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my message to the introduction padlet on European Schoolnet Academy - Mentep3 course

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my message to the introduction padlet on European Schoolnet Academy - Mentep3 course

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Hello everyone! I teach English in a Liceo Linguistico at Rieti, in center Italy. I am also a teacher trainer and part of the team who works on the school policy with the headmaster. I took part in the previous two MENTEP courses and I am convinced the tool can be used in my school to foster improvement in the use of didactic technologies and innovation.

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

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

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Brainstorming about the likely value of a tool for the self-assessment of technology-enhanced teaching to teachers and schools. Do you think this could be useful? How? What would you expect of such a tool – as a school head, teacher or policymaker?
My contribution: I think teachers need a common tool which helps them understand both their position and the direction of a possible improvement. As a teacher trainer i think I could start a course by proposing to complete the TET-SAT individually, discuss the results and the possible way everyone could improve their teaching, propose tools, device a TLA and possibly experiment it in a class; finally self assess one's improvemet and discuss in presence/in an online platform for further collaboration. As a co-policy maker I would propose TET-SAT as a starting point and as a guide for collaboration; the scheme would be that of an internal training course, the model action-research, with a highly motivated group (teachers of different subjects in a class. in Italy the class group remains the same throughout the year) and on a volunteer basis for the rest of the teachers (encouraging their participation with some kind of reward).

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What is the value of the self-assessment tool (1)-The results of the survey

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What is the value of the self-assessment tool (1)-The results of the survey

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View and analyze results from the One-question Survey - MENTEP SurveyMonkey survey. See actual response data, text summaries and word clouds.

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

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

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The value – and challenge – of online self-reflection and -assessmentWhat do you think are the advantages of self-assessment over other approaches? What shortcomings or risks can you see related to the concept of self-assessment? Do you think that the teachers in your school or country are open to a culture of self-assessment?

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The value – and challenge – of online self-reflection and -assessmentWhat do you think are the advantages of self-assessment over other approaches? What shortcomings or risks can you see related to the concept of self-assessment? Do you think that the teachers in your school or country are open to a culture of self-assessment?

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my contribution to the padlet: Assessing is a core part of teaching and teachers are aware of how important self-assessment is in the learning process. Practicing it in a peer evironment is extremely useful, even if it is challenging. Self-reflecting, self-assessing and sharing in an intercultural environment is extremely enriching, and also rewarding, as you feel supported.
Doing it with the colleagues you see everyday is far more difficult, , it implies trusting your colleagues and "letting down your guard". In my opinion, the main task for a trainer or a policy maker is creating the conditions to collaborate in a positive climate.

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a general overview

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Diana Laurillard on TET-SAT

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Introduction to TET SAT Diana Laurillard

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my reply to Elena Pezzi's intervention in the forum:
Carla Langella Posts: 3 Join Date: 03/02/14  Recent Posts | RE: 1.6 How to make use of TET-SAT in your own context
30/04/18 11:14 as a reply to Elena Pezzi.  ReplyDear Elena, the steps you suggest are the same I had in mind: a training course, preferably in the first months of the school year, focusing on methodology and didactical use of technology, would be the route to follow to get teachers acquainted with TET-SAT and actively using it. As I see it, it should be an action-research course, with much sharing didactical experiences. And, yes, the first big issue is convincing the headteacher and the staff: some years ago, in an experimental cl@sse2.0 class council with teachers and parents, I was told "Let's go back to paper and pens for a while, so the students have a little rest, professoressa Langella!" by the Headmaster.Elena Pezzi Elena Pezzi Posts: 14 Join Date: 04/11/14 Recent Posts RE: 1.6 How to make use of TET-SAT in your own context 23/04/18 14:44 as a reply to Ismini Georgiadi. Reply As I have already said in another post, I think that this tool could be very useful in our school where we try to implement a methodological use of digital devices. That is why I think to promote this tool among my colleagues during the training sessions that I regularly carry out for them, in order to foster awareness about - above all - the pedagogical use of digital technology and the right use both for teachers and students. However, I am convinced that the fist action to be taken is to make my headteacher aware of the importance of such a training among teachers and students.... which is not always so easy to do....

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Daniela Cuccurullo Posts: 62 Join Date: 29/01/14  Recent Posts | RE: 1.6 How to make use of TET-SAT in your own context
27/04/18 12:56 as a reply to Ismini Georgiadi.  ReplyDear participants, thanks a lot for expressing this far your ideas and reflections on the possible best uses of TET-SAT in your schools, regions, countries as well as highlighting the difficulties you could find in promoting the tool among colleagues and/or in being supported in doing that. To summarize your precious contributions I have prepared a draft of a SWOT analysis and I do please ask you to keep on discussing the topic here, so that we can finalize a general framework together. Feel free to suggest new ideas to the 4 different points.
| STRENGHTS | WEAKNESSES
| To promote the tool within the National digital plan To self-assess one’s own competences to set new goals To stimulate students’ digital expertise and awareness To use it as a self-assessment tool and not as an external evaluation It’s a tool to help people | School leaders don’t support/have the digital awareness and culture More ‘traditional’ colleagues are against ICT Lack of political and financial support
| OPPORTUNITIES | THREATHS
| To have the chance to use the tool in training courses To easily find OER To enhance e-inclusion To identify specific teachers’ needs and plan a school common training initiative To set student centered lessons To use the tool at different time in an ongoing self-assessment process   | Fear of using technologies Lack of motivation Increased overwork Lack of technologies and wi-fi connection at school

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So, last year we had a new tool and wanted to test its impact on teachers. How do you actually design a research methodology that makes sure you test what you want to test? You will find the answer to this question in section 2.1.

In section 2.2, you will be among the first ones in Europe to learn about the impact of the new tool TET-SAT on teachers’ technology-enhanced teaching competences. We would also encourage you to take advantage of this online community to discuss these new research results with other course participants.

Section 2.3, How to run a policy experimentation, particularly addresses policymakers. However, if you are a teacher or school head and interested in the considerations related to running policy experimentations such as MENTEP, you are more than welcome to check out this section, too.

Discussing and reflecting on new research results is probably not part of your daily work, regardless of whether you are a teacher or school head. However, it can be a very exciting and enriching experience. At the end of the module, please let us know if engaging with research results was something that you thought valuable for you and your work.

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MENTEP research methodology at a glance(1).pdf

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I was reflecting on the benchmark survey, too. It is clear it is NOT the TET-SAT, so what did it consist of? General questions, such as "How often do you use an IWB in your classes?"

As a teacher tainer and an Animatore Digitale in my school I have often used such surveys, and I am curious about how to make them more effective, revealing and helpful in devicing helpful formative interventions.

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Elena Pezzi Posts: 20 Join Date: 04/11/14  Recent Posts | RE: 2.1 MENTEP: the research methodology
30/04/18 11:28 as a reply to Ismini Georgiadi.  ReplyAll the videos are really clear and give a lot of explanations about the research. The only aspect which is not completely clear to me is the choice of the test and control groups. I mean, I have perfectly understood that it was a "randomised" selection, but according to what? Patricia Wastiau said that they chose among a specific group (schools with a reasonable good level of implementation and equipment of ICT): does it mean that the randomisation was - in some way - a "guided" one? And then, after this first "skimming", how was the selection done? Through a mail to all the possible schools? A conference explaining the project? A choice based on the idea "first come - first served"? As all the are steps are very clearly explained, I just have this little curiosity left.
Gina Motti Posts: 9 Join Date: 19/04/18  Recent Posts | RE: 2.1 MENTEP: the research methodology
30/04/18 15:17 as a reply to PAOLA BENCHI. The videos are very clear. I also wonder if the teachers involved have been forced or they have voluntarily chosen to undergo the test. In any case, I find it very useful for teachers to know what their "level" of knowledge of new technologies is. Personally I find them very stimulating and I see that my students appreciate the fact that I try to combine traditional lessons with more "technological" lessons
Carla Langella Posts: 5 Join Date: 03/02/14  Recent Posts | RE: 2.1 MENTEP: the research methodology
01/05/18 11:51 as a reply to Gina Motti.  ReplyForcing teachers to undergo tests and then work accordingly to lines of development seems improbable to me, too. I strongly hope the participating schools shared a vision!

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pdf and padlet

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MENTEP research results at a glance(2).pdf

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MENTEP- discussing the research findings

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MENTEP- discussing the research findings

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My first reaction is that, especially in Italy, innovation and use of ICT in schools seems a melting pot, and it should be, as it is the result of the mix (the clash :-() of a tendentially conservative system and a hectically developing social evolution ( the digital revolution). Elena Pezzi and other colleagues pointed out the diversity of Italian schools according to geographical area, location, grade, equipment, teachers' age, surrounding area characteristics and even more. What should an effective approach be? Certainly big data help a lot, then I think we should start from the local situation, a glocal approach. Personally, I live and work at Rieti, an area far from the problems of big cities, but also deprived in many ways, one of them being the urge towards innovation in teaching.

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Ismini Georgiadi Ismini GeorgiadiPosts: 6Join Date: 29/08/17Recent Posts	2.3 MENTEP: discussing the research findings27/04/18 17:53Please reply to the three statements below. Once you’ve replied, please comment – for each statement – on 2 other course participants’ contributions: Do you agree with what they say? Would you maybe like to add another aspect?Statement 1: The Feedback page was useful for assessing the competences of the 69% of the MENTEP teachers that used TET-SAT.If you are a teacher: Firstly, do you agree with this statement and why, or why not? Secondly, we would like to understand in a bit more detail which part of the feedback page teachers find most useful: Which part did you find most useful / less relevant (e.g. the general Feedback score, the score per area & sub-area, the possibility to compare yourself with others, the links to the resource pages at the end of the page)?If you are a school head or policymaker: Which part of the Feedback page do you think is most relevant to teachers? Why?Statement 2: The Feedback score is to thank! It provided teachers who did the TET-SAT information on their “true” level of competence (information update).If you are a teacher: From your own experience with TET-SAT, do you agree with this conclusion? Do you think that the Feedback score that you received accurately describes your level of technology-enhanced teaching competence? Discuss!If you are a school head or policymaker: What do you think about this conclusion? Does this result make the use of TET-SAT in your own work more interesting? If so, how?Statement 3:  Teachers who used the TET-SAT have a more critical perception of their level of TET competences and a more critical view on ICT in teaching and learning.If you are a teacher: Reflect on this result. Giovanni Abbiati (IRVAPP) provides several tentative explanations in his video (add link). Do you agree with his assumptions? What other reasons could play a role for teachers to slightly revise their self-assessment regarding their competences and views on ICT in teaching?If you are a school head or policymaker: In this case, please reflect on the same questions as the teachers.

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Ismini Georgiadi Ismini GeorgiadiPosts: 6Join Date: 29/08/17Recent Posts	2.3 MENTEP: discussing the research findings27/04/18 17:53Please reply to the three statements below. Once you’ve replied, please comment – for each statement – on 2 other course participants’ contributions: Do you agree with what they say? Would you maybe like to add another aspect?Statement 1: The Feedback page was useful for assessing the competences of the 69% of the MENTEP teachers that used TET-SAT.If you are a teacher: Firstly, do you agree with this statement and why, or why not? Secondly, we would like to understand in a bit more detail which part of the feedback page teachers find most useful: Which part did you find most useful / less relevant (e.g. the general Feedback score, the score per area & sub-area, the possibility to compare yourself with others, the links to the resource pages at the end of the page)?If you are a school head or policymaker: Which part of the Feedback page do you think is most relevant to teachers? Why?Statement 2: The Feedback score is to thank! It provided teachers who did the TET-SAT information on their “true” level of competence (information update).If you are a teacher: From your own experience with TET-SAT, do you agree with this conclusion? Do you think that the Feedback score that you received accurately describes your level of technology-enhanced teaching competence? Discuss!If you are a school head or policymaker: What do you think about this conclusion? Does this result make the use of TET-SAT in your own work more interesting? If so, how?Statement 3:  Teachers who used the TET-SAT have a more critical perception of their level of TET competences and a more critical view on ICT in teaching and learning.If you are a teacher: Reflect on this result. Giovanni Abbiati (IRVAPP) provides several tentative explanations in his video (add link). Do you agree with his assumptions? What other reasons could play a role for teachers to slightly revise their self-assessment regarding their competences and views on ICT in teaching?If you are a school head or policymaker: In this case, please reflect on the same questions as the teachers.

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My post in the forum: Statement 1 -If you are a school head or policymaker: Which part of the Feedback page do you think is most relevant to teachers? Why?

The "compare with other teachers" part

Statement 2 - If you are a school head or policymaker: What do you think about this conclusion? Does this result make the use of TET-SAT in your own work more interesting? If so, how?

Teachers who work in secondary schools in Italy have very few occasions to share materials and compare their skills in ICT, apart from training courses aimed at the topic, so the Feedback score is precious, it makes us aim better at the target.

Statement 3 - If you are a school head or policymaker: In this case, please reflect on the same questions as the teachers.

Becoming more critical towards our competences in teaching with ICT is the valuable consequence of sharing and comparing with peers, especially authoritative ones; the fact that so many were confirmed in their idea of themselves testifies on how well prepared and professional many teachers are. Being more critical means also being more aware on the role of ICT in teaching and learning: a tech tool should be used only when it enhances learning, not just for fun.

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2.4 MENTEP: how to run a policy experimentation

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2.4 MENTEP: how to run a policy experimentation

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My post:
from the padlet, Elena Pezzi, Italy This video is really interesting for me as a teacher.Two main ideas from it:

they run a data-based experience, not a simple project's outcomes reflection

policymakers, researchers, headteachers and teachers collaborate together in order to collect data and get evidence, proofs

I would add another important aspect thatshould be taken into account: this experience has been run at a European level, it has involved some thousand of teachers all Europe round and it has been applied (I supposed) in a variety of educational contexts, which gives it an even stronger valuability.

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2.4 MENTEP: how to run a policy experimentation my post 

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2.4 MENTEP: how to run a policy experimentation my post 

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There is a plethora of research going on in the field of education supported by ICT, each of them necessary and valuable. The special contribution of Mentep TET-SAT is the European dimension, the collection of data in different schools and different school systems, the search for collaboration with policymakers, headmasters, practitioners and the encouraging approach. I did not hear the word "validation", but I think it has been done, considering the authority of the institutions involved and the methodology adopted.
As a teacher trainer and Animatore Digitale I will make use of TET-SAT and try to convince the staff at my school to implement the tool.

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2.4 MENTEP: how to run a policy experimentation Activity 2

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2.4 MENTEP: how to run a policy experimentation Activity 2

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if you are a policymaker

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2.4 MENTEP: how to run a policy experimentation Activity 2

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2.4 MENTEP: how to run a policy experimentation Activity 2

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if you are a school head

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2.4 MENTEP: how to run a policy experimentation Activity 2

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2.4 MENTEP: how to run a policy experimentation Activity 2

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if you are a teacher

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2.5 The value of research in the field of education

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2.5 The value of research in the field of education

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Did you find the content of this module relevant? What aspect (methodology, research results, how to run a policy experimentation) did you find most relevant?

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2.5 The value of research in the field of education

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2.5 The value of research in the field of education

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my post: I think I learned much in this module, every aspect is relevant. We need research in education and we need it mad WITH the collaboration of people actually working in schools.

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2.5 The value of research in the field of education-activity 2

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2.5 The value of research in the field of education-activity 2

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my post, Teachers need to take part in research in the field of education, because they are the ones who can put it in action and give the results of the hypothesis made. I think the best form of professional development is action-research.

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3.1 From the research results to the next steps

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3.1 From the research results to the next steps

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Diane Laurillard

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3.2 Making use of TET-SAT as an individual teacher

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3.2 Making use of TET-SAT as an individual teacher

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How teachers can use TET SAT collaboratively

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3.3 Making use of TET-SAT at the school level

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3.3 Making use of TET-SAT at the school level

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How school heads can make use of TET SAT

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my post:  School heads could certainly benefit of a tool which is ready on a functioning platform, has been tested and experimented at the European level and offers feedback and support in the national language and in other languages. In the video some other concepts are expressed which are of the highest importance: choice, teachers can be encouraged and must be well informed, but free to choose to participate; confidentiality, keep their results reserved if they decide, but be offered opportunities to share and collaborate; differentiation, offer training on different areas.
Mário Relvas Posts: 7 Join Date: 11/09/17  Recent Posts | RE: 3.3 Making use of TET-SAT at the school level
11/05/18 18:07 as a reply to Ismini Georgiadi. Innovations can never emerge from a top-down strategy. If TET-SAT is to be used to assess teachers, even if it is presented as a voluntary, and optional participation, this is a total illusion, as teachers will feel pressed to get in.  For this to become tru has to be done among teachers themselves and only after looking for support, in a bottom-up strategy.- my reply:Yes, I think teachers must choose to use TET-SAT or any other form of training. We must be offered opportunities, not obligations
Elena Pezzi- First of all, head teachers should be aware that putting electronic witheboards, interactive screens or specific softwares in their schools are not synonim of increasing the ICT competence in teachers....

As other participants have already said, it is important to create opportunities for learning and training, not only within their own school, but also in connection with other institutions.

That way, they could increase their teacher's competences thanks to a net of trainers and experts.

Moreover, being in touch with other fellow headteachers, they could take some broader actions and be more effective in implementing the use of ICT and supporting teachers (more specific opportunities for more people). my reply - I support your idea of training courses and collaboration in connection with other schools. The recent Italian initiative of dividing the territory into "AMBITO" to define the teaching-learning needs of a particular area could be a starting point.

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3.4 Making policies to make use of TET-SAT

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3.4 Making policies to make use of TET-SAT

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In the video below, policy makers explain some general ideas what to think of when making policies to make use of TET-SAT.

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How policy makers can make use of TET SAT

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In the videos below, you will find interesting examples that can inspire policymaking with the use of TET-SAT.In Videos 1, 2 & 3, three policymakers describe their plans to integrate TET-SAT in their country:

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In the videos below, you will find interesting examples that can inspire policymaking with the use of TET-SAT.In Videos 1, 2 & 3, three policymakers describe their plans to integrate TET-SAT in their country:

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Giedrė Tumosaitė, Education Development Centre, Lithuania

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António Manuel Silva, Directorate-General for Education, Portugal

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António Manuel Silva, Directorate-General for Education, Portugal

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Forum - For policymakers: How would you like to make use of TET-SAT in your own country?For teachers & school heads: If you were a policymaker, how would you make use of TET-SAT in your own country?

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Forum - For policymakers: How would you like to make use of TET-SAT in your own country?For teachers & school heads: If you were a policymaker, how would you make use of TET-SAT in your own country?

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my reply -  The way policymakers connected and harmonized the TET-SAT with their national development plan seems the best way to me. The blended courses offered leave teachers the initiative to improve the digital skills they need, while covering the whole range of them.

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In Video 4, Spyros Papadakis, Head of the Regional Training Centre of Patras, Greece, explains their plans to use TET-SAT for their teacher training courses.

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In Video 4, Spyros Papadakis, Head of the Regional Training Centre of Patras, Greece, explains their plans to use TET-SAT for their teacher training courses.

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my post -  I particularly appreciated the use of TET-SAT in the training of newly appointed teachers.

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In Video 5, Linda Helene Sillat, from the Tallinn University in Estonia, describes how she used TET-SAT with her student teachers at the university

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In Video 5, Linda Helene Sillat, from the Tallinn University in Estonia, describes how she used TET-SAT with her student teachers at the university

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3.5 What is the value of a self-assessment tool?

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3.5 What is the value of a self-assessment tool?

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Activity 2 - my post - My opinion about the value of self-assessment in teacher training has been reinforced by this course; listening to the experiences and initiatives in other European countries is always enriching.

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As the final activity of this course, we would like to ask you to write a short plan of how you or others could use the new self-assessment tool TET-SAT further in your own school, region or country. As a second step, you will be asked to review the plans from 2 peers in order to add some useful suggestions.

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As the final activity of this course, we would like to ask you to write a short plan of how you or others could use the new self-assessment tool TET-SAT further in your own school, region or country. As a second step, you will be asked to review the plans from 2 peers in order to add some useful suggestions.

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In order to complete this activity, please follow these steps:

1. The question you are asked to answer is: How would you like to introduce TET-SAT in your own school, region or country? To describe your idea, please download this short template.

2. Try to think of some new ideas that could also inspire others! Don’t worry too much about whether you could directly implement this action plan in your own school. For instance, describing how you could use TET-SAT with your own students would be a really interesting new idea, even if you do not think that you can implement it right now in your own classroom. Your action plan has to be in English, otherwise it will not qualify.

3. Submit your plan via the interface below. Make sure you wait for the file to be fully uploaded before clicking the Submit button. The deadline to submit your file is Wednesday, 16 May 2018 at 23:59 CET. *

4. Review two other people's plans. Wait 24 hours and then return to this page, where you will see the other plans you are asked to review. Provide feedback for each plan you have been assigned, following these three steps:

1. Give some short general feedback, saying how you like the plan and why.

2. Suggest at least 2 ideas on how to overcome obstacles to introducing TET-SAT mentioned in section 5 (e.g. can you think of any obstacles to using TET-SAT in your own context?)

3. 3. Suggest at least 2 more action points to be added to the section 6 action plan.Remember that your review is not anonymous. When done, click the “Review” button for each review you have composed.

5. The deadline to hand in your reviews is Wednesday, 23 May 2018 at 23:59 CET. *

6. Discuss the extent to which you found this a useful process in the forum.

7. Additionally, if you would like to share your plan with the other course participants, you can submit it in this Google document. (Please note: In order to receive the course certificate, it is only obligatory to submit your example via the interface below, cf. Step 3 of this activity.)

8. If you wish, you can browse through the other course participants' ideas and save any that you find particularly interesting.

* This means + 1 hour if you are located in Eastern Europe, i.e. Bulgaria, Finland, Greece and – 1 hour if you are located in Western Europe, UK, Ireland, Portugal, etc. You can check the time conversion with this online tool.

Please recall that after the 23rd of May a "blackout" period of 1.5 weeks will follow, during which the course will not be accessible.

At the end of the course, you can return to this page to see the reviews that your fellow participants have written for your school plan.

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Please note: This webinar targets teachers, school heads and policymakers who are interested in using TET-SAT in their own context.

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Review made By Tiziana Angiolini date 14-05-2018 16:02

Comment

I am an English teacher in a secondary school (Liceo), and a teacher trainer; I am a member of the staff that make proposals and put the school policy into practice; as an  „Animatore Digitale“ I promote and support the use of ICT in didactics.

My plan includes  an experimentation/training with teachers and a parallel one with students.
Comments
Dear Clara,
compliments for sharing your  ideas about how to implement your  ACTION PLAN and introducing the TET-SAT in  your  school.
Here you can find some  general  ideas which express my positive  feedback
Give some short general feedback, saying how you like the plan and why.
Your way of working is good and  I agree with you as " being  ANIMATORE DIGITALE" gives you a general overview of what  teachers  need to know about. You've focussed on the teachers and the students- I agree that  digital citizenship are key issues when dealing with such a plan.
Suggest at least 2 ideas on how to overcome obstacles to introducing TET-SAT mentioned in section 5 (e.g. can you think of any obstacles to using TET-SAT in your own context?)
You have chosen how to help your teachers. As a person who aims at supporting  ICT in didactics you could think about a learning platform where  you provide technical help for the teachers who are beginners. I feel that courses might help the best ones  and the ones who love technology but for the ones who have problems I feel that  courses might be a  problem
3. Suggest at least 2 more action points to be added to the section 6 action plan.
It seems to me that the points you have covered are clear and  some ideas like re-doing the TET-SAT again are right.
Good job!

Review made By mehtap öztürk date 15-05-2018 09:06
Comment
I am an English teacher in a secondary school (Liceo), and a teacher trainer; I am a member of the staff that make proposals and put the school policy into practice; as an  „Animatore Digitale“ I promote and support the use of ICT in didactics.
My plan includes  an experimentation/training with teachers and a parallel one with students.
Comments
I have studied your plan and liked it. In addition to teaching and using TET-SAT, it allows to be taught in the concept of digital citizenship. Thank you for your sharing.

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My reviews on 2 colleagues' action plans

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My reviews on 2 colleagues' action plans

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MENTEP 3 FINAL ACTIVITY

Provide feedback for each plan you have been assigned, following these three steps:

I.     Give some short general feedback, saying how you like the plan and why.

II.     Suggest at least 2 ideas on how to overcome obstacles to introducing TET-SAT mentioned in section 5 (e.g. can you think of any obstacles to using TET-SAT in your own context?)

III.     3. Suggest at least 2 more action points to be added to the section 6 action plan.

DIMITRIOS CHRISTOU

Dear Dimitrios,

It seems to me that one of the main points of your plan is finding out what your level of competences is and your training needs; the other is DISCUSSING about digital competencies, with your colleagues, your school head and your students. Which is the starting point of any didactical innovation, communicating, sharing, involving, collaborating. Well done!

Ideas about how to overcome obstacles: 1- lack of time affects all teachers, but we might try to plan things at the school level so that much of the work is done through technologies and not leaving TET as an additional chore, i.e. planning teaching-learning activities on a collaborative platform. 2 - They think that the result might be bad for their status as teachers: many teachers are afraid of making fools of themselves if they try to use technology, thinking students know more than them in the field; it might be true for a minority of them, in any case teachers can teach, and can guide their students in learning, which is where their authority lies: the right training will convince them.

I would suggest you to add two more action points to your plan; 4bis – propose to students to produce a digital leaflet to encourage their mates to take the self-assessment tool and some training, like they did. 5bis – Preview a final digital product of the training courses, in the form of a lesson plan, to be added to the school repository you mention in section 7 point 4.

High five!

Carla Langella profcarla.langella@gmail.com

Dear Antonietta,

It seems to me that the main points of your plan are MOTIVATION and COLLABORATION, which self-assessment and sharing the results could boost: as you say, Self-assessment could motivate to share progress promoting collaboration. Well done!

Ideas about how to overcome obstacles: you mention one big obstacle, a weak internet connection; alas! I have been struggling with the problem for years in one of the school buildings and I know how frustrating it is. You will solve it only when the school head and administrator will understand it is THE key to innovation, and investing on it is what the community is expecting from them.

I would suggest you to add two more action points to your plan; 4bis – propose to students to produce a digital leaflet to encourage their mates to take the self-assessment tool and some training, and present it to the community, as you mention in section 7 point 6. 5bis – Preview a final digital product of the training courses for teachers, in the form of a lesson plan, to be added to the school repository.

High five!

Carla Langella profcarla.langella@gmail.com

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Antonietta Guida Using TET-SAT in my context.docx