Dom-1: Language learner outcomes
Dom-2: Language learner experiences
Dom-3: Teachers’ individual practice
Dom-4: Teachers’ collective practice
Language learner outcomes | Results next domain >
# Statement & Score Recommendations
1.E
did not respond
Students use appropriate digital technologies to help support their engagement in reception activities.
Recommendations

This video demonstrates how teachers and students can use Book Creator to make interactive books.

TeachVid is a web-based tool that helps teachers to scaffold authentic video material from websites such as YouTube. The blog accompanying the website provides very clear training on how to exploit the features of this web-based tool to support reception in the classroom.

This video demonstrates how teachers can use Edpuzzle. This is a tool in which teachers are able to create interactive videos that can help deliver lessons that follow the integrated approach to language learning when they incorporate listening and reading conjointly.

The JCT website in the MFL section has practical resources on the use of digital tools in the MFL classroom such as Adobe Spark

1.HE
did not respond
Students use digital technologies to actively engage in all modes of communication in creative and innovative ways, in order to attain challenging learning outcomes.
Recommendations

This video demonstrates how teachers and students can create a webpage using Adobe Spark. This tool allows students to be really creative in demonstrating their linguistic knowledge.

This video demonstrates how teachers and students can use Flipgrid to demonstrate how they can interact in the target language.

2.E
did not respond
Students use digital tools to support their language learning. They assess their learning in line with the learning outcomes through a digital portfolio.
Recommendations

This video provides an overview and samples of digital portfolios.

The JCT website has a section on digital portfolios and how these are being used at Junior Cycle and for heritage languages at Leaving Certificate.

2.HE
did not respond
Students can use digital tools (such as digital assessments) and a digital portfolio to support their language learning, track their progress and engage in reflection which helps them to identify ways to improve.
Recommendations

This video highlights the role of effective feedback in digital portfolios.

3.E
did not respond
Students have a positive attitude towards using digital technologies to support their language learning.
Recommendations

eTwinning is a platform that language teachers can use to collaborate with other teachers and students in target language countries. Students can engage in projects and activities together digitally through the target language.

3.HE
did not respond
Students have a positive attitude towards using digital technologies to support their language learning and they recognise how these technologies can enhance the ways in which they demonstrate their communicative competence, plurilingualism, intercultural awareness and socio-cultural knowledge.
Recommendations

Mystery Skype is an activity that teachers can use to help join their classroom with other people or classrooms in target language countries. This activity helps teachers to get students to reflect on the differences between face-to-face and online communication.

4.E
did not respond
Students understand the differences between face-to-face and online communication.
Recommendations

In the MFL section of the JCT website, there is an elective workshop on creating real-life online tasks.

Module 2 of the Webwise Connected resource explores the concept of false information and assists students in developing strategies to identify and evaluate false information.

4.HE
did not respond
Students are aware of the risks and limitations associated with the use of digital technologies for language learning and take steps to protect themselves from danger.
Recommendations

The web resource what-is-fake-news may be a useful resource here

5.E
did not respond
Students can evaluate online sources for truth and reliability when reading, watching or listening to content.
Recommendations

GoConqr provides a range of tools for learning including mind maps, flashcards and quizzes.

In the MFL section of the JCT website, there are tutorials on the use of Vocaroo and other tools.

5.HE
did not respond
Students have the ability to evaluate online sources for truth and reliability when interacting with others online in another language. They can adopt strategies to protect themselves and resolve misconceptions.
Recommendations

Voice Record Pro 7 is a tool that helps students to record their spoken production and interaction. This can then be uploaded to the cloud or to a digital portfolio.

Popplet is an iOS app that helps students to record and organise their knowledge. This is useful to help students plan their written and spoken production.

6.E
did not respond
When interacting with others online in another language, students understand the precautions that need to be taken when communicating in a language that they might not fully understand.
Recommendations

Vocaroo is a voice recording tool that allows teachers to give verbal feedback to students and share it by email, with a link or QR code, or embed the feedback on a website or blog.

In the MFL section of the JCT website, there are tutorials on these. There is also a Powtoon to support students in the CBA 2: the student language portfolio here.

6.HE
did not respond
Students can protect their digital identity and manage their digital footprint when engaging in language learning tasks online.
Recommendations

Voice Record Pro 7 allows students and teachers to record content and then provide feedback as well as upload this content to any Cloud-based system.

Adobe Spark Video is a content creation tool which allows students to show their work in the form of a video.

7.E
did not respond
Students know how to use digital technologies to independently develop and demonstrate their communicative competence, plurilingualism, intercultural awareness and socio-cultural knowledge.
Recommendations

Using a Digital Portfolio in the MFL Classroom: This presentation takes you through the basics of what an ePortfolio is in the context of Junior Cycle and how and why you might create it digitally.

Vocaroo allows teachers to record personalised feedback for students and share it by email, with a link or QR code, or embed the feedback on a website or blog.

The various digitals tools on the JCT website listed under the heading ‘resources’ will support teachers in giving audio feedback to their students .These include a speech recognition tutorial for MS Office and Google Suite.

7.HE
did not respond
Students, in collaboration with their teachers, and/or parents or guardians, identify ways to develop their communicative competence, plurilingualism, intercultural awareness and acquire socio-cultural knowledge through the use of digital technologies.
Recommendations

QWIQR is a free web tool which allows language teachers to record personalised audio feedback for their students’ work and attach it to a QR code or send it to them as a link.

8.E
did not respond
Students use digital technologies to help them improve their communicative competence, plurilingualism, intercultural awareness and socio-cultural knowledge.
Recommendations

Microsoft OneNote is a highly adaptable tool that can be used in the MFL classroom in a very flexible way for students to demonstrate their learning and for the teacher to provide them with feedback.

Teachers can provide feedback to students using Screencastify.

Flipgrid is a video tool which can be used by students to self-assess their oral work. Teachers can also provide audio and video feedback in response to student submissions.

Texting Story is a free iOS and Android app which allows users to write a text message conversation and save it as a video or gif. This is a great way for students to practise writing dialogues in a medium which is very familiar to them and save the results for accessing later for revision. Users do not need to create an account to use the app either.

8.HE
did not respond
Students use digital technologies to clarify difficult concepts or simplify parts of language learning that they find challenging.
Recommendations

Google Classroom is a virtual learning environment where classroom content, assignments, discussions and feedback are brought together in one place. Feedback can be streamlined by using the Comment Bank feature.

The ‘Talk and Comment’ chrome extension can be used to provide oral feedback to students.

9.E
did not respond
Students receive formative feedback on their learning in a digital format and use this to improve their communicative competence, plurilingualism, intercultural awareness and socio-cultural knowledge.
Recommendations
9.HE
did not respond
Students gather evidence of their learning (e.g. in a digital portfolio) and use it to engage in self-reflection to identify areas of potential improvement towards the development of the learning outcomes.
Recommendations
10.E
did not respond
Students know how to access their personal digital feedback and make sure it remains private to them.
Recommendations
10.HE
did not respond
Students can use digital technologies to track their personal feedback from teachers and peers (e.g. summative, self and peer assessment) to help them to make progress against the learning outcomes.
Recommendations
Language learner experiences | Results < previous domain | next domain >
# Statement & Score Recommendations
1.E
did not respond
Students use digital technologies to research and exchange target-language information sourced digitally.
Recommendations

This presentation is on how to use Padlet in the MFL classroom for a variety of purposes including as a repository and a class discussion tool, for collaboration and supporting oral work and for writing and formative assessment.

In the MFL section of the JCT website, there is an interactive booklet on “oral communication” as well as a podcast series with ideas to develop oral communication in the MFL classroom.

Mentimeter is an interactive polling tool that provides every learner with a voice. It can be used to assess prior knowledge or as a formative assessment tool at the end of a topic. This video from the PDST Digital Technologies YouTube channel and the Mentimeter YouTube channel provides a range of mini tutorials. Mentimeter is also available in a range of languages.

1.HE
did not respond
Students use a variety of digital technologies to source, critique, create and exchange target-language information and to reflect on their learning.
Recommendations

Students can use the discussion features in their school’s platform. This playlist provides an overview of Google tools, including Google Classroom; while this playlist provides a similar overview of Microsoft products including Teams.

2.E
did not respond
Students are respectful in their interactions with peers and teachers in both source and target languages when using digital technologies to support their language learning.
Recommendations

Webwise is an internet safety initiative that promotes awareness of online safety issues and good practice among students.

Module 1 of the Connected resource from Webwise outlines the opportunities and challenges that students experience online and explores ways to manage online wellbeing and build resilience.

The Full Picture explores how young people use social media to connect and share.

2.HE
did not respond
Students use the target language online in a respectful and positive way that is conducive to their wellbeing and the wellbeing of others.
Recommendations

A MOOC course offered by Future Learn that introduces educators to the ways in which our wellbeing can be affected by technology.

3.E
did not respond
Students can contribute to an online discussion in the target language. For example, contributing to a discussion in the target language using an age-appropriate platform.
Recommendations

Mystery Skype is an educational game invented by teachers and played by two classrooms on Skype. The teachers will know where (and who) they are calling but students will not. The aim of the game is to build cultural awareness, critical thinking skills and geography skills by guessing the location of the other classroom through a series of yes/no questions using the target language, for example, ‘Are you in Europe?’. It is suitable for all age groups, from kindergarten through to university, and can be adapted for any subject area.

eTwinning.net is a platform that allows students to work collaboratively with students from a target language country.

Flipgrid can be used by students to provide feedback to their peers.

Google Docs and Microsoft Word Online can be used by students to work collaboratively on projects.

3.HE
did not respond
Students work together online, to communicate and collaborate on online projects in the target language, in response to current themes and issues in Ireland and/or the rest of the world.
Recommendations

Canva is a graphic design tool which students can work with collaboratively. Teachers and students can avail of free education accounts and this short course provides teachers with an overview of the tool.

Adobe Spark Page and Adobe Spark Video can be created collaboratively.

4.E
did not respond
Students are confident in using digital portfolios to reflect on their progress in line with learning outcomes and manage their own language learning.
Recommendations

This video provides an overview and samples of digital portfolios.

In the MFL section of the JCT website, please see the section entitled ‘resources - portfolio supports.’

4.HE
did not respond
Students can manage their digital portfolios to reflect on their progress and use this to set personal goals for future learning.
Recommendations

This video highlights the role of effective feedback in digital portfolios.

5.E
did not respond
Students develop and apply lifelong learning skills in the target language using digital technologies.
Recommendations

In the MFL section of the JCT website there is a section on webtools. There is also a section on the use of authentic material beyond the classroom.

Microsoft Digital Badge: student self-regulation: This platform- neutral course from Microsoft demonstrates how teachers can encourage student independence and self-regulation through the use of digital technologies.

5.HE
did not respond
Students independently develop new skills, using digital technologies, to support their language learning in creative ways, in and beyond the classroom.
Recommendations

ThingLink makes it easy to enrich images and videos with additional information. Any project photo, infographic or drawing can become a rich learning experience or presentation with the addition of text notes, audio narration, photos and multimedia such as YouTube videos. Teachers use ThingLink to create visual, multi-sensory learning materials for student orientation and language studies.

Teachers' individual practice | Results < previous domain | next domain >
# Statement & Score Recommendations
1.E
did not respond
I use digital technologies and multimedia tools (applications which use multiple media sources, e.g. text, graphics, images, sound/audio, animation and/or video) to enhance intercultural awareness in my students.

For example, I source and share films, books and documentaries in the target language and art/photos from the target culture.

Recommendations

PhotoSpeak is a free iOS app which allows you to animate the mouth and eyes of a photo or hand-drawn picture of a face and save the results as a video. A creative way of promoting speaking in the languages classroom, you can use the app to take a picture of someone’s face with the default camera or find a royalty free image of a famous person’s face and turn it into a talking character.

This video demonstrates how teachers can use Flipgrid with their students to enhance spoken interaction in the target language. It can also be used by the teacher for assessment purposes.

My Talking Avatar Free is a free iOS app which is wonderful for promoting speaking in the languages classroom, as it lets you create an animated character and record your voice for up to five minutes as a video. You can also add your own background image or create one in an app like Pic Collage. This is as an example of ‘app smashing’.

iFunFace is a free iOS and Android app which is great for promoting speaking by allowing you to superimpose an animated mouth and eyes over a still image of a face or faces and record a video of you and someone else having a conversation in the target language.

The MFL section of the JCT website has several tutorials on Yoki

1.HE
did not respond
I frequently use and create multimedia and interactive resources such as flashcards, voice recordings and animations to support student learning.
Recommendations

Using Virtual Scenarios to Create Effective Learning is an advanced online MOOC for educators who would like to explore how the real world can be brought into the classroom through the use of the virtual world to help support the development of intercultural awareness and socio-cultural knowledge.

GoConqr provides a range of tools for learning, including mind maps, flashcards and quizzes. GoConqr has a YouTube channel with several playlists.

2.E
did not respond
I use digital assessment tools to assess students' understanding of reception activities as well as their production and interaction.
Recommendations

This video provides an overview of how teachers can search for resources on Scoilnet.

This video demonstrates how teachers can create a learning path on Scoilnet to share resources with students.

The MFL section of the JCT website has several resources on authentic reading and listening material that can be adapted. There are also tutorials on installing additional languages on iPhone and Android to enable teachers and students to voice record. We also have a tutorial on AudioNote.

Teachers can easily create videos in the target language using Adobe Spark Video. Click to access the Adobe Spark Video tutorial video from PDST Digital Technologies.

2.HE
did not respond
I support my students in creating their own assessment activities using digital technologies to demonstrate their learning.
Recommendations

These videos from the PDST Digital Technologies YouTube channel show how teachers can use Symbaloo and Wakelet to create a curated list of resources to share with students.

Videoscribe is a type of whiteboard animation software. Teachers can create animated videos with narration in the target language. This video from PDST demonstrates how to create an engaging video using this tool.

3.E
did not respond
I source digital supports for teaching and learning using a variety of target culture resources (e.g. image search engines, foreign news and television networks, eBooks and social media).
Recommendations

This Lesson Study Reflection Tool on the use of digital technologies in the MFL classroom. This tool can be printed and use by teachers to help guide their reflections on the effectiveness of a specific digital tool in their MFL classroom.

3.HE
did not respond
I design learning activities that require students to show their digital skills in demonstrating their learning and communicative competence in the target language, e.g. creating digital stories, podcasts, etc.
Recommendations

The following rubric entitled Rubric for eLearning Tool Evaluation (Lauren M. Anstey & Gavan P.L. Watson, 2018) can be used by MFL teachers to evaluate the effectiveness of the digital tools that they are using in the MFL classroom. Some of the evaluation templates available could be adapted for MFL teachers.

4.E
did not respond
I confidently adapt digital sources and resources from the target culture(s) to make them meaningful and support students.
Recommendations

This video provides an overview of how teachers can search for resources on Scoilnet.

This video demonstrates how teachers can create a learning path on Scoilnet to share resources with students.

Wakelet is an online tool that allows teachers to save, organise, and curate content on a particular topic from multiple websites in one themed place. This can then be shared with students.

Online language learning courses are available on a number of online MOOC platforms with Alison, Duolingo, Udemy, Future Learn, Coursera.

In the MFL section of the JCT website, we have several other useful web tools such as Lightbulb Languages, Languages Online, EDpuzzle, Duolingo, Animoto, Teacher Tube, The Spanish Experiment, Francotoile, Langmedia and Audiolingua.

4.HE
did not respond
I create my own digital content, which is available in and out of school, to support self-directed learning and encourage my students to use digital technologies to support their creativity and knowledge creation in the target language.
Recommendations
5.E
did not respond
I reflect on my use of digital activities and whether it enhances student learning.
Recommendations

eTwinning.net is a platform that allows students to work collaboratively with students from a target language country.

The JCT website’s MFL section has practical resources on the use of digital tools in the MFL classroom, such as Adobe Spark.

5.HE
did not respond
I experiment with a range of digital tools, when designing language learning activities, to create effective tasks that progress student learning.

I reflect on, and continuously evaluate the effectiveness of, the digital technologies chosen and the design of the language learning activity to consider possible improvements.

Recommendations

Adobe Spark Page tutorial video
Adobe Spark is an easy-to-use design tool that is web-based or app-based. It helps users to create web pages, videos and social media graphics in the target language as well as for the teacher to create and present real-world tasks for students.

Book Creator tutorial video Book Creator is a digital technology tool that can be used by students and/or teachers to create interactive stories, instruction manuals and poetry books with a combination of text, images, audio and video.

6.E
did not respond
I use digital technologies when designing differentiated language activities for my students, to address a variety of needs. For example, I source a range of target language inputs, such as podcasts and videos, in the target language and design appropriate tasks to accompany them.

I exploit tools, such as digital readers, individual control of audio/video tracks, subtitles, etc., to support reception, production and interaction.

Recommendations

Mentimeter is a free polling tool for your classroom that teachers can use for formative assessment purposes with their students. Below is a guide for language teachers on how to set up the poll in the classroom.

Kahoot is a game-based assessment tool that can be used in class or at home to assess language learners in a fun and interactive way. It can be used individually or in groups and results are saved online in the teacher's account for future reference.

In the MFL section of the JCT website there are tutorials on the use of Quizlet , Kahoot and Socrative in the MFL classroom.

Plickers is a free web tool which allows language teachers to set multiple choice questions for their students to answer using numbered QR codes displayed on cards. The results are recorded for each student’s answer and the teacher can export the results as a spreadsheet.

6.HE
did not respond
I source or create resources which scaffold reception, production and interaction and provide stretch and challenge according to students’ needs. For example, I source and create podcasts and interactive books in the target language for students to use independently and/or I support my students in using digital technologies to track their learning progress.
Recommendations

Nearpod can be used to support formative assessment, where the teacher can adjust their teaching in response to the comprehension of the students.

7.E
did not respond
I design real-world tasks in which students use digital resources and tools in the target language. For example, I make use of target language websites to plan a holiday, transport, accommodation, things to do, etc.
Recommendations

In the MFL section of the JCT website there is a series of podcasts which explore the use of digital tools in the MFL classroom (in particular, see episode 1), under the MFL shop talk section. There is an accompanying resource with teacher suggestions.

Vocaroo is a digital tool which can be used to create voice instructions to support assessment and also provide feedback to students.

Mentimeter is an interactive polling tool that provides every learner with a voice. It can be used to assess prior knowledge or as a formative assessment tool at the end of a topic. This video from the PDST Digital Technologies YouTube channel The Mentimeter YouTube channel provides a range of mini tutorials. Mentimeter is also available in a range of languages.

Kahoot is a game-based assessment tool that can be used in class or at home to assess language learners in a fun and interactive way. It can be used individually or in groups and results are saved online in the teacher's account for future reference.

Nearpod can be used to support formative assessment where the teacher can adjust their teaching in response to the comprehension of the students.

This video provides an overview and samples of digital portfolios.

This video highlights the role of effective feedback in digital portfolios.

7.HE
did not respond
I design real-world tasks in which students use digital resources and tools to work collaboratively.

For example, I make use of target language websites to plan a holiday, transport, accommodation, things to do etc. and I empower my students to use creative digital technologies (e.g. digital storytelling, online presentations, podcasts, etc.) to showcase their learning and/or I engage my students in virtual exchanges with students from target language communities and use video conferencing to communicate with them.

Recommendations

Whiteboard.fi is a free online tool which allows you to create a virtual classroom in seconds where students each have a digital whiteboard to write on. The students only see their own whiteboards and the teacher’s, whereas the teacher can see all the students’ whiteboards immediately. As you can see the answers in real time, Whiteboard.fi is a great formative assessment tool for online teaching.

Flipgrid is a website that allows teachers to create ‘grids’ to facilitate video discussions. Each grid is like a message board where teachers can pose questions and their students can post video responses that appear in a tiled grid display. Teachers can provide feedback on these videos.

8.E
did not respond
I record, track and analyse student outcomes using online tools and my school.
Recommendations

In the whole school section of the JCT website, there are a plethora of strategies to support active engagement in the classroom.

Voice Record Pro 7 is a tool that helps students to record their spoken production and interaction. This can then be uploaded to the cloud or to a digital portfolio.

Have you ever wanted your audience or students to be able to ask you questions during a class whilst presenting with Google Slides? This guide will show you how to do this.

8.HE
did not respond
I make the results of pre- and post-assessment tasks available to all stakeholders (e.g. giving formative and summative feedback to students, parents, guardians and other teachers) to help students reflect on their progress.
Recommendations

Teaching English Online is an online course for language teachers focusing on the transfer of language teaching online. Approaching language from the perspective of the different modes of communication, it will help teachers to reflect on the ways in which they can use online/blended learning scenarios to support student learning in the classroom.

Audio padlet: Padlet is a free online notice board which can be used for publishing multimedia outcomes to a real audience via the browser or cross plat form app. Students are able to post individual notes which can be colour coded and connected together with arrows as a mind map. The teacher has the option of enabling commenting and rating of notes too allowing students to give feedback on each other’s work.

9.E
did not respond
I use digital portfolios with my students to help them to record their progress over time.
Recommendations

In the MFL section of the JCT website, there are tutorials on digital tools.

The Literacy Tools for Inclusive Classrooms course introduces teachers to the Immersive Reader and Dictate tools. This course is designed to help educators learn how to leverage digital literacy tools to support their students’ reading, writing, and fluency development.

Vocaroo is a digital tool which can be used to create voice instructions to support assessment and also provide feedback to students.

Flipgrid is a website that allows teachers to create ‘grids’ to facilitate video discussions and provide oral and video feedback to students.

Teachers can provide feedback to students using Screencastify.

9.HE
did not respond
I use digital portfolios with my students to help them to record and reflect on their progress over time.
Recommendations

Microsoft Webinar: The writing process: This webinar from Microsoft helps teachers reimagine the writing process for their students and explores using new innovative tools from Microsoft to plan and create written work.

10.E
did not respond
I use a range of digital technologies to pre-assess, formatively and summatively assess the communicative competence, plurilingualism, /inter-linguistic awareness, inter-cultural awareness and socio-cultural knowledge of my students.
Recommendations

In the MFL section of the JCT website, there are digital tools tutorials on “installing additional languages” (Android/iOS) and “speech recognition” (Microsoft/Google) to support student needs.

There are a number of tools available online to help students look up vocabulary. Simple online translators such as Google Translate provide students with translations based on other translations that exist as well as offering dictionary definitions. Linguee provides students with examples of translations used in context. Wordreference is an open dictionary which often contains very current usage. Also, traditional dictionary publishers (e.g. Collins) will also give you online versions of their paper dictionaries that look very similar. You should recommend the tool to students that best suits the activity that you are working on.

10.HE
did not respond
I continually reappraise the effectiveness of the digital assessment tools used for evaluating students.
Recommendations
11.E
did not respond
I edit and assess my students' work.
Recommendations
11.HE
did not respond
I edit and assess my students' work.
Recommendations
12.E
did not respond
I am aware of, and use, digital technologies and resources to design learning experiences that help students to access reception, production and interaction activities.
Recommendations
12.HE
did not respond
I adapt my use of digital technologies and resources to personalise learning experiences for my students to access reception, production and interaction activities.

I reflect on how my classroom methodologies incorporate the use of digital technologies and resources to personalise learning for all students.

Recommendations
13.E
did not respond
I use digital technologies confidently to develop students’ learning / understanding.
Recommendations
13.HE
did not respond
I use digital technologies to enhance student numeracy and literacy skills and to integrate these into the fabric of my language lessons.
Recommendations
14.E
did not respond
I show students how to use accessibility features and functions on digital devices and/or internet browsers to support their individual learning needs. For example, I use linguistic digital tools, online dictionaries, translators, etc.
Recommendations
14.HE
did not respond
I reflect on the effectiveness of the use of digital technologies in my classroom in responding to emerging student learning needs.
Recommendations
Teachers' collective practice | Results < previous domain
# Statement & Score Recommendations
1.E
did not respond
I engage in professional development with my language department colleagues in school to help them select and align digital technologies, with effective teaching strategies, to expand learning opportunities for all students.
Recommendations

In the MFL section of the JCT website, there is a section on collaboration and the PPLI website has a self-evaluation tool to help you plan out how to establish your MFL department.

The DL Planning website has a number of planning tools that can be used by MFL Departments to assist in the planning and use of digital tools in MF Departments. Scroll to the bottom of the home page and access these under the ‘Tools and Resources’ heading.

1.HE
did not respond
I engage in professional development and support colleagues in selecting and aligning digital technologies with effective teaching strategies to expand learning opportunities for all students.
Recommendations

A MOOC provided by Future Learn entitled Digital Skills for Teachers: Making Technology Work for You. This course has a particular focus on how tools can help you to further collaboration between colleagues.

2.E
did not respond
I evaluate and reflect, with my language department, on the use of digital technologies to improve language teaching.
Recommendations

The MFL section of the JCT website has an interactive planning document with a reflection section which might be useful to note the effectiveness of a digital tool for instance.

This video introduces the key features of how you can use Google Docs to work collaboratively on documents in your MFL Departments such as planning units of learning or assessment tasks.

Microsoft Digital Badge: Collaboration in Microsoft Teams: Whether you use Microsoft, Google or another platform for communication in your school, this short course is useful for teams who want to understand better how they can communicate at a distance to be more productive.

2.HE
did not respond
I evaluate and reflect on the use of digital technologies to innovate and improve educational practices on a whole-school level.
Recommendations
3.E
did not respond
I participate in online communities of practice that focus on the use of digital technologies in language teaching and learning.
Recommendations

The MFL section of the JCT website has a series of podcasts that consist of conversations with MFL teachers, recorded during a series of online community practice meetings. This might spark conversations within the MFL department.

Communities of Practice (PPLI): Find out more about our Communities of Practice hosted by PPLI. Taking place both face-to-face and online, the discussion of digital tools regularly forms part of the discussions of participants.

3.HE
did not respond
I engage in professional online communities to design learning opportunities in language teaching and learning using digital technologies for students across and beyond the curriculum.
Recommendations
4.E
did not respond
I use digital technologies such as communication platforms to talk, collaborate and share with my language colleagues and outside state agencies to improve teaching and learning in language classrooms.
Recommendations

The MFL section of the JCT section has all previous CPD in a screencast form to be accessed in the future.

Supporting Learning With Teams: Learn how Microsoft Teams can be used by administrators, leaders and teachers to collaborate on school initiatives. Many of the principles covered here can also be applied to other platforms, even ones like WhatsApp!

4.HE
did not respond
I use digital technologies to collaborate with appropriate outside language agencies and personnel to facilitate meaningful interdisciplinary language learning experiences for students.
Recommendations
5.E
did not respond
I use digital technologies ethically to gather, share and interpret data on student language learning.
Recommendations

In the MFL section of the JCT website, there is a leaflet on formative assessment as well as a full section on assessment in general.

PDST Subject Analysis Spreadsheets for Senior Cycle and Junior Cycle subjects are also available.

5.HE
did not respond
I use and develop digital technologies ethically to gather, share and interpret data on student language learning, to improve data management and to inform whole school formative and summative assessment practices.
Recommendations

Data Analysis in Excel or Google Sheets: These three videos will help MFL teachers to see how they can use Excel to record, analyse and share student data (e.g. test results, assessment results, progress data, pre-results, targets, etc.) in the MFL classroom to gain valuable insights into student progress. (Video 1, Video 2, Video 3).

6.E
did not respond
I use digital technologies to design a range of appropriate formative and summative language assessments.
Recommendations

In the MFL section of the JCT website, there is a leaflet on formative assessment as well as a full section on assessment in general.

6.HE
did not respond
I use digital technologies with language department colleagues to design a range of appropriate, authentic formative and summative assessment practices which are implemented throughout the school.
Recommendations

This blog hosted by Blaine Pike shows you how you can use data tools to assess the readability, accessibility and variability of your students work.

7.E
did not respond
I share my experiences of using digital technologies to enhance teaching, learning and assessment with colleagues from other subject departments.
Recommendations

Communities of Practice (PPLI): Find out more about our Communities of Practice hosted by PPLI. Taking place both face-to-face and online, the discussion of digital tools regularly forms part of the discussions of participants where you can share your ideas.

Why not start a Blog? This guide summarises the contents of a typical blog. This can be a great way to share your ideas with teachers across the web and also for you to organise your thoughts.

7.HE
did not respond
As a member of a language department, I support colleagues from other subject departments in school to develop a shared vision of how digital technologies can enhance learning opportunities for all students.
Recommendations

There are many teacher groups on social media, in particular Facebook. Why not search key words such as ‘MFL’ and ‘language teaching’ to find these groups. You’ll often find very generous people here who share their resources for free. For example, if you’re interested in CLIL, here is the CLIL 4 MFL Facebook page.

PRINT RESULTS

You can assess your practice using the tool below.
For more information please visit the 'how it works' page

Language learner outcomes

Page 1 of 4
1.E
Students use appropriate digital technologies to help support their engagement in reception activities.
I have not yet started to encourage my students to do this.
I sometimes encourage my students to do this.
I frequently encourage my students to do this.
I lead colleagues on how they can initiate this with their students.
I develop innovative approaches for my students to do this.
1.HE
Students use digital technologies to actively engage in all modes of communication in creative and innovative ways, in order to attain challenging learning outcomes.
I have not yet started to encourage my students to do this.
I sometimes encourage my students to do this.
I frequently encourage my students to do this.
I lead colleagues on how they can initiate this with their students.
I develop innovative approaches for my students to do this.
2.E
Students use digital tools to support their language learning. They assess their learning in line with the learning outcomes through a digital portfolio.
I have not yet started to encourage my students to do this.
I sometimes encourage my students to do this.
I frequently encourage my students to do this.
I lead colleagues on how they can initiate this with their students.
I develop innovative approaches for my students to do this.
2.HE
Students can use digital tools (such as digital assessments) and a digital portfolio to support their language learning, track their progress and engage in reflection which helps them to identify ways to improve.
I have not yet started to encourage my students to do this.
I sometimes encourage my students to do this.
I frequently encourage my students to do this.
I lead colleagues on how they can initiate this with their students.
I develop innovative approaches for my students to do this.
3.E
Students have a positive attitude towards using digital technologies to support their language learning.
I have not yet started to encourage my students to do this.
I sometimes encourage my students to do this.
I frequently encourage my students to do this.
I lead colleagues on how they can initiate this with their students.
I develop innovative approaches for my students to do this.
3.HE
Students have a positive attitude towards using digital technologies to support their language learning and they recognise how these technologies can enhance the ways in which they demonstrate their communicative competence, plurilingualism, intercultural awareness and socio-cultural knowledge.
I have not yet started to encourage my students to do this.
I sometimes encourage my students to do this.
I frequently encourage my students to do this.
I lead colleagues on how they can initiate this with their students.
I develop innovative approaches for my students to do this.
4.E
Students understand the differences between face-to-face and online communication.
I have not yet started to encourage my students to do this.
I sometimes encourage my students to do this.
I frequently encourage my students to do this.
I lead colleagues on how they can initiate this with their students.
I develop innovative approaches for my students to do this.
4.HE
Students are aware of the risks and limitations associated with the use of digital technologies for language learning and take steps to protect themselves from danger.
I have not yet started to encourage my students to do this.
I sometimes encourage my students to do this.
I frequently encourage my students to do this.
I lead colleagues on how they can initiate this with their students.
I develop innovative approaches for my students to do this.
5.E
Students can evaluate online sources for truth and reliability when reading, watching or listening to content.
I have not yet started to encourage my students to do this.
I sometimes encourage my students to do this.
I frequently encourage my students to do this.
I lead colleagues on how they can initiate this with their students.
I develop innovative approaches for my students to do this.
5.HE
Students have the ability to evaluate online sources for truth and reliability when interacting with others online in another language. They can adopt strategies to protect themselves and resolve misconceptions.
I have not yet started to encourage my students to do this.
I sometimes encourage my students to do this.
I frequently encourage my students to do this.
I lead colleagues on how they can initiate this with their students.
I develop innovative approaches for my students to do this.
6.E
When interacting with others online in another language, students understand the precautions that need to be taken when communicating in a language that they might not fully understand.
I have not yet started to encourage my students to do this.
I sometimes encourage my students to do this.
I frequently encourage my students to do this.
I lead colleagues on how they can initiate this with their students.
I develop innovative approaches for my students to do this.
6.HE
Students can protect their digital identity and manage their digital footprint when engaging in language learning tasks online.
I have not yet started to encourage my students to do this.
I sometimes encourage my students to do this.
I frequently encourage my students to do this.
I lead colleagues on how they can initiate this with their students.
I develop innovative approaches for my students to do this.
7.E
Students know how to use digital technologies to independently develop and demonstrate their communicative competence, plurilingualism, intercultural awareness and socio-cultural knowledge.
I have not yet started to encourage my students to do this.
I sometimes encourage my students to do this.
I frequently encourage my students to do this.
I lead colleagues on how they can initiate this with their students.
I develop innovative approaches for my students to do this.
7.HE
Students, in collaboration with their teachers, and/or parents or guardians, identify ways to develop their communicative competence, plurilingualism, intercultural awareness and acquire socio-cultural knowledge through the use of digital technologies.
I have not yet started to encourage my students to do this.
I sometimes encourage my students to do this.
I frequently encourage my students to do this.
I lead colleagues on how they can initiate this with their students.
I develop innovative approaches for my students to do this.
8.E
Students use digital technologies to help them improve their communicative competence, plurilingualism, intercultural awareness and socio-cultural knowledge.
I have not yet started to encourage my students to do this.
I sometimes encourage my students to do this.
I frequently encourage my students to do this.
I lead colleagues on how they can initiate this with their students.
I develop innovative approaches for my students to do this.
8.HE
Students use digital technologies to clarify difficult concepts or simplify parts of language learning that they find challenging.
I have not yet started to encourage my students to do this.
I sometimes encourage my students to do this.
I frequently encourage my students to do this.
I lead colleagues on how they can initiate this with their students.
I develop innovative approaches for my students to do this.
9.E
Students receive formative feedback on their learning in a digital format and use this to improve their communicative competence, plurilingualism, intercultural awareness and socio-cultural knowledge.
I don’t use digital technologies to give formative feedback yet.
I have started giving formative feedback using digital technologies.
I frequently use digital technologies to give formative feedback.
I lead others in giving formative feedback using digital technologies.
I develop new approaches in giving formative feedback using digital technologies.
9.HE
Students gather evidence of their learning (e.g. in a digital portfolio) and use it to engage in self-reflection to identify areas of potential improvement towards the development of the learning outcomes.
I have not yet started to encourage my students to do this.
I sometimes encourage my students to do this.
I frequently encourage my students to do this.
I lead colleagues on how they can initiate this with their students.
I develop innovative approaches for my students to do this.
10.E
Students know how to access their personal digital feedback and make sure it remains private to them.
I have not yet started to encourage my students to do this.
I sometimes encourage my students to do this.
I frequently encourage my students to do this.
I lead colleagues on how they can initiate this with their students.
I develop innovative approaches for my students to do this.
10.HE
Students can use digital technologies to track their personal feedback from teachers and peers (e.g. summative, self and peer assessment) to help them to make progress against the learning outcomes.
I have not yet started to encourage my students to do this.
I sometimes encourage my students to do this.
I frequently encourage my students to do this.
I lead colleagues on how they can initiate this with their students.
I develop innovative approaches for my students to do this.
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Language learner experiences

Page 2 of 4
1.E
Students use digital technologies to research and exchange target-language information sourced digitally.
I have not yet started to encourage my students to do this.
I sometimes encourage my students to do this.
I frequently encourage my students to do this.
I lead colleagues on how they can initiate this with their students.
I develop innovative approaches for my students to do this.
1.HE
Students use a variety of digital technologies to source, critique, create and exchange target-language information and to reflect on their learning.
I have not yet started to encourage my students to do this.
I sometimes encourage my students to do this.
I frequently encourage my students to do this.
I lead colleagues on how they can initiate this with their students.
I develop innovative approaches for my students to do this.
2.E
Students are respectful in their interactions with peers and teachers in both source and target languages when using digital technologies to support their language learning.
I have not yet started to encourage my students to do this.
I sometimes encourage my students to do this.
I frequently encourage my students to do this.
I lead colleagues on how they can initiate this with their students.
I develop innovative approaches for my students to do this.
2.HE
Students use the target language online in a respectful and positive way that is conducive to their wellbeing and the wellbeing of others.
I have not yet started to encourage my students to do this.
I sometimes encourage my students to do this.
I frequently encourage my students to do this.
I lead colleagues on how they can initiate this with their students.
I develop innovative approaches for my students to do this.
3.E
Students can contribute to an online discussion in the target language. For example, contributing to a discussion in the target language using an age-appropriate platform.
I have not yet started to encourage my students to do this.
I sometimes encourage my students to do this.
I frequently encourage my students to do this.
I lead colleagues on how they can initiate this with their students.
I develop innovative approaches for my students to do this.
3.HE
Students work together online, to communicate and collaborate on online projects in the target language, in response to current themes and issues in Ireland and/or the rest of the world.
I have not yet started to encourage my students to do this.
I sometimes encourage my students to do this.
I frequently encourage my students to do this.
I lead colleagues on how they can initiate this with their students.
I develop innovative approaches for my students to do this.
4.E
Students are confident in using digital portfolios to reflect on their progress in line with learning outcomes and manage their own language learning.
I have not yet started to encourage my students to do this.
I sometimes encourage my students to do this.
I frequently encourage my students to do this.
I lead colleagues on how they can initiate this with their students.
I develop innovative approaches for my students to do this.
4.HE
Students can manage their digital portfolios to reflect on their progress and use this to set personal goals for future learning.
I have not yet started to encourage my students to do this.
I sometimes encourage my students to do this.
I frequently encourage my students to do this.
I lead colleagues on how they can initiate this with their students.
I develop innovative approaches for my students to do this.
5.E
Students develop and apply lifelong learning skills in the target language using digital technologies.
I have not yet started to encourage my students to do this.
I sometimes encourage my students to do this.
I frequently encourage my students to do this.
I lead colleagues on how they can initiate this with their students.
I develop innovative approaches for my students to do this.
5.HE
Students independently develop new skills, using digital technologies, to support their language learning in creative ways, in and beyond the classroom.
I have not yet started to encourage my students to do this.
I sometimes encourage my students to do this.
I frequently encourage my students to do this.
I lead colleagues on how they can initiate this with their students.
I develop innovative approaches for my students to do this.
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Teachers' individual practice

Page 3 of 4
1.E
I use digital technologies and multimedia tools (applications which use multiple media sources, e.g. text, graphics, images, sound/audio, animation and/or video) to enhance intercultural awareness in my students.

For example, I source and share films, books and documentaries in the target language and art/photos from the target culture.

I don’t use any of these approaches yet.
I use some of these approaches.
I use all of these approaches.
I lead colleagues in using these approaches.
I develop innovative approaches.
1.HE
I frequently use and create multimedia and interactive resources such as flashcards, voice recordings and animations to support student learning.
I don’t use any of these approaches yet.
I use some of these approaches.
I use all of these approaches.
I lead colleagues in using these approaches.
I develop innovative approaches.
2.E
I use digital assessment tools to assess students' understanding of reception activities as well as their production and interaction.
I don’t use any of these approaches yet.
I use some of these approaches.
I use all of these approaches.
I lead colleagues in using these approaches.
I develop innovative approaches.
2.HE
I support my students in creating their own assessment activities using digital technologies to demonstrate their learning.
I don’t use any of these approaches yet.
I use some of these approaches.
I use all of these approaches.
I lead colleagues in using these approaches.
I develop innovative approaches.
3.E
I source digital supports for teaching and learning using a variety of target culture resources (e.g. image search engines, foreign news and television networks, eBooks and social media).
I don’t use any of these approaches yet.
I use some of these approaches.
I use all of these approaches.
I lead colleagues in using these approaches.
I develop innovative approaches.
3.HE
I design learning activities that require students to show their digital skills in demonstrating their learning and communicative competence in the target language, e.g. creating digital stories, podcasts, etc.
I don’t use any of these approaches yet.
I use some of these approaches.
I use all of these approaches.
I lead colleagues in using these approaches.
I develop innovative approaches.
4.E
I confidently adapt digital sources and resources from the target culture(s) to make them meaningful and support students.
I don’t use any of these approaches yet.
I use some of these approaches.
I use all of these approaches.
I lead colleagues in using these approaches.
I develop innovative approaches.
4.HE
I create my own digital content, which is available in and out of school, to support self-directed learning and encourage my students to use digital technologies to support their creativity and knowledge creation in the target language.
I don’t use any of these approaches yet.
I use some of these approaches.
I use all of these approaches.
I lead colleagues in using these approaches.
I develop innovative approaches.
5.E
I reflect on my use of digital activities and whether it enhances student learning.
I don’t use any of these approaches yet.
I use some of these approaches.
I use all of these approaches.
I lead colleagues in using these approaches.
I develop innovative approaches.
5.HE
I experiment with a range of digital tools, when designing language learning activities, to create effective tasks that progress student learning.

I reflect on, and continuously evaluate the effectiveness of, the digital technologies chosen and the design of the language learning activity to consider possible improvements.

I don’t use any of these approaches yet.
I use some of these approaches.
I use all of these approaches.
I lead colleagues in using these approaches.
I develop innovative approaches.
6.E
I use digital technologies when designing differentiated language activities for my students, to address a variety of needs. For example, I source a range of target language inputs, such as podcasts and videos, in the target language and design appropriate tasks to accompany them.

I exploit tools, such as digital readers, individual control of audio/video tracks, subtitles, etc., to support reception, production and interaction.

I don’t use any of these approaches yet.
I use some of these approaches.
I use all of these approaches.
I lead colleagues in using these approaches.
I develop innovative approaches.
6.HE
I source or create resources which scaffold reception, production and interaction and provide stretch and challenge according to students’ needs. For example, I source and create podcasts and interactive books in the target language for students to use independently and/or I support my students in using digital technologies to track their learning progress.
I don’t use any of these approaches yet.
I use some of these approaches.
I use all of these approaches.
I lead colleagues in using these approaches.
I develop innovative approaches.
7.E
I design real-world tasks in which students use digital resources and tools in the target language. For example, I make use of target language websites to plan a holiday, transport, accommodation, things to do, etc.
I don’t use any of these approaches yet.
I use some of these approaches.
I use all of these approaches.
I lead colleagues in using these approaches.
I develop innovative approaches.
7.HE
I design real-world tasks in which students use digital resources and tools to work collaboratively.

For example, I make use of target language websites to plan a holiday, transport, accommodation, things to do etc. and I empower my students to use creative digital technologies (e.g. digital storytelling, online presentations, podcasts, etc.) to showcase their learning and/or I engage my students in virtual exchanges with students from target language communities and use video conferencing to communicate with them.

I don’t use any of these approaches yet.
I use some of these approaches.
I use all of these approaches.
I lead colleagues in using these approaches.
I develop innovative approaches.
8.E
I record, track and analyse student outcomes using online tools and my school.
I don’t use any of these approaches yet.
I use some of these approaches.
I use all of these approaches.
I lead colleagues in using these approaches.
I develop innovative approaches.
8.HE
I make the results of pre- and post-assessment tasks available to all stakeholders (e.g. giving formative and summative feedback to students, parents, guardians and other teachers) to help students reflect on their progress.
I don’t use any of these approaches yet.
I use some of these approaches.
I use all of these approaches.
I lead colleagues in using these approaches.
I develop innovative approaches.
9.E
I use digital portfolios with my students to help them to record their progress over time.
I don’t use any of these approaches yet.
I use some of these approaches.
I use all of these approaches.
I lead colleagues in using these approaches.
I develop innovative approaches.
9.HE
I use digital portfolios with my students to help them to record and reflect on their progress over time.
I don’t use any of these approaches yet.
I use some of these approaches.
I use all of these approaches.
I lead colleagues in using these approaches.
I develop innovative approaches.
10.E
I use a range of digital technologies to pre-assess, formatively and summatively assess the communicative competence, plurilingualism, /inter-linguistic awareness, inter-cultural awareness and socio-cultural knowledge of my students.
I don’t use any of these approaches yet.
I use some of these approaches.
I use all of these approaches.
I lead colleagues in using these approaches.
I develop innovative approaches.
10.HE
I continually reappraise the effectiveness of the digital assessment tools used for evaluating students.
I don’t use any of these approaches yet.
I use some of these approaches.
I use all of these approaches.
I lead colleagues in using these approaches.
I develop innovative approaches.
11.E
I edit and assess my students' work.
I don’t use any of these approaches yet.
I use some of these approaches.
I use all of these approaches.
I lead colleagues in using these approaches.
I develop innovative approaches.
11.HE
I edit and assess my students' work.
I don’t use any of these approaches yet.
I use some of these approaches.
I use all of these approaches.
I lead colleagues in using these approaches.
I develop innovative approaches.
12.E
I am aware of, and use, digital technologies and resources to design learning experiences that help students to access reception, production and interaction activities.
I don’t use any of these approaches yet.
I use some of these approaches.
I use all of these approaches.
I lead colleagues in using these approaches.
I develop innovative approaches.
12.HE
I adapt my use of digital technologies and resources to personalise learning experiences for my students to access reception, production and interaction activities.

I reflect on how my classroom methodologies incorporate the use of digital technologies and resources to personalise learning for all students.

I don’t use any of these approaches yet.
I use some of these approaches.
I use all of these approaches.
I lead colleagues in using these approaches.
I develop innovative approaches.
13.E
I use digital technologies confidently to develop students’ learning / understanding.
I don’t use any of these approaches yet.
I use some of these approaches.
I use all of these approaches.
I lead colleagues in using these approaches.
I develop innovative approaches.
13.HE
I use digital technologies to enhance student numeracy and literacy skills and to integrate these into the fabric of my language lessons.
I don’t use any of these approaches yet.
I use some of these approaches.
I use all of these approaches.
I lead colleagues in using these approaches.
I develop innovative approaches.
14.E
I show students how to use accessibility features and functions on digital devices and/or internet browsers to support their individual learning needs. For example, I use linguistic digital tools, online dictionaries, translators, etc.
I don’t use any of these approaches yet.
I use some of these approaches.
I use all of these approaches.
I lead colleagues in using these approaches.
I develop innovative approaches.
14.HE
I reflect on the effectiveness of the use of digital technologies in my classroom in responding to emerging student learning needs.
I don’t use any of these approaches yet.
I use some of these approaches.
I use all of these approaches.
I lead colleagues in using these approaches.
I develop innovative approaches.
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Teachers' collective practice

Page 4 of 4
1.E
I engage in professional development with my language department colleagues in school to help them select and align digital technologies, with effective teaching strategies, to expand learning opportunities for all students.
I don’t use any of these approaches yet.
I use some of these approaches.
I use all of these approaches.
I lead colleagues in using these approaches.
I develop innovative approaches.
1.HE
I engage in professional development and support colleagues in selecting and aligning digital technologies with effective teaching strategies to expand learning opportunities for all students.
I don’t use any of these approaches yet.
I use some of these approaches.
I use all of these approaches.
I lead colleagues in using these approaches.
I develop innovative approaches.
2.E
I evaluate and reflect, with my language department, on the use of digital technologies to improve language teaching.
I don’t use any of these approaches yet.
I use some of these approaches.
I use all of these approaches.
I lead colleagues in using these approaches.
I develop innovative approaches.
2.HE
I evaluate and reflect on the use of digital technologies to innovate and improve educational practices on a whole-school level.
I don’t use any of these approaches yet.
I use some of these approaches.
I use all of these approaches.
I lead colleagues in using these approaches.
I develop innovative approaches.
3.E
I participate in online communities of practice that focus on the use of digital technologies in language teaching and learning.
I don’t use any of these approaches yet.
I use some of these approaches.
I use all of these approaches.
I lead colleagues in using these approaches.
I develop innovative approaches.
3.HE
I engage in professional online communities to design learning opportunities in language teaching and learning using digital technologies for students across and beyond the curriculum.
I don’t use any of these approaches yet.
I use some of these approaches.
I use all of these approaches.
I lead colleagues in using these approaches.
I develop innovative approaches.
4.E
I use digital technologies such as communication platforms to talk, collaborate and share with my language colleagues and outside state agencies to improve teaching and learning in language classrooms.
I don’t use any of these approaches yet.
I use some of these approaches.
I use all of these approaches.
I lead colleagues in using these approaches.
I develop innovative approaches.
4.HE
I use digital technologies to collaborate with appropriate outside language agencies and personnel to facilitate meaningful interdisciplinary language learning experiences for students.
I don’t use any of these approaches yet.
I use some of these approaches.
I use all of these approaches.
I lead colleagues in using these approaches.
I develop innovative approaches.
5.E
I use digital technologies ethically to gather, share and interpret data on student language learning.
I don’t use any of these approaches yet.
I use some of these approaches.
I use all of these approaches.
I lead colleagues in using these approaches.
I develop innovative approaches.
5.HE
I use and develop digital technologies ethically to gather, share and interpret data on student language learning, to improve data management and to inform whole school formative and summative assessment practices.
I don’t use any of these approaches yet.
I use some of these approaches.
I use all of these approaches.
I lead colleagues in using these approaches.
I develop innovative approaches.
6.E
I use digital technologies to design a range of appropriate formative and summative language assessments.
I don’t use any of these approaches yet.
I use some of these approaches.
I use all of these approaches.
I lead colleagues in using these approaches.
I develop innovative approaches.
6.HE
I use digital technologies with language department colleagues to design a range of appropriate, authentic formative and summative assessment practices which are implemented throughout the school.
I don’t use any of these approaches yet.
I use some of these approaches.
I use all of these approaches.
I lead colleagues in using these approaches.
I develop innovative approaches.
7.E
I share my experiences of using digital technologies to enhance teaching, learning and assessment with colleagues from other subject departments.
I don’t use any of these approaches yet.
I use some of these approaches.
I use all of these approaches.
I lead colleagues in using these approaches.
I develop innovative approaches.
7.HE
As a member of a language department, I support colleagues from other subject departments in school to develop a shared vision of how digital technologies can enhance learning opportunities for all students.
I don’t use any of these approaches yet.
I use some of these approaches.
I use all of these approaches.
I lead colleagues in using these approaches.
I develop innovative approaches.
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