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3.6 Further opportunities for your development

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3.6 Further opportunities for your development

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This section outlines some of the ways you can take this further, and continue to work on advancing all your competence levels. Look through the resources and make a note of the links you would like to follow up on:

On the MENTEP TET-SAT platform: http://mentep-sat-runner.eun.org/

The TET-SAT will remain available for you. You can use it as many times as you want. Your results will always be saved on the platform.

MENTEP resource pages: Check out the MENTEP resource pages in English and your national languages.

European: http://mentep.eun.org/resource-ecosystem

Czech Republic: http://mentep.webnode.cz/

Cyprus: mentep.pi.ac.cy

Finland: https://mentepresurssit.wordpress.com/

France: https://www.reseau-canope.fr/agence-des-usages/mentep.html

Italy: http://mentep.indire.it/ecosistema/

Greece: http://mentep.cti.gr

Estonia: http://www.innovatsioonikeskus.ee/et/mentep

Lithuania: https://ecosys.ugdome.lt/

Portugal: http://www.erte.dge.mec.pt/ecossistema-nacional-mentep

Spain: http://mentep.educalab.es/?page_id=175

Slovenia: http://www.zrss.si/iekosistem/

On EU Schoolnet for further courses: http://www.europeanschoolnetacademy.eu/

The EUN Academy will continue to offer new courses. Keep an eye on the new courses.

The public version of this course will also start on 13th November here on EUN Academy. This first version of the course was an exclusive offer for MENTEP teachers only. You are, of course, welcome to join the public version of this course, too, especially if you did not have time to complete all activities this time, but also if you wish to engage in discussions with more teachers across Europe.

On the MENTEP wesite: http://mentep.eun.org/

Here you will also find further updates on the MENTEP project that will end in May 2018.
After May 2018, an updated version of TET-SAT will become available. We will take your feedback into account to make this tool even more interesting for all teachers across Europe.

Your role as a TET-SAT championDid you enjoy the course? Would you like to take your new role as a contributor to the knowledge-building about technology-enhanced teaching further? We offer you two possibilities.Online focus group: Join a small online group of teachers to take the thinking about TET-SAT further. During January we will organise 1- to 2-hour live webinars, in which we will further discuss specific aspects of TET-SAT.Editing Board: Join the MENTEP editing board. Starting in January, we will organise a process to select and edit teacher examples, which will be added directly to the TET-SAT. If you are possibly interested in any of the two activities, please indicate your name and the activity in which you are interested in this Google doc.We will send more information to all teachers who indicate their interest. Based on this more detailed information, you can decide about your further engagement.

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3.4 The value of a knowledge-building community around TET-SAT

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3.4 The value of a knowledge-building community around TET-SAT

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The value of a knowledge-building community around TET-SAT

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1. Developing good examples of your teaching

2. Self- and peer-reviewing good examples of teaching

3. Becoming a contributor to the knowledge-building around technology-enhanced teaching

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Welcome to Module 3! In this module, you will build on everything that you have already learned and reflected on during the last two modules. In Module 3, we would like to enable you to take the next step: to become an active contributor to the knowledge-building around technology-enhanced teaching.

In this module, you will follow these steps:

1. Read what happened in Week 2 (section 3.1)

2. Revisit your own competence examples and review 2 examples of others (section 3.2)

3. Contribute to revising the wording of the TET-SAT competence level descriptions (section 3.3)

4. Discuss the value of a knowledge-building community around TET-SAT (section 3.4)

5. Share any changes in your perspectives on TET-SAT (section 3.5)

6. Reflect on further opportunities for development beyond this course (section 3.6)

7. Share your final reflections on TET-SAT and this course (section 3.7)

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2.6 Competence Evidence 2 - Daniele Virgili

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2.6 Developing the evidence for your competence levels

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2.6 Developing the evidence for your competence levels

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Completing TET-SAT will yield the most benefits if you use the analysis you made. This activity shows you how you can employ that reflection on your teaching to take it further. By having you describe the way you achieved a particular competence, it should help you see how you might build on that to move to the next level.

These descriptions are valuable because they allow you to share your teaching ideas with your peers. And that gives us the basis for the next activity and the work in the final week to build the Technology-Enhanced Teaching community of practice.

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The examples of how teachers might meet these particular competence levels come from a wide range of subject areas and curriculum stages, but you should be able to see how you can offer similar kinds of examples from your teaching.

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2.2 Thinking about self-assessing your competences

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2.2 Thinking about self-assessing your competences

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The video outlines this week's focus. You will be thinking about your self-assessment across all 4 of the tool's area outlines (Digital Pedagogy, Digital Content Use and Production, Digital Communication and Collaboration, Digital Citizenship), and thinking in terms of examples from your own teaching. This is how you can help others to interpret the 30 general competence statements for their different subject areas and curriculum stages but also further develop your own reflection on what technology-enhanced teaching means to you. This week focuses on sharing some of these ideas and experiences.

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1. Developing your own TET-SAT profile

2. Being able to use self-assessment for your technology-enhanced teaching competence as an aspect of maintaining your professionalism

3. Developing a sense of ownership of the process of establishing teachers’ digital competences

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In Module 1 you were already introduced to the idea of TET-SAT, self-assessed yourself in one of the four TET-SAT areas, and identified your first teaching example using the Competence Evidence Template.

Now we will build on what you did last week. In section 2.1, Diana Laurillard will summarise the previous module. In this module, you will complete your self-assessment by filling in the three other areas of the TET-SAT tool. At the same time, you will already actively engage in enriching the TET-SAT tool by providing concrete examples from your teaching to describe one of the 5 levels for another of the 30 competences (= question statements).

During this process you will:

get concrete inspiration and more tips on how you could improve in your technology-enhanced teaching, and

learn what other teachers across Europe are doing in their classroom.

Through this process, our online learning community will engage in an active exchange on what it actually means to be a teacher competent in technology-enhanced teaching.

By engaging in this process, you will:

progress in your reflection on your own teaching practice

actively contribute to improving the TET-SAT tool for other teachers

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1.4 Competence evidence - Daniele Virgili

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In the previous two sections we explored and reflected on the different areas of the tool, and how we could progress from one competence level to another. Our next step is about identifying examples from your teaching practice which represent your current level of competence in some of the TET-SAT areas. Take a look at Diana’s explanation of this below.

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To pass from proficient to expert we can

practice though some roleplay games

analyze a specific case or situation and comment it

explore a particular platform/online context and propose its guidelines

write a virtual-class netiquette

practice moderating a platform

evaluating a moderation done by someone

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To pass from capable to proficient we can

present different online contexts and platforms

organize simulation of posting and discussing online in different contexts

read some policies or terms of conditions of some apps/websites

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To pass from beginner to capable I think that we can create a sort of guidelines with simple rules (maybe through an infographic) if towards students, while more complex if directed to colleagues.

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1.3 Interpreting the competence definitions

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1.3 Interpreting the competence definitions

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Hopefully by now you have a general idea of the areas covered by the tool, because we now need to look more closely at some of the definitions and levels used. In the video below, Diana works through some of the competence definitions, to give you a sense of how they might apply to your practice.

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1.2 Introduction to the TET-SAT tool, Part 2

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1.2 Introduction to the TET-SAT tool, Part 2

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Now, as promised, let us look at the tool in more detail. We will begin with a short introduction by Diana about the aims and structure of the TET-SAT tool, to give you a sense of how it can help you develop technology-enhanced teaching.

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The use of ICT is fundamental for today's teacher. I think that a tool that allow self-assessment is a great idea. I think also that the tool should be easily compatible with other ICT tools. It should be nice if it could help teacher sharing ideas and lesson's plan and peer reviewing

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1.1 Introduction to the TET-SAT tool, Part 1

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1.1 Introduction to the TET-SAT tool, Part 1

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We would now like to look at the TET-SAT tool, but before we go into detail, let’s quickly brainstorm 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? Could such a tool have an impact on our teaching? What would you expect of such a tool?

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Learning outcomes for this week:

1. Developing an understanding of the TET-SAT tool

2. Being able to apply the TET-SAT tool to your own professional context

3. Being able to relate examples to the descriptors/levels in the TET-SAT tool

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Welcome to Module 1!

In this first module, you will get to know our self-assessment tool, TET-SAT (Technology-Enhanced Teaching Self-Assessment Tool). In getting to know the tool, you will of course also start to reflect on your own technology-enhanced teaching practices. Moreover, you will get to know your course peers and moderators, and get a clearer idea of the learning journey that awaits you on the course. All work in this module is linked to the course learning outcome Develop your own TET-SAT profile, and the sections are colour-coded accordingly.

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To help you get an overview of what we will cover and how each section links to our course learning outcomes, please take a look at the diagram of the entire course below. Each module section is colour coded according to which course learning outcome you will be working on in that section.

Don’t worry if the entire process is not immediately clear to you, as we will guide you step by step. This diagram can be helpful for you throughout the entire course - just go back to it whenever you feel that that the purpose of an activity is not clear to you. You can download a PDF version of it here.

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As an outcome of this MOOC, course participants will help to improve the tool in three ways:

1. We will collect some teacher examples throughout the course and add them directly to the TET-SAT tool. These examples will make the tool even more relevant to other teachers.

2. We will update the TET-SAT tool based on all the feedback about its relevance and user-friendliness that we collect from teachers. This updated version will be available to all teachers across Europe as of June 2018.

3. After the conclusion of this course, we will invite a small group of participants to further discuss specific aspects of TET-SAT as an online focus group. The focus group will discuss possible improvements for TET-SAT in more depth.

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Let’s start with a preface by Diana Laurillard, the designer of this course and Professor of Learning with Digital Technologies at the University of London, who will introduce you to the course and provide an overview of the weeks ahead.

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I'm really fond of the use of ICT, because I think that they can get our teaching better. So I'm really curious about this new tools mentioned in the course presentation.

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I've always worked as an upper secondary school teacher and I worked there for 6 years. I have also worked abroad in Albania for one years, working as a L2 Italian teacher.

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Since this year I teach for the first time in a middle school. My students appear to be not so well preparared, but they're quite nice and have great potentialities.

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My name is Daniele and I'm 31. I'm a teacher of Italian language and history and geography, but I'm graduated in classics.