In section 2.2, you will be among the first ones in Europe to learn about the impact of the new tool TET-SAT on teachers’ technology-enhanced teaching competences. We would also encourage you to take advantage of this online community to discuss these new research results with other course participants.

Section 2.3, How to run a policy experimentation, particularly addresses policymakers. However, if you are a teacher or school head and interested in the considerations related to running policy experimentations such as MENTEP, you are more than welcome to check out this section, too.

Discussing and reflecting on new research results is probably not part of your daily work, regardless of whether you are a teacher or school head. However, it can be a very exciting and enriching experience. At the end of the module, please let us know if engaging with research results was something that you thought valuable for you and your work.

As a teacher tainer and an Animatore Digitale in my school I have often used such surveys, and I am curious about how to make them more effective, revealing and helpful in devicing helpful formative interventions.

The "compare with other teachers" part

Statement 2 - If you are a school head or policymaker: What do you think about this conclusion? Does this result make the use of TET-SAT in your own work more interesting? If so, how?

Teachers who work in secondary schools in Italy have very few occasions to share materials and compare their skills in ICT, apart from training courses aimed at the topic, so the Feedback score is precious, it makes us aim better at the target.

Statement 3 - If you are a school head or policymaker: In this case, please reflect on the same questions as the teachers.

Becoming more critical towards our competences in teaching with ICT is the valuable consequence of sharing and comparing with peers, especially authoritative ones; the fact that so many were confirmed in their idea of themselves testifies on how well prepared and professional many teachers are. Being more critical means also being more aware on the role of ICT in teaching and learning: a tech tool should be used only when it enhances learning, not just for fun.

I would add another important aspect thatshould be taken into account: this experience has been run at a European level, it has involved some thousand of teachers all Europe round and it has been applied (I supposed) in a variety of educational contexts, which gives it an even stronger valuability.

As other participants have already said, it is important to create opportunities for learning and training, not only within their own school, but also in connection with other institutions.

That way, they could increase their teacher's competences thanks to a net of trainers and experts.

Moreover, being in touch with other fellow headteachers, they could take some broader actions and be more effective in implementing the use of ICT and supporting teachers (more specific opportunities for more people). my reply - I support your idea of training courses and collaboration in connection with other schools. The recent Italian initiative of dividing the territory into "AMBITO" to define the teaching-learning needs of a particular area could be a starting point.

Please recall that after the 23rd of May a "blackout" period of 1.5 weeks will follow, during which the course will not be accessible.

At the end of the course, you can return to this page to see the reviews that your fellow participants have written for your school plan.

Comment

My plan includes  an experimentation/training with teachers and a parallel one with students.
Comments
Dear Clara,
compliments for sharing your  ideas about how to implement your  ACTION PLAN and introducing the TET-SAT in  your  school.
Here you can find some  general  ideas which express my positive  feedback
Give some short general feedback, saying how you like the plan and why.
Your way of working is good and  I agree with you as " being  ANIMATORE DIGITALE" gives you a general overview of what  teachers  need to know about. You've focussed on the teachers and the students- I agree that  digital citizenship are key issues when dealing with such a plan. 
Suggest at least 2 ideas on how to overcome obstacles to introducing TET-SAT mentioned in section 5 (e.g. can you think of any obstacles to using TET-SAT in your own context?)
You have chosen how to help your teachers. As a person who aims at supporting  ICT in didactics you could think about a learning platform where  you provide technical help for the teachers who are beginners. I feel that courses might help the best ones  and the ones who love technology but for the ones who have problems I feel that  courses might be a  problem
3. Suggest at least 2 more action points to be added to the section 6 action plan.
It seems to me that the points you have covered are clear and  some ideas like re-doing the TET-SAT again are right.
Good job!

Review made By mehtap öztürk date 15-05-2018 09:06
Comment
I am an English teacher in a secondary school (Liceo), and a teacher trainer; I am a member of the staff that make proposals and put the school policy into practice; as an  „Animatore Digitale“ I promote and support the use of ICT in didactics.
My plan includes  an experimentation/training with teachers and a parallel one with students.
Comments
I have studied your plan and liked it. In addition to teaching and using TET-SAT, it allows to be taught in the concept of digital citizenship. Thank you for your sharing.

Provide feedback for each plan you have been assigned, following these three steps: 

          I.     Give some short general feedback, saying how you like the plan and why.

        II.     Suggest at least 2 ideas on how to overcome obstacles to introducing TET-SAT mentioned in section 5 (e.g. can you think of any obstacles to using TET-SAT in your own context?)

      III.     3. Suggest at least 2 more action points to be added to the section 6 action plan.

 

Dear Dimitrios,

It seems to me that one of the main points of your plan is finding out what your level of competences is and your training needs; the other is DISCUSSING about digital competencies, with your colleagues, your school head and your students. Which is the starting point of any didactical innovation, communicating, sharing, involving, collaborating. Well done!

Ideas about how to overcome obstacles: 1- lack of time affects all teachers, but we might try to plan things at the school level so that much of the work is done through technologies and not leaving TET as an additional chore, i.e. planning teaching-learning activities on a collaborative platform. 2 - They think that the result might be bad for their status as teachers: many teachers are afraid of making fools of themselves if they try to use technology, thinking students know more than them in the field; it might be true for a minority of them, in any case teachers can teach, and can guide their students in learning, which is where their authority lies: the right training will convince them.

I would suggest you to add two more action points to your plan; 4bis – propose to students to produce a digital leaflet to encourage their mates to take the self-assessment tool and some training, like they did. 5bis – Preview a final digital product of the training courses, in the form of a lesson plan, to be added to the school repository you mention in section 7 point 4.

High five!

Carla Langella profcarla.langella@gmail.com 

 

Dear Antonietta,

It seems to me that the main points of your plan are MOTIVATION and COLLABORATION, which self-assessment and sharing the results could boost: as you say, Self-assessment could motivate to share progress promoting collaboration. Well done!

Ideas about how to overcome obstacles: you mention one big obstacle, a weak internet connection; alas! I have been struggling with the problem for years in one of the school buildings and I know how frustrating it is. You will solve it only when the school head and administrator will understand it is THE key to innovation, and investing on it is what the community is expecting from them. 

I would suggest you to add two more action points to your plan; 4bis – propose to students to produce a digital leaflet to encourage their mates to take the self-assessment tool and some training, and present it to the community, as you mention in section 7 point 6. 5bis – Preview a final digital product of the training courses for teachers, in the form of a lesson plan, to be added to the school repository.

High five!

Carla Langella profcarla.langella@gmail.com