2.1 Reflections on Module 1
First of all, congratulations on completing Module 1 and deciding to continue your learning journey. This course is extremely interesting, but our course activities are certainly also challenging. Hence, if you do not find all activities very easy, you are certainly not the only one!
First impressions on TET-SAT
Many of you have already shared your first thoughts on the TET-SAT in the forum. It is great to see that many of you already have a quite concrete idea of which area you would like to improve in – and interesting to see that this focus differs for each of you .Some of you also wrote in the forum that you are beginners and still need to learn a lot. This course is also the right place for you. You can start to reflect on what you want to do. You don't need to already be an expert. :) In the forum in section 1.2, many of you have also already shared very interesting ideas of how you will use the TET-SAT tool: to reach the goal of making the learning process more appealing to students; ensuring you uses the real potential of technology to enhance students’ learning; to help you focus on the range of different aspects of ICT; as an opportunity to reflect and  to be more aware, as teachers, of the advantages and, at the same time, the risks of using ICT... and many more.
 Ideas for professional development
There was an energetic and valuable discussion in Activity 1.3 of how to help learners with netiquette, but the topic of the forum was to "Suggest one idea for the kind of professional development support you would like to help you advance from Level 2 to Level 3 (an similar for the other levels)."So the forum discussion mostly did not focus on the suggested topic.This suggests two things for me. One is that teachers' focus is always firmly on how to help their learners rather than themselves. The other is that an online forum will develop around the contributions people make, rather than focusing on the question we set.By contrast, in a classroom context, the teacher would be there to redirect a plenary discussion, but when we set small group discussions we know very well that they can go off-target.And in all three forums, the same thing happened. I noticed this in the middle of the week, but it felt almost rude to try and redirect people, as there are some good ideas being offered on how to help students develop their netiquette skills.However, there were one or two comments on the kind of support for teachers that could be useful, which suggested teachers sharing ideas – which is exactly what you were doing.So I think we have your answer to the question intended for the forum discussion: ‘what kind of professional development support would you like?’ – It is the opportunity to exchange and discuss ways of helping our students.
Module 2
You will see that Module 2 is in many ways an extension of your activities in Module 1. Now that you are already familiar with the basic ideas of TET-SAT, it will be much easier for you to continue your reflection on what technology-enhanced teaching means to you.Use the opportunity to interact with other teachers across Europe and express what technology-enhanced teaching means to you!

This was another fascinating week, as you explored the TET-SAT tool, and you began doing your self-assessment.

Almost all of the comments on this issue were favourable. In response to our question about this experience there was a general sense that peer review is valuable and a good way of collaborating to improve practice. These comments give a taste of the reasons you see this as a valuable activity:

With such endorsement from the teachers on this course we have good reason to maintain this approach to extending the value of the TET-SAT project.

It was interesting that in the voting activity in 3.4, over 90% said the TET-SAT tool needs updating every 1-2 years, with 75% voting for every year. This shows that you believe this to be a fast-moving professional field!

We can already see the beginnings of a collaborative community from your work on this course. Our thanks to everyone who contributed template examples of their teaching ideas, peer reviews, and suggestions for rewording the competence definitions. The comments on these activities were very positive, although of course they came from those who partook in them.

Naturally, there would always be different levels of engagement in a professional community – some just browsing the ideas, some debating the issues, some contributing innovations and reviews - just as there are in the world of scholarship.

But if these early beginnings can grow, then the teaching community will soon be in a position to take ownership of the development of ‘technology-enhanced teaching’. And that would be a truly exciting development.

We were interested to see if your perceptions of technology-enhanced teaching might change during the course, but they were already very positive, as the survey in Module 1 showed. Naturally the teachers who sign up for this course are highly likely to be quite positive towards the idea of TET. But we were especially pleased to see that the statement with the highest rating in Module 3 was “I am interested in developing my TET competence further” – this is, after all, the point of the TET-SAT tool.

The real test will come when the course moves beyond this group to teachers who are much less convinced by the idea that technology can enhance teaching.

Meanwhile, our thanks to everyone who completed the Google doc to express your interest in being part of an online focus group, or in the Editing Board. This is how this growing professional community of teachers develops and maintains its ownership of the TET initiative.

Your engagement with this course has helped us all to imagine how technology-enhanced teaching could progress in future. Thank you very much for all your contributions – and we hope to see you again in the follow-up runs of the course!

This was another fascinating week, as you explored the TET-SAT tool and began doing your self-assessment.

Judging from your responses in 2.4, your impressions of the tool so far are favourable, which is great. You can see how the tool can help with learning, development and thinking. Your comments all show a clear commitment to this kind of personal and professional development, and that's impressive.

But one point that seems less easy to understand is how to progress through the levels. That's important, because the essence of the TET-SAT tool is to assist teachers in this progression.

We address this in two ways. First, the final video in Module 2 gave voice to teachers who were thinking about how to use professional development, so that may be helpful. Secondly, this week there is a peer-review activity to sharpen your critical thinking about the differences between the levels. And there are some pointers to existing professional development resources, which may help you with the process.

There were lots of comments reporting that the tool is easy to understand. You also report that it guides you through the process, so that you do feel you are getting something from this form of reflection on how you teach. And that’s important.

There were some pleas for fewer questions or levels, and more help for newcomers to the tool. We tried to do this by introducing it a bit at a time, but would welcome any ideas you might have.

As you work through this week, do let us know if there are other ways we could help! There were several requests for more examples, to help with understanding the competences and levels. This would increase what there is to look at, but might make it easier for you to link the descriptions to your own work.

Where would examples come from? Well, from you, naturally. Teachers are working with their learners every day to try out ways of using digital methods. These are the examples we need to share and build on, and courses like this make it possible to collect good examples. Therefore, it was very encouraging to see such interesting ideas coming from 2.6, where you submitted your template descriptions of what you currently do. Many thanks to all who did that – this is the beginning of a ‘knowledge-building community’ of teachers. That’s exciting!

And are they ‘good’ examples? You are the judge. This week the peer-review activity takes you through what any scholarly or scientific professional community does with new ideas. You peer-review your colleagues’ work to help them, and receive comments on your own. In this way, we can work together to build a repository of the good examples we all need.

Thank you again for your engagement with this exciting development.