My ITEC Project involving Tablet and Augmented Reality: My students have created animations of their class teachers and used Aurasma to augment them. It was amazing and engagingfor them. They have learned present tense with this project. They have recorded their own voice instead of the teachers. It was easy for them to learn scholl stuff names and daily activities. I have effectively integrated the technology into my lesson plan. You can see all of them via the project blog wikispaces. They have the sufficient digital skills to benefit from it.The animations were created by them. They collaborated, shared, created and solved some problem. Gained 21st century skills. Every activity has done on time.

1) What was the added value of using technology for this teaching/learning task? What did it enable me/my students to effectively do?

2)Did I effectively integrate the technology into my lesson plan, linking it clearly to the learning objectives and syllabus?

3)Was thetechnology used to its full potential, and did I and my students have the sufficient digital skills to benefit from it?If not, why not, and how might I make sure this is the case in the future?

4)Did the technology support learner choice and personalized learning? Did students use the technology to manage their own learning, by choosing the appropriate resources or tools to support their work?

5)Did the way I use the technology allow the learnerto be a co-designer of their learning, and not only a consumer but also a producer?

6)Did my use of the technology allow my studentsto go beyond learning traditional subject-based competences and develop more transversal 21stcentury skills such as collaborative problem solving?

7)Did I allow enough timefor students to work with the technology, and what could I have done to make the activity run more smoothly?

I have heard a session named "open day lecture" from my teacher fellows where in a certain periods of time every teacher in a school performes a lecture with the class open to all school teachers. Is this a way of development?

Janet says "There are a number of assessment tools that help guide self-assessment, including e-portfolios, rubrics, tracking tools and serious games" I wonder "what are the serious games tools that can help set the parameters for assessment and provide a clear way for the teacher to track his or her progress and learning needs? "

Digital tools that helps assessing student outcomes are perfect for 21st century learning. I have used all of them and they are a way of gaining digital competences for the students and teachers. By the way ther is a tentation that the plants would be saved by using digital papers:)

I think a peer review for each activity should be created for the project and at the end of each activity that should be applied.

Teresia has pointed the important aspects, too.

Self-evaluation builds on a natural tendency to check out the progress of one‟s own learning. The Self-Assessment provides a means for stimulating ongoing dialogue and collaboration between programdirectors and instructional staff around the interrelated goals of effective classroom practices, professionaldevelopment, and positive learner outcomes. Not every teacher in every program will need to become proficientin each competency. In some situations, the competency may not be relevant.

2) When I have engaged in self and peer assessment about my professional practice in the past, what were the most useful benefits I gained from the processes and outcomes? To answer this question you can reflect on your short self-assessment you did in module 1’s learning activity, and any other self or peer assessment processes you have engaged in.

Education leaders seeking to advance digital age learning and transform their schools need but one thing to be successful. Connectivity. The most useful benefit I gained is connecting to other teachers to learn from them.

3) And what about the aspects I have found most challenging when engaging in self and peer assessment?