging digital technologies such as VR, AR, LMS platforms, robotics, and other educational innovations, I use a combination of continuous professional learning, networking, and hands-on exploration

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Selfie for teachers helped me identify and reflect on my professional learning needs in the past. Also I participate in eTwinning seminars every year to get help and learn more effective tools.

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I participate in at least two eTwinning seminars every year. The Greek organization Etwinning offers a variety of seminars for teachers who want to stay informed.

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I use SLFIE for teachers to check my digital knowledge. But, I can tell I am improving also checking my abilities in using apps such as Genially.

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I use notework board at school, eclass and AI

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I used SELFIE for Teachers, first time, during an advaced course of eTwinning; now, after some years, I used it again and I realized my professional improvement on the technologies. As a component of the digital team of my school and as a teacher in teacher training courses, I stay quite informed about developments in digital technologies (tools and AI), but not yet in VR or AR.

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Being involved in eTwinning projects as a member and as a founder/co-founder for 5 years has helped me both to develop professionally and to increase my level of understanding of digital skills. I have utilised also Selfie for teachers to identify my professional learning needs.

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I used SELFIE tool and eTwinning pd tools for determining my improvement. I attended many online or face to face teacher trainings and courses. I tried chatgpt when I wanted to know which grade my English is. But I don't have an AI tool giving me feedback regularly about my personal development process.

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I stay informed about the latest developments in digital technologies such as Virtual Reality (VR), Augmented Reality (AR), Learning Management Systems (LMS), and robotics through a variety of professional learning networks and resources.

I regularly follow educational technology updates on platforms like European School Education Platform, eTwinning, and Edutopia, where innovative teaching ideas are shared by educators worldwide. I also participate in online webinars, MOOCs, and training courses offered by organizations such as European Schoolnet Academy and Google for Education. These platforms provide hands-on examples of how new technologies can be integrated into the classroom to improve student engagement and learning outcomes.

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Yes, I have used SELFIE for Teachers, a diagnostic tool designed to help educators reflect on their digital competence and identify areas for professional growth. I found it particularly effective because it provided a clear overview of my strengths and areas of improvement across different dimensions of digital teaching, such as using technology for assessment, collaboration, and professional engagement. The results guided me in setting realistic and targeted professional development goals, such as integrating more digital tools into my lessons and enhancing students digital literacy. I would definitely recommend SELFIE for Teachers to my peers, aa it offers a structured and personalized way to plan professional growth. To sty informed about developments in digital technologies like virtual reality, augmented reality, learning management systems and robotics, I regularly follow educational technology journals, participate in webinars and teacher communities, and explore pilot projects that allow me to experiment with these tools in educational contexts.

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I used SELFIE for reflection of my Digital skills

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I have used SELFIE tool because, instead of guessing what to improve, the report gives me data to back up my planning. I can use the results to justify requests for better equipment, specific teacher training, or new digital resources!

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Yes, I have used digital technologies and I still use them, being a digital trainer. They are incredibly useful if you know how to use them.

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I have used SELFIE tool to check my digital knowledge. To stay informed about developments in digital technologies I attend webinars and courses .

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Yes, I have utilised several diagnostic tools and assessments to identify my professional learning needs. These include:

Self-assessment questionnaires on digital competence (e.g., DigCompEdu Self-Assessment Tool) to evaluate my skills in technology-enhanced teaching.

Peer feedback and lesson observations to identify areas where digital tools could improve engagement and learning outcomes.

Reflection journals and professional portfolios to monitor progress over time and set concrete development goals.

The most effective tool for me has been the DigCompEdu Self-Assessment, as it provides a structured framework to analyse strengths and weaknesses in digital pedagogy, guiding my professional development goals, such as improving interactive teaching and exploring collaborative online platforms. I would highly recommend this tool to peers, as it offers a clear roadmap for targeted growth.

Staying Informed About Emerging Digital Technologies

I stay updated on developments in digital education technologies through:

Professional networks and communities, such as eTwinning, Erasmus+, LinkedIn groups, and educational webinars.

Research articles, blogs, and newsletters from trusted sources in EdTech.

Hands-on exploration, experimenting with tools such as VR/AR applications, LMS platforms (Moodle, Google Classroom), robotics kits (LEGO Education, micro:bit), and AI-driven learning tools.

Professional development courses and workshops, both online and in-person, to gain practical experience with new technologies.

I explore their potential for educational use by piloting small-scale activities, reflecting on student engagement and learning outcomes, and then gradually integrating successful tools into broader lessons or projects. For example, I tested AR apps to visualize historical sites in a social studies project and used LMS features for collaborative student assignments, which increased motivation and interaction.

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Yes, I have used self-assessment surveys and European School Education Platform (eTwinning) reflection tools to identify my professional learning needs. I found the Self-Evaluation Tool for Digital Competence (DigCompEdu Check-In) particularly effective—it helped me pinpoint areas for growth such as collaborative use of digital tools and creative digital content creation.
These reflections guided my goals to integrate more technology-based collaboration (e.g., Canva, Teams) into my teaching.
I would recommend DigCompEdu Check-In to peers because it is practical, evidence-based, and directly linked to digital teaching competence.

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I have already used Selfie for teachers to test my digital knowledge and have taken part in many eTwinning projects and webinars because they offer a great help in improving my professional learning needs.

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Yes, I have used several diagnostic tools and self-assessment frameworks to identify and reflect on my professional learning needs. Among them, the European Framework for the Digital Competence of Educators (DigCompEdu) has been particularly effective. It helped me evaluate my digital competence across areas such as teaching, assessment, learner empowerment, and professional collaboration. I have also used SELFIE for Teachers, which provided valuable insights into my digital teaching practices. I would definitely recommend these tools to colleagues, as they offer structured, evidence-based pathways for continuous professional growth.

To stay informed about emerging digital technologies like VR, AR, LMS platforms, and robotics, I regularly follow educational technology newsletters, professional learning communities (eTwinning, School Education Gateway, EPALE), and webinars or MOOCs offered by the European Schoolnet Academy and other trusted organizations.

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I have used diagnostic tools such as self-assessment rubrics, reflective surveys, and professional learning frameworks and SELFIE for Teachers to identify my strengths and areas for growth in digital pedagogy. I found these particularly effective in helping me evaluate how confidently and purposefully I integrate technology into teaching. They guided my professional development goals by highlighting where I could deepen my understanding of digital tools to enhance student engagement and collaboration.

To stay informed about emerging technologies such as VR, AR, LMS platforms, and robotics, I regularly attend webinars, follow educational technology forums, and engage with professional learning networks online. I also experiment with new tools on a small scale in my classroom, exploring their educational potential through pilot activities before wider implementation.

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Yes, I have used digital diagnostic tools to reflect on my professional learning needs. One of the most effective tools I have used is the SELFIE for Teachers (developed by the European Commission). This tool helped me evaluate my digital competence across different areas such as teaching, assessment, communication, and professional engagement.

The results clearly showed me where I was confident — for example, integrating digital tools in mathematics lessons — and where I needed further development, such as collaborative content creation and online assessment strategies. Based on these insights, I set specific professional development goals, including improving my skills in interactive resource design (for instance, learning to use Genially) and enhancing digital collaboration through platforms like eTwinning.

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I have used several diagnostic tools and self-assessment frameworks to identify and reflect on my professional learning needs. One of the most effective tools has been the SELFIE for Teachers, which evaluates teachers’ digital competence.

Completing the self-reflection survey helped me pinpoint strengths—like integrating interactive tools into math lessons—and identify areas for growth, such as digital assessment strategies and online collaboration.

I have also found feedback from classroom observations and student surveys valuable diagnostic tools.

They provided direct insights into how effectively I was using technology to support learning, helping me set concrete professional goals such as improving differentiation through adaptive digital resources.

To stay up to date with new educational technologies, I regularly engage in continuous professional learning and peer collaboration. I follow specialized educational technology forums, webinars, and communities of practice on platforms like eTwinning, EU Academy, and Google for Education.

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As an ICT teacher, my curriculum already requires me to teach and implement technologies such as VR, AR, LMS platforms, robotics, and other emerging digital tools. Through these experiences, I not only explore their educational potential with my students—making lessons engaging and fun—but also guide my colleagues in using these tools effectively. I provide support, create opportunities for them to experiment, and encourage innovative practices in their teaching. In terms of professional learning needs, I regularly reflect on my skills and those of my peers, using self-assessment and observation as informal diagnostic tools. These reflections help shape targeted professional development goals, and I actively recommend tools and strategies that I find effective to other teachers, fostering a collaborative and digitally enriched learning environment.

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In the past, I have used the DigCompEdu self-assessment tool and national teacher training questionnaires to reflect on my digital competences. These tools helped me become more aware of my strengths and areas for growth—especially in using interactive and collaborative technologies. They also guided me in setting concrete goals for professional development, such as integrating digital tools more purposefully into daily teaching. I would definitely recommend them to colleagues, as they offer clear feedback and encourage continuous improvement.

To stay informed about new and emerging technologies like VR, AR, LMS, and robotics, I regularly join webinars, online courses, and professional learning communities on platforms such as eTwinning. I also enjoy following education blogs, conferences, and pilot projects focused on digital innovation. Whenever possible, I experiment with new tools on a small scale in my classroom to see how they can enhance student engagement and learning.

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Most teachers have used self-assessment tools, with SELFIE for Teachers being the most popular choice. Many find that these tools, along with DigCompEdu, are very effective because they provide a clear, structured picture of their strengths and areas that need improvement in digital skills. Teachers frequently recommend these methods to their colleagues as they help set clear, purposeful professional development goals. Some teachers also rely on less formal methods like peer or student feedback for reflection.

To stay informed about emerging technologies like Virtual Reality (VR), Augmented Reality (AR), Learning Management Systems (LMS), and robotics, teachers use a combination of methods. The most common are attending webinars and MOOCs and actively participating in online communities such as eTwinning, LinkedIn, and Facebook groups for teachers.

To explore the educational potential of these new technologies, the primary strategy is a hands-on approach. Teachers emphasize trying out free tools in small, low-risk classroom activities or pilot projects , and then reflecting on the impact the tool has on student engagement and learning outcomes, rather than just the initial "wow" factor. This practical experimentation helps them responsibly integrate new digital opportunities into their teaching.

Additionally, YouTube is extremely helpful for me to learn new things. I am also pursuing a Master's degree in Educational Technology, and the interactions there are very beneficial.

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I used Selfie to check on my abilities and needs

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I always use SELFIE to check my abilities and my empowered skills

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I have used tools such as self-assessment surveys, teaching reflection journals, peer observation feedback, and the SELFIE for Teachers test to reflect on my professional learning needs. These tools helped me identify areas for improvement, such as integrating technology into lessons and enhancing collaborative practices.

I keep up with developments in VR, AR, LMS, robotics, and other emerging technologies through webinars, online courses, professional networks, and educational blogs. To explore their classroom potential, I experiment with trial tools, design small pilot activities, and reflect on their impact on engagement and learning outcomes.

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I have used Selfie for eTwinning projects and to reflect on my digital skills

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I have used SELFIE for Teachers to reflect on my professional learning needs. It helped me identify areas to improve, particularly in digital pedagogy and classroom technology, and guided my development goals. To stay informed about new technologies I follow educational webinars, eTwinning and MOOC communities, and professional groups on social media. I explore their potential by testing small applications in class and reflecting on how they can enhance engagement and creativity in learning.

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I used selfie tools in my daily activities with students and in the eTwiining project.

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I have used SELFIE for teachers and I try to attend as many moocs and seminars to enhance my knowledge and improve my teaching skills.

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Professional Learning Tools

In the past, my principal, colleagues, and supervisor used to attend my lessons and give me feedback on my teaching.
I benefited a lot from their comments because they gave me a clear view of my strengths and areas I needed to improve, like using interactive activities or organizing digital lessons.
These comments helped me set clear goals for my professional development, such as improving my skills in using digital tools in the classroom and increasing student engagement.
I would recommend this kind of feedback to my colleagues because it gives practical and very useful guidance.

Keeping Up with Digital Tools

I do not follow developments like Virtual Reality or robotics officially, but I learn about new digital tools by talking with colleagues and seeing the tools they use in their classes.
I also like to try the tools myself and learn on my own, by practicing and discovering how to use them in lessons.
This way, I can understand how each tool can be used in teaching and try what works best for my students and class needs.

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I have used the SELFIE for Teachers tool to reflect on my digital skills and identify areas where I can improve. It gave me useful insights for setting professional learning goals.

To keep up to date, I take part in eTwinning projects, as well as MOOCs and seminars, which help me explore new digital tools and practices for education. These opportunities support my growth and give me ideas I can use in my classroom.

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Yes, I have used diagnostic tools such as digital competence self-assessments (e.g. based on DigCompEdu) as well as 360° feedback from colleagues. These helped me identify areas for improvement, such as integrating collaboration tools in the classroom, and to set more specific professional development goals. I would recommend them because they provide an objective starting point for targeted learning.

To stay informed about new technologies (VR, AR, LMS, robotics), I follow specialised webinars, educational conferences, and communities of practice (e.g. on platforms such as LinkedIn or eTwinning). I also pilot small applications in my classroom in order to directly explore their pedagogical value.

I believe that continuous exploration and small-scale experimentation is the most effective way to responsibly integrate new digital opportunities into education.

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I have made use of a few diagnostic tools to reflect on my professional learning needs. For example, I have completed a self-audit against the Teaching Standards framework, which helped me pinpoint areas where I was confident (such as classroom management) and areas where I wanted to grow (such as embedding digital tools more effectively). I have also used learning style questionnaires, which encouraged me to think about how I approach professional learning and collaboration.

The most effective tool I found was a digital skills self-assessment survey provided by my school, which asked me to rate my confidence with different technologies (e.g., using Teams, creating interactive presentations, or integrating assessment tools). This gave me a clear picture of where I needed to focus, and it directly informed my CPD goal of becoming more confident in using digital platforms for collaborative planning.

I would recommend these tools to my peers because they are simple but powerful - they promote self-reflection, provide a structured way to identify gaps, and can guide more meaningful professional development goals.

I stay informed about emerging digital technologies by engaging with a mix of professional learning networks and educational communities, like HUPE. I also attend school-led CPD sessions and occasionally join webinars and online conferences to hear directly from practitioners and edtech providers.

To explore their potential for educational use, I adopt a hands-on approach wherever possible. I also collaborate with colleagues to pilot new tools on a small scale, gathering feedback from both teachers and students before deciding whether they are worth embedding more widely.

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I used the Selfie for teachers tool to test my knowledge in digital tools. I take part to the etwinning projects, moocs and seminars.

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I have used SELFIE for TEACHERS and attend regularly seminars, webinars and MOOCS on eTwinning to enhance my digital competences.

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I use SELFIE tools to strengthen and assess my digital skills. Also, i take part in Etwinning projects, moocs and seminars.

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I use SELFIE tools to strengthen and assess my digital skills. I want to continue improving my knowledge by exploring different tools, and I believe I’m learning more every day.

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I have used SELFIE for teachers. I try to keep up with new possibilities through participation in Erasmus+ structured courses and different webinars.

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Yes, I have used some diagnostic tools to reflect on my professional learning needs. For example, SELFIE for Teachershelped me see which areas of digital competence I’m strong in and which I could improve, like using interactive platforms or collaborating online with colleagues. It really helped me set practical goals for my professional growth, and I would definitely recommend it to other teachers.

To stay up-to-date with new technologies like VR, AR, LMS, or robotics, I follow educational blogs, attend webinars, and participate in learning communities with colleagues. I like to try out new tools myself, experimenting with apps or VR simulations in my PE classes to see what engages students best. This hands-on exploration helps me decide which technologies are worth integrating into my teaching.

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Yes, I have used a few diagnostic tools to reflect on my professional learning needs. For example, I’ve completed self-assessment surveys on digital competence (like DigCompEdu)

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I use SELFIE tools to improve and check my digital knowledge. I want to improve my knowledge by using diffent tools. I'm getting educated day by day I belive it.

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Ηλίας Τουτσογλίδης

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Ηλίας Τουτσογλίδης

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I tried some diagnostic tools — not just to “check” skills, but to reflect more meaningfully on my path.

One tool that helped me a lot was DigCompEdu, which led me to a more focused self-assessment of my digital skills. It wasn’t just about technology; it helped me see more clearly how I could use technology with pedagogical purpose. Also, through structured feedback from colleagues and students, I began to see more clearly where there were gaps or opportunities for growth.

What I realized is that professional development is not a straight line; it requires self-observation, reflection, and, often, the courage to admit that you don’t know something as well as you thought. Since then, I’ve tried to re-examine my needs regularly and adjust my goals. I would recommend such tools to any colleague who wants to move towards a more thoughtful and meaningful professional

Technology in education is evolving at a rapid pace and, honestly, I have often felt that it is moving faster than I can keep up with it. However, from this difficulty, a challenge was born: to find ways not only to stay informed, but also to connect this knowledge with practice in the classroom. What I hold is that it is not only the “new technology” that matters, but how it can make learning more meaningful. Exploring these technologies is not a “technical” process for me; it is a journey of learning and continuous reflection.

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I have used diagnostic tools such DigCompEdu and reflective questionnaires from eTwinning and Erasmus+ training. I found DigCompEdu particularly effective, as it gave me a clear picture of my strengths and areas to improve in digital pedagogy. This helped me set specific professional development goals.

To stay informed about emerging technologies like VR, AR, LMS, and robotics, I follow webinars, online teacher communities, and EU platforms such as School Education Gateway and eTwinning groups.

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I’m familiar with the SELFIE tool, but I’ve never gone through the full process myself. Most of the time, I stay informed and reflect on my professional learning needs through eTwinning webinars, training sessions organized by my school, and by following professional discussions and resources on social media—especially LinkedIn.

When it comes to emerging technologies like VR, AR, LMS platforms, or robotics, I usually explore their potential by attending webinars or observing how other teachers implement them in their classrooms. I find it helpful to see how these tools are used in real school settings before deciding whether they could be a good fit for my own teaching context.

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Yes, I have made use of several diagnostic tools to identify my professional learning needs, and one of the most effective has been SELFIEforTEACHERS, which is aligned with the European DigCompEdu framework. This tool enabled me to reflect on my digital teaching practices in a structured way, highlighting both my strengths and the areas where I could improve. For instance, it showed me the importance of focusing more on co-creating content with students and integrating digital tools for formative assessment. It also guided me in setting concrete professional development goals, such as introducing more collaborative platforms into my lessons and improving my strategies for online evaluation. I would strongly recommend this tool to colleagues, as it is user-friendly, visually clear, and highly effective in supporting meaningful self-reflection.

To stay updated on emerging technologies such as virtual reality (VR), augmented reality (AR), learning management systems (LMS), and robotics, I rely on several professional sources. These include eTwinning training courses, MOOCs provided by national digital education networks, webinars by Canopé, as well as professional learning communities on LinkedIn and Facebook groups for teachers. Additionally, I subscribe to newsletters that provide updates on digital innovation in education.

When exploring a new digital tool, I usually begin by testing free versions or demos before applying them in a small-scale project with my students. For example, I have used CoSpaces Edu to experiment with VR in the classroom and Tinkercad to introduce students to the basics of 3D modeling. In every case, my focus remains on pedagogical value—whether the tool enhances learning, fosters engagement, or provides new opportunities for creativity and collaboration.

Through these approaches, digital professional learning tools have become a vital part of my continuous growth as a teacher, helping me to stay innovative while keeping student learning at the core of my practice.

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I used the Selfie for teachers tool to test my knowledge in digital tools. I take part to the etwinning projects,  moocs and seminars.

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I used the Selfie for teachers tool to test my knowledge in digital tools. I take part to the etwinning projects,  moocs and seminars.

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I have already used the SELFIE tool and I try to renew my knowledge with the help of webinars, mooc and I try self-assessment tools, as well.