To stay informed about developments in digital technologies like VR, AR, LMS, and robotics, I regularly engage with educational blogs, attend workshops, and participate in online forums. Additionally, I explore their potential for educational use through hands-on experimentation, collaborating with tech-savvy colleagues, and attending specialized training sessions.

To stay informed about developments in digital technologies I subscribed to some websites, blogs, and newsletters that focus on technology trends. I also follow influencers, experts, and companies in the tech industry on platforms like Twitter or Facebook. I also conferences, webinars, and workshops to network with professionals in the field and stay updated on the latest advancements.

When it comes to VR, AR, Ai, robotics, etc, I try to get informed through various webinars and through peer recommendation.

Nowadays, I am taking a course on AI.

Although I have taken courses in new methodologies, so far I have hardly been able to put my knowledge into practice.

I´m not informed about VR, AR, robotics...

It´s difficult to keep up the technology pace.

Personal and professional life need to be balanced

I keep updated via the european school academy platform mostly, along to what is being offered locally but I am open to other opportunities.

To stay informed, I attend webinars, online courses or I ask my collegues who have more experience than me on the topic.

I read a lot about new technologies and use AI to keep updated and find new opportunities in educational world.

I participate on online courses, webinars and eTwinning project

Tools such as the Myers-Briggs Type Indicator (MBTI) or DiSC assessments provide information about personality preferences, communication styles, and work preferences. Understanding these aspects can help professionals adjust their development goals in line with natural tendencies.

Goal-setting frameworks: Frameworks such as SMART goals (Specific, Measurable, Attainable, Relevant, Time-Bound) provide a structured approach to setting development goals. They encourage individuals to define clear goals and set benchmarks for measuring progress.

I would recommend these tools to colleagues as part of a comprehensive professional development approach. However, it is crucial to use them judiciously and interpret the results with a critical eye, taking into account the individual context and goals.

In terms of staying informed about developments in digital technologies such as VR, AR, LMS, robotics, and other emerging technologies, I regularly engage with online resources such as technology news websites, podcasts, webinars, and social media platforms. I also attend conferences and workshops related to educational technology to learn from experts in the field and explore hands-on demonstrations of new technologies.

To explore the potential for educational use of these technologies, I experiment with different tools and platforms in a controlled environment such as a sandbox or pilot project. This hands-on experience allows me to understand the capabilities and limitations of the technology and consider how it can be integrated into educational settings to enhance student learning outcomes.

Overall, I would recommend utilizing diagnostic tools and assessments to reflect on professional learning needs, as well as staying informed about emerging technologies through a variety of resources to stay ahead of trends in the field of educational technology.

As for staying informed about developments in digital technologies, educators often utilize a variety of strategies:

1. Professional Development Workshops and Courses: Attending workshops, conferences, and courses focused on emerging technologies in education can provide educators with hands-on experience and knowledge about the latest trends and advancements.

2. Online Resources and Communities: Engaging with online communities, forums, and social media groups dedicated to educational technology allows educators to stay updated on the latest developments, share resources, and collaborate with peers.

3. Technology Reviews and Publications: Reading technology reviews, research articles, and publications in education journals can provide insights into the potential applications of emerging technologies in the classroom.

4. Vendor Demonstrations and Webinars: Participating in vendor demonstrations and webinars provides educators with opportunities to explore new technologies firsthand and learn about their educational uses and benefits.

5. Experimentation and Exploration: Finally, educators can explore the potential of emerging technologies for educational use by experimenting with different tools and platforms in their classrooms, seeking feedback from students, and reflecting on their experiences to inform future practice.

Overall, leveraging diagnostic tools and staying informed about developments in digital technologies are essential components of effective professional development for educators. By identifying their learning needs and exploring emerging technologies, educators can continuously improve their practice and enhance student learning outcomes.

To stay informed about digital technologies, I follow educational technology blogs, attend workshops, and participate in online forums.

I try to keep informed throw newsletters I receive and read, throw webinars , workshops and MOOC. Then I try to incorporate what I learned when designing my lesson plans.

I have not yet used diagnostic tools or assessments to identify and reflect on professional learning needs, but I think they are useful.

In order to be informed about the developments of digital technologies, I follow webinars, courses.

I participate in various teams and I become aware of upcoming webinars or courses related to AI, Robotics or any issue that interests me.

I learned so much about various digital tools trough etwinning projects.

I read a lot about AI and its use in the classroom.

I want very much to increase my competences and I started working with some apps, like Google forms, Padlet, Mentimer, etc.

I participate in many webinars and courses and in time I will be able to master all these tools very well and be able also to incorporate them in my teaching.

In my school we are working a lot to improve our digital competences under the professional guide of our colleague Digital Animator and I think that peer-to-peer training courses are very effective.

I use digital professional learning tools for improving my professional practices.

During the period of 2021 – 2022, I made research to identify the role of digital technology in the learning process for succeeding the master’s degree (CY Cergy Paris Université).

I also followed continuing development training to engage my students in learning using digital technology and in particular e-education courses designed on the National Éléa Moodle Platform.

And also I try to attend as many courses as I can to be updated

1. I like getting feedback directly from my students or colleagues who are in class with me (special needs teachers, educators). Parent-teacher meetings also provide me with valuable insight.

2. I recently came across the Australian Professional Standards for Teachers which helps you identify areas for development which I'd like to try and

   Personality Assessment tools that my students use to find out their personality type like MBTI

3. and then of course SELFIE FOR TEACHERS

However, after reading the padlets of some of the other participants in this course I would try to use the SELFIE tool without doubt.

I have followed the teaching guidelines and I have strived to develop my skills and knowledge in the areas of my subject, psychology, and pedagogy by the guidelines. I have also analyzed my work, trying to be aware of my weaknesses and strong points.

As part of eTwinning, we also plan a few evaluation moments: mid-term, end of activity or end of project evaluations.

We ask students and teachers for tips and tops and we use their feedback for improving our projects.

I will definitely use the SELFIE for TEACHERS tool in the future because it gives us a clear path about what is important to assess.

I keep up with innovative methodologies and skills with digital tools following webinars and online courses held by techers's associations, professional training groups and National Training programs such as PNRR Scuola Futura which displays an enormous wealth on online and in presence courses for professional development

With regards to VR and AR I attend webinars and talks to try and stay up to date with progress.

As a part of Erasmus project, I'm planning to use SELFIE as a tool.

I stay up to date by browsing the internet or receiving commercial emails from for instance school book publishers. I stumble upon new tools without really having a clear path or goal and adapt from there.

I just now realize that everything could go much more smoothly.

With respect to the use of AR, I use an App named Theodolite in which my students understand what is AR and the benefits of using this tech tool.

To stay informed I am a member of several communities. I also go to PDW's and innovation fairs. Also my Linkedin network is very important.

professional development section on ESEP is an important source that keep me informed about the latest digital tools i need by enroll in courses related to this topic, and also eTwinning projects is a very rich recourses related to new digital tools

As Educator I use this LMS platform to engage in asynchronous or synchronous learning activities, access instructional materials and resources, and communicate with peers and mentors.

In my school we often use Google forms to diagnose our teaching needs.

As a teacher I also have specialized pages, communities, groups in Facebook, Telegramm, Viber for interaction and sharing information, communication between collegues from my region and our mentors. There is also FB page and special site which provide a centralized hub for accessing professional development resources, participating in online courses, and collaborating with my colleagues.

However, I will use the ones recommended here.

I stay informed about development in digital technology mostly from attending online courses.

But I've never used diagnostic tools to identify or reflect on my professional learning needs.

I think it's hard to keep posted on all the developments in digital technologies as things are rapidly changing. Recently I've been trying to deal with AI and how to take advantage of it in the classroom (e.g. questions for games, outlining activities).

It was useful for all of us.

1. Professional Development: I actively participate in professional development opportunities, including workshops, conferences, and webinars focused on educational technology. These events often feature presentations and discussions on the latest advancements in digital technologies and their applications in education.

2. Online Resources: I regularly follow reputable online sources such as technology blogs, industry publications, and educational websites that provide updates and insights into emerging technologies. Subscribing to newsletters and joining online communities dedicated to educational technology allows me to stay abreast of the latest trends and developments.

3. Social Media: I engage with educational technology communities on social media platforms like Twitter, LinkedIn, and Reddit. Following relevant hashtags, participating in discussions, and connecting with experts and practitioners in the field helps me discover new technologies and explore their potential applications in education.

4. Professional Networks: I maintain connections with colleagues, educators, and technology specialists who share similar interests in digital technologies. Collaborating with peers and exchanging ideas through professional networks enables me to learn from their experiences and gain insights into innovative educational practices.

5. Experimentation and Exploration: I actively explore emerging technologies through hands-on experimentation and exploration. This may involve testing new software applications, experimenting with hardware devices, or exploring online platforms that facilitate interactive learning experiences.

6. Continuous Learning: I prioritize continuous learning and self-improvement by seeking out online courses, tutorials, and resources related to digital technologies and their educational implications.

7. Collaborative Projects: I seek opportunities to collaborate with colleagues and students on projects that incorporate emerging technologies into educational settings. Collaborative projects provide valuable opportunities to explore the potential of new technologies firsthand and gain insights into their effectiveness in supporting teaching and learning goals.

By leveraging these strategies, I am able to stay informed about developments in digital technologies and explore their potential for educational use in a dynamic and evolving landscape.

But I also do training, share ideas with colleagues and do research online.

Besides, I learned a lot of a new tools also from my etwinning colleagues. I can recommend Padlet, Jamboard, Canva, Google Docs, Genially, Kahoot!

Also the newsletter from etwinning/esep is good to know the latest news.

It was beneficial for all of us.

Regarding to learning about developments in digital technologies, I learn something every day, and I think that it is quite significant for my students, too. Students like to see that you also need new perspectives and that you are willing to learn and grow with them. I follow MOOCs, webinars, conferences within huge educational societies that are focused on my area of expertise such as Oracle, and Cisco, but also on pedagogical methodologies such as eTwinning community, and I recommend their educational resources to everyone.

*Flipgrid

*Wekelet

*Spatial

*Zepetto

*AI Studio

*Linoit etc.

But my favorite is Phet Colorado. It's just wow! You may simulate any argumental reality during project implementation or lessons.

Good luck 🍀!

To stay updated on emerging technologies like Artifical Intelligence, I follow webinars, participate in teacher networks like eTwinning, and explore tools through hands-on experimentation. This helps me assess their potential for creativity and meaningful collaboration in both classroom projects and teacher training.

🌍 Staying Informed & Exploring Emerging EdTech

To stay current with digital innovations like VR, AR, LMS platforms, and robotics, I rely on a blend of professional learning networks, hands-on experimentation, and curated digital resources:

🔔 How I Stay Informed:

• eTwinning and Erasmus+ Communities: These platforms often spotlight cutting-edge tools and cross-border projects using immersive tech.

• EdTech Newsletters & Journals: Subscriptions like EdSurge, Edutopia, and eLearning Industry offer digestible updates and case studies.

• Webinars & MOOCs: I regularly join courses on platforms like FutureLearn, Coursera, and European Schoolnet Academy to explore practical applications of VR/AR and robotics in classrooms.

• Social Media & PLNs: Twitter/X and LinkedIn groups are goldmines for real-time insights from educators piloting new tools.

🧪 How I Explore Their Educational Potential:

• Pilot Projects: I test tools like CoSpaces Edu (for VR creation) or Merge Cube (for AR) in small student groups to assess engagement and learning outcomes.

• Cross-Curricular Integration: I experiment with embedding VR/AR into storytelling, science simulations, or sustainability projects—especially when co-teaching or collaborating internationally.

• Student Voice & Feedback: Learners often guide me toward what’s intuitive or inspiring. Their reflections shape how I adapt or scale a tool

As an artificial intelligence I like to use Gemini which answers many questions and even generates images with the requested theme.

I always try to experiment on a small scale first—testing new tools in short lessons or collaborative projects—to see how they can really enhance learning.

To stay informed about developments in digital technologies I usualy take part in training courses.

To stay informed about emerging technologies like virtual reality (VR), augmented reality (AR), learning management systems (LMS), and robotics, I follow several sources: eTwinning training courses, MOOCs offered by national digital education networks, webinars by Canopé, and professional networks like LinkedIn and Facebook groups for teachers. I’m also subscribed to newsletters on digital innovation in education.

When exploring a new technology, I usually start by testing free versions or demos, then try to implement the tool in a small-scale project with my students. For example, I’ve used CoSpaces Edu to experiment with VR and Tinkercad to introduce 3D modeling. I always focus on the pedagogical value: does the tool enhance learning, support student engagement, or offer new ways of creating and collaborating?

To be informed about new technologies like VR, I do research, I attend online, or in-person workshops dedicated to train teachers on incorporating these new technologies. I also learn a lot from the eTwinning professional Collaboration community.

To stay informed about emerging technologies like LMS I follow webinars, MOOCs, educational blogs, and eTwinning communities. I explore their potential by testing tools in small classroom activities or during international projects, adapting them to my students' needs

To stay informed about new technologies like VR, AR, LMS platforms, robotics, and other emerging tools, I follow updates from the European School Education Platform, attend webinars and online conferences, and participate in professional learning communities where colleagues share their experiments and best practices. I also test new tools in small, low-risk classroom scenarios, exploring their pedagogical value before full integration. This reflective, hands-on approach allows me to evaluate not just the “wow” factor of new technologies, but their actual impact on student engagement, inclusion, and learning outcomes.

To stay informed about new digital tools, I read blogs and articles, join webinars and seminars, and try tools in small classroom activities. This helps me understand their potential and plan how to use them effectively with my students.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

• 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

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.

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!

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.

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.

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.

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

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.