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Yes, I think it would be useful to have a part on how to use ICT tools in the self-assessment.

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The correct definition I thought since the beginning of the 3.5 video and I've heard at the end of this one is DEMANDING very demanding certification. Compliments to you, but by now I prefer the Teacher Mentor.

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I think that every self-assessment can be useful in some way. Different tools measure different aspects so they are surely worth exploring. I like the fact that specific subjects are addressed because most of the time we have to focus on those. On top of that, is also important to have mixed groups in peer assessment settings because these teachers can ask questions from out of the box. That is why I like courses like this one...

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As Yanks told, they are tested about a special educational software they have trained. There are two aspects that are presented. The special software that is tailored for them, and the evaluation process. It would be interesting if we could test us not in an academic environment but at our houses. Perhaps only if is paid such an instrument is made. I think that not many teachers will be happy to pay for a self-evaluation, only to know their level,nand without any benefit.

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I passed successfully this B-Level assessement procedure. I fully agree with Yianis in this video.

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I think they can achieve such special educationa softwere. It would be a job easier for teachers who teach such subjects.

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I refer to what I wrote earlier. A teacher that seeks improvements does not need to answer question, but more to get in a process of getting improvements, and I believe a dialog with others, a practical task could be better that only this kind.

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The idea of this tool is very good.

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I prefer tools similar to The Mentor Teacher because is more adequate to my idea of self assessment.

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Every way of improving is a good way.

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Writing and passing the examination is an effective way of assessing a teacher knowledge of use of ICT in the classroom. PCs are not the only technology for teaching talkless of a PC without internet connection

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I believe this quite an objective way of continous assessment at each level

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I agree with the idea of using self assessment tools integrating ITC.

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It's exactly as he describes it

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It seems a sort of national portfolio ... I would have preferred to see a video-tutorial where the different steps were explained on a computer.

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I use this tool as a way to pass B level it was realy good.

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Teachers need to know about the pedagogical use and importance of ICT in teaching. However, it seems to me more important that teachers from time to time can check their competencies in this area than that only once takes one test takers for B level. As it said by few colleagues from Croatia, it will be interesting to compare the results between Norvegian and Greek tools.

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I dont really know how this tool could assess not only the ICT skills but also their pedagogical use. It seems a little bit difficult but maybe it will work

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Although this tool seems to be designed to certificate digital skills rather than assessing them, I think it could be useful all the same, as in the results of the examinatione each teacher can read important information about his/her own level of competence in ITC.

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I think that the focus on how ICT can be pedagogically used for the teaching of specific subjects is one of the most important parts of any self-assessment because that is our mainly goal with the students: to teach them those subjects. So an ideal tool would be open to all, divided in two parts: 1) the use of technology enhanced teaching and 2) technology enhanced teaching applied to the subjects we teach. And there should also be available for all teachers, courses to help them to improve their TET competence.

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To my mind it is very important to have questions about how ICT can be pedagogically used for the teaching od specific subject and competences. I think ICT is not a subject itself; it is the means of learning.

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As teachers, we constitute one of they parts of education. So in using such a tool, the aim should be to use self-assessmet tools which are pedagogically used for teaching of specific subjects and competences. The greek style is useful which allows combination of different styles. But the most important part of it is that it allows teachers to reflect on their gained knowldge of appropriate usage of special educational software.

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I think the idea of the tool is good, but it needs some improvements. For example, to make the submission automatic.

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This, it seems to me, it is a tool of certification, rather than self-assessment. I think the Norwegian tool is more useful to improve.

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I believe that there must be a mixture of the two types. Anyone who wants to use ICT in his/her classroom should have a good understanding of basic notions and knowledges on Web and web2.0 tools. But he/she should be in position to evaluate which of them are better suited in order to achieve the specific pedagogical goals that the curriculum of he/she in person sets up, and how the tools that are used add value to their teaching and might motivate students into participating and learning.

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YES, I think it is very important to have questions about how ICT can be pedagogically used for the teaching od specific subjects and competences. This is the most important thing because ICT is not a subject by itself but should be implemented in all the subjects and therefore every teacher needs to find his or her owm way to do so and to have a self assessment tool available to do so is of essence.

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The experience of this video does not appear to be very attractive. When the assessment is generalised and not over concrete things and if in addition it is something that makes you feel exhausted, it doesn´t appear as to be very useful. The fact of working in groups is not bad but the impression I have is that in this case this was not for peer assessment but for completing the taks in groups. I think I would prefer a different system.

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I think that ICT skills on a specific subject should be assessed through such assessment tools. Nevertheless, teachers should use various self-assessment and self-reflection tools for their improvement.

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Tools aiming for self or even peer assessment would certainly be useful.

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The process seems to be not perfect, The evaluation was exhausting! And it can certainly be improved.

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I am interested in B-level training..

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As I wrote before, this is not a self assessment tool but a pass or fail evaluation process. Nothing to do with self assessment.

I wish I knew what Yiannis' feelings would have been if he had failed the exams.

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I really learned a lot during the B- Level training. The exam though was exhausting...

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This B-level training has nothing in common with self assessment and keeping your progress updated. It's was designed in the first place and has been carried out ever since as an certification evaluation tool.

You definitely learn new things but it does not take you to the next step: adjust/vary your teaching and increase/ameliorate your skills through suggestions on what and how to improve it; and a demanding training environment does not necessarily guarantee the quality of the outcome. The Greek Committee is currently thinking of dividing this dragging and arduous learning process into 2 separate, more coherent part. Let's hope that they will think of changing the philosophy behind it.

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Yes it would be useful todevelop self-assesment tools with focus on how ICT can be pedagogically used for the teaching of specific subjects and competences.

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This video confirms what was said by Professor Panopoulos. It is an external evaluation to obtain a certification

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This tools sounds like taking an exam via moodle or something like that. It is a test that shows if they got enough knowledge through the training course. It lacks self assessment, and gives a bit of an assessment from the certificators.

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I wish it would be possible to see a demo. I don't trust myself to comment on this.

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Unfortunately, this video follows the logic of the previous one: the personal testimonial of a teacher about a mere evaluation process he went through. I find it easy to believe that one could learn from such a process, that a teacher's 'tech-teaching' could be improved by such an experience. But I must repeat that I find this whole subject a kind of 'off-topic' in this course. A specific set of procedures applicable only to a specific set of teachers, under specific circumstances. In short, not reproducible in a teaching reality like mine. ...Therefore, useless.

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Unfortunately, this video follows the logic of the previous one: the personal testimonial of a teacher about a mere evaluation process he went through. I find it easy to believe that one could learn from such a process, that a teacher's 'tech-teaching' could be improved by such an experience. But I must repeat that I find this whole subject a kind of 'off-topic' in this course. A specific set of procedures applicable only to a specific set of teachers, under specific circumstances. In short, not reproducible in a teaching reality like mine. ...Therefore, useless.

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In my opinion it would be useful to develop self-assessment tools that focus on how ICT can be used pedagogically to the teaching of specific subjects and competences. The Greek tool and the Norwegian tool are different. The Greek aims certification, but does not provide feedback to the teacher. It would be interesting to have feedback and to be able to improve in weak areas. I think The Teacher Mentor  it's more interesting and useful to the teacher.

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I totally agree with all that Yiannis said. I have the same feelings about the exam . The difference between the Greek and the Norwegian tool is very different . The aim of the Greek tool was to empower teachers and get them to the new point of view that the new school have to provide. The assesment ,self or peer one is not supported cleary.

In the Norwegian , the main goal is to help teachers to understand the extent of using ICT tools in teaching .

So they have a total different strategy

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Please have a look at my padlet.

http://padlet.com/s17fox/gordon

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Yes, I think it would be useful to develop self-assessment tools which focus on how ICT can be pedagogically used for the teaching of specific subjects and competences.

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The system lacks in feedback and it seems a sort of teacher's assessment more than self reflection

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I looks more like a national evaluation tool rather than a self assessment tool.

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sounds like pass or fail...self-reflection?

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As I said before, i don't know much about the tool, so it's difficult to figure out and imagine its potential. However, when you watch the video it seems to be more a certification test than a self assessment tool.

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In my opinion, it is not suitable for self assessment.

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This Greek tool is very different from the Norwegian tool and after watching the videos I don't find it as interesting and useful as Teacher Mentor. This Greek tool is for certification of the teacher but it doesn't give him feedback so a big help is lacking. It would be interesting to have feedback and be able to improve on weak areas. Perhaps a mix of both tools would be interesting since it is important to acknowledge also the teaching theories as well as to be expert on the subjects that have to be taught and also competent on using technologies.

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As I undrestand it , this tool seems very effective as a certificate examination, but doesn't seem to give any real idea of where you are on a large scale regarding ICT. As I understand it, from the 2 documents I saw, it looks more like a test on what the trainees have been learning during their courses than like a real self or peer assessment with a real critical overview on the work.

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I think that this tool it's not really a self-assessment tool but more like a test certify the aquired knowledge during 150 hours seminars. And of course there is the issue with the delayed exams for the certification - if they ever happen. As far as I know there is not going to be a next round of this training due to the current situation here in Greece (education is one of the first victims unfortunately). I do believe though that the Norwegian tool is more valuable for seeing your weekneses and setting goals for improvement.

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I would like to try this tool.

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As I said before, not knowing the tool it is difficult to determine wether it is really useful or not.

What seems to me on a wider level is that it could be more useful a tool not intended to "certify" competences but a tool that helps teachers to reflect and improve their competences.

Of course, this means that teachers are all aware of the importance of such a way of learning ... and I do not think that they/we are ...

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Indeed, this tool looks more as a tool to certifies competences than a tool to make self-reflection.

One of the Greek colleagues writes that because of the austerity the examination was postponed and she has not had the feed-back until now. In Italy there is no a so terrible austerity as in Greece, but economic investment in education is lower form year to year and this is a menace for democracy.

Best whishes for a better future to Greek people and toall of us.

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It seems like a very ellaborate and a much more complex survey than the Norwegian tool, but gives you a certification in the end.

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I belive that the main educational benefits of the B-Level Assessment for teachers are the requirement of 100 hours of training, the creation of several didactical scenarios during training and teacher’s preparation for the examination.

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The Greek tool seems to me designed to evaluate an obtained level of competence after a training course: perhaps that is not a self reflection about teaching practices. In my opinion, the Norwegian tool is more suitable to self assessment.

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

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I think that in Italy we have a big lack of evaluation system for teacher's competences.

We have to work hard to reach the european level.

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The process was not perfect, but it was a big step forward, a start. The evaluation

was exhausting! And it can certainly be improved.

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It seems a powerful and demanding training but in the end I don’t see how it could apply to selfand peer assessment, regarding it brings not much reflection – just a little in the teaching scenario. But again: maybe I’m wrong.

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So the Greek tool is specifically designed to pass an exam and it examines to what extend teachers master the subjects they were taught during a training course. I find this completely different from the Norwegian tool which simply gives teachers a stimulus to reflect upon their knowledge (often acquired in a non formal way) and the use they make of it in teaching. Some questions also offer a standard to teachers who, having reached certain levels, have an insight as to what extend they can continue to develop their profession.

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I agree completely with the idea to develop self-assessment tools which focus on how ICT can be pedagogically used for the teaching of specific subjects and competences

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It would be nice to develop self-assessment tools for specific subjects or compentences. Focusing on specific subjects, make them more detailed.

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It was good to hear that internet connection was not necessary for this process

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This tool was not created to develop self -assessment but to release certificates and I think it doesn't give you any suggestion on the way you can improve your skills. So I consider it a useful tool to evaluate teachers but only in part useful for self-assessment.

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I already commented negatively on the Norwegian self-reflection tool because of the absence of concrete examples on how to improve TET in the classroom, but it is useful to at least give us a means of moving on and improving if we're willing to do a bit more research and experience. The Greek tool, given opportune correction, could become an important tool for us teachers interested in TET, because at least then we know if the tools suggested by the software we are using are actually put to good use!

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I'll try this tool too

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This is a different tool, designed with a different and specific purpose: the certification of teachers. I think that we need a specific tool to help us test our skills and their level of performance, which seems to be the main goal of the Norwegian tool.

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It seems an interesting tool

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I think it would be useful to develop self-assessment tools which focus on how ICT can be pedagogically used for the teaching of specific subjects and competences. However, I woulde like that this tool not only assess the level of teachers, but also help to predict the next step.

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I think it can be useful when a tool focuses on implementing the use of technology in a pedagogical aspect, I still remember in one of the video at the beginning of this MOOC, there was an important focus on the word "Moderation". I think to realize this moderation, any assessment tool should take in consideration the use of technology in a pedagogical way.

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I think it will be very helpful to undestand our work if we will combine  both tools. The Norwegian tool is excellent  for examining the rules of our understanding of the Internet environment in general, and on our abilities  to use the net to promot our way of teaching as teachers. There is also room to add ingredients specific to each profession, because some of the defined sentences of the Norwegians tool are  too generic

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The tool is really directed at pedagogical implementations, which seems essential to me.

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I have participated in some courses on using ICT competences. They usually finish with a kind of a test or activity which assess your level of the knowledge you gained during it. When I completed the course on the competence how to use ICT in pedagogical process we had to submit the activity illustrating how we will use ICT in teaching process and we were provided with a pattern. So it seems very similar to the one described by Yianis. But on the whole multiple choice tests are very common at the end of the ICT courses.

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Le piattaforme sembrano interessanti

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I think that is not the tool we need!

I think a tool that allows you reflect on your teaching activities is more useful.

I need improve my teaching, not exame my knowledge.

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Again, I think that this was created with a different purpose.
I think that this could be useful in a platform where we could discuss all the questions, one by one, and try to come to an understanding about the real use of ICT in the classroom.
On the other hand, there is no perfect scenarios. I think that we could also make different teaching scenarios using ICT and share them with other colleagues from different regions or countries. In the end, we would have a fantastic database with many ways of using ICT in the classroom.
Then, when we used those plans, we could reflect about what happened in the classroom and what went right or wrong and everyone was invites to comment and give some ideas. This would definitely improve our work without having that exam thing in mind.

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I would like to try this tool

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Something like this I passed for a level. it was easier than this is described here. I've learned how to do senarios of lessons at EUN Academy and at etwinng learning events as well. I think these are better that what is described to because time is free, long, asynchronous so we have the chance to be ready and selfcondent as well. We also have the opportunity to check our senarios before we give them for grades. Thank you very much all people of EUN Academy for what I've learned from you at a free and happy way.

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Yes, I think this is a good approach, teachers should know which ICT tools are there and which are more appropriate for the competences developed by their subjects

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I think it would be useful to develop self-assessment tools which focus on how ICT can be pedagogically used for the teaching of specific subjects and competences because ICT is so important in every day teaching especially nowadays.

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I believe this is a good idea because teachers have to learn and improve themselves but ,to be honest, not every teacher is so keen on learning and improving themselves and this is a good way to make everyone active-if this kind of activity is obligatory for all. I think thre is a big gap between teachers who constantly try to improve their teaching practice in every way and those who literally don't want to turn a computer on.

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I by so many years I continue to to attend several training courses on ICT, but have never been evaluated by a similar test at the end of the courses, exceptionally to the European patent. After so many courses I feel sufficiently prepared but not enough in ICT. Even many of my colleagues have attended courses similar to mine, but many have an attestation and do not even know how to turn on the PC, and I think that It would be great, evaluate with this tool these people and to establish their real skills.

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Very interesting and makes us to improve

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I think that this is a great advantage of this tool.

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I feel that the Greek B level assessments is actually an exam to see if teachers have learned what they were supposed to so that they can teach the students. As not all teachers in Iceland have taken ICT classes but use ICT in the classroom it would be difficult to use this tool. I think it would maybe cause some teachers to stop using ICT in their teaching strategies. It is more important to be able to assess your strengths and weaknesses and build upon that if it is to be useful.

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I attended several training courses on ICT, but I have never been assessed by a test at the end of the courses. I teach in a class included in the national project "Cl@sse 2.0", therefore I feel the moral duty to be sufficiently prepared in ICT, however I think it would be much more correct toward students' families if teachers were evaluated, also in Italy as in Greece, for their real skills.

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This kind of tool could be developed in order to examine competence in effective use of ICT in the classroom. This would be very useful and could improve teachers practice. It is useful that it is aimed towards certain subjects and also includes developing a scenario. The disadvantage I can see is that maybe it takes a lot of time to complete.

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While I was listening I remembered learning design.org in my meaning these three need to work together. Work design is complete for everyone ( of course I understand that it's different but the idea, the spirit is good) The Norway model is to microsoft orientated and a bit superficial probably the greek to long. I would like to do weekly a self assessment!

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It will be interesting to compare the results between Norvegian and Greek tools.

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I ´ve never user this tool, but it´s interesting

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I would really prefer a self- assessment tool which will help me to improve my teaching- not only exam my knowledge. On the other hand, the lessons for the b- level were interesting.

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I think self-assessment tools which focus on how ICT can be pedagogically used for the teaching of specific subjects and competences should absolutely be developed. I am doing this course exactly for this reason, and want to learn more and more about using technology in classroom in a pedagogically useful way. I am aware, though, that I must feel self-confident on my own to use ICT in class. To do this, I have to spend quite a few hours in front of my Mac to try, try and try again.

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I would like to try both of them in order to compare and have a total view of them.

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I would like to try this tool... to be able to compare it with the Norwegian one.

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The idea of getting to know the software is a specific topic. Teachers should be taught how to use ICT in both pedagogical or methodological point.