Part A1: TEACHERS' ATTITUDE - TOWARDS TECHNOLOGY in CLASS

For each question, please pick the statement that best describes your current situation. Simply click on the sentence and it will change color.

Your points collected for each part (A to D) will generate a customized comment that will appear at the end of the page. You will be able to download an image (.png) of all the comments, customized for you. Then you can convert this file to a “.pdf” file. Alternatively, you can print the entire page, with your answers and the results to generate a comprehensive report.

READY?

What is your personal attitude towards using technology in class?

1. I think technology distracts students' attention and lesson flow.
2. I am not a fan of using technology, I prefer using traditional methods.
3. I don't have an opinion yet whether the use of technology in the classroom is good or not.
4. I feel using technology in the classroom is a rather good idea.
5. I believe technology enhances students' skill development.

How ready are you to learn how to use new apps or software for your online/hybrid lessons?

1. I've tried to use new apps before, but it didn't work, so I don't think I want to try again.
2. I'm not quite ready yet, I'm still learning the ones I use.
3. I'm a bit scared I might fail, but I'd like to try some new ones.
4. I believe that with some guidance and expertise I can learn, then teach my students. I'd like to be a role model for my students and show them that if you really want to, you can learn anything.
5. Iʼm constantly learning new things no matter if itʼs about online or offline methodologies/software, and I want to encourage my students to keep learning with me.

How do you deal with technical problems while using technology for teaching?

1. I give up and continue without technology.
2. I give up and wait for the school technician's support.
3. There will always be some tech problems and there’ll always be a way to solve them, so I'm prepared to seek tech help when needed.
4. I already know how to solve some problems and I'm willing to learn more.
5. I know how to solve most of the tech problems.

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It looks like you are still afraid of technological challenges or your previous experience has discouraged you from reaching for modern solutions. However, facing technical adversities can be an important key to improving the quality of education for young people who will soon face the challenges of the 21st century. They will need new competences for this. Thanks to the lessons breaking away from the cliché with use of modern technologies, young people can practice these competences. And you can show them that even teachers learn throughout their lives. Think about it.

It looks like you have not yet discovered the full benefits of using technology in your teaching practice, or technological problems are still a barrier for you. Being here indicates that your curiosity can lead you through adversity. Find out how new ways of student online collaboration can develop their learning process and motivate them to acquire new competences. Even if some mistakes are made along the way by either you or your students, you can enrich your lessons and upgrade your experience. Let it be your joint journey!

It's great that you see new technologies as a tool for your students' educational development! Even if some lapses in overcoming technical difficulties get in your way, you are more and more willing to overcome them for the sake of achieving better 21st century competencies for both: you and your students. Follow this path, do not get discouraged and be supportive to your students!

Part A2: TEACHERS' ATTITUDE - TECH SKILLS SELF-IMPROVEMENT

How do you manage your professional development of teaching methods using new technologies?

1. I do not feel the need to develop my professional skills.
2. I know where to look for courses and workshops, but I rarely participate.
3. I sometimes try new things (read professional literature, attend webinars, etc.)
4. I regularly and actively participate in training and workshops, online and offline.
5. I am ready to share / I already share my knowledge with other teachers, online and offline.

Which statement best describes you as a teacher?

1. I have my favourite teaching methods and I do not want to change anything.
2. I have my own ways of teaching, but I think they might be improved.
3. I have some ideas how I can improve my lessons, but I don't know how to put theory into practice yet.
4. I've already introduced some changes into my teaching to meet my students' needs.
5. I am flexible and constantly looking for improvements. I am open to novelty and challenges.

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Your motivation for self-development of teaching competencies is not too high. Perhaps you were overwhelmed by some challenges. But such an approach may contribute to preventing international cooperation. We will be happy to show you in which fields it is worth learning new skills to expand the educational offer in your school.

It is good that you are a developing teacher. Knowing that new competencies help meet the needs of students, you think about improving the quality of your lessons. Keep going! We will be happy to show you in which fields it is worth learning new skills to expand the educational offer in your school.

Your openness to new knowledge is crucial for further development of the educational offer in your lessons. This is a great starting point! We hope to show you new doors to even better quality of education and ways of enhancing the development of your students.

Part B1 SCHOOL RULES - APPS, PROGRAMS and SMART TOOLS

Does your school have a policy on using apps and programs to support online learning and students' collaboration?

1. My school does not allow any use of apps or programs during lessons.
2. My school allows the use of apps and programs by both teachers and students only if they are free of charge.
3. My school allows the use of free apps and programs, and allows subscriptions if paid for by the teacher.
4. My school allows the use of free and subscription apps/programs, and will pay for subscriptions when pedagogically required.
5. My school allows teachers and students to use free and subscription apps and programs, paid by the school, so students can collaborate online without any obstacles.

Does your school have a policy on using smartphones or tablets at school to support online learning and students' collaboration?

1. My school does not allow any use of smartphones or tablets during classes.
2. My school allows the use of smartphones or tablets, but use during classes is very much limited by the school rules.
3. Phone use or tablet use during classes is permitted when requested by teachers.
4. Phone use or tablet use during lessons is fine in our school, but still I have not learnt how to use them effectively to support my lessons.
5. Phone use or tablet use during lessons is fine both with the school’s policy and with me, because I know how to help students use them responsibly.

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Your school's approach to using phones or tablets and applying programs and apps in class may adversely affect the development of the educational offer. It is worth trying to influence school procedures to be more tech-friendly. Otherwise, it will be really hard for you to meet the challenges of the 21st century and it will not be possible to introduce modern international collaborative learning.

Your school's approach or your own approach to using phones or tablets and applying programs and apps in class does not seem to fully support the development of your educational offer. It is worth trying to influence school procedures and slightly revise the personal approach to be more tech-friendly. Maybe you will find inspiration in our Connected Learning methods to push for positive changes. Check how modern international collaborative learning makes a difference in students’ development!

Your school's approach and your own approach to using phones or tablets and applying programs and apps in class seem to support the development of your educational offer. Even if there are still some shortcomings, we hope to inspire you with our Connected Learning methods and thus enable modern international collaborative learning that makes a difference in students’ development!

Part B2 SCHOOL RULES - POLICIES on DATA SHARING

How does General Data Protection Regulation (GDPR = RODO) influence online/hybrid lessons at your school?

1. I am not aware of any regulations applicable at my school that can potentially influence data sharing for online/hybrid lessons. Why is it important anyway?
2. Some strict policies exist at my school, and I'm afraid that GDPR=RODO (or lack of parental consent for data sharing for educational purposes) will influence necessary data sharing for online/hybrid collaboration.
3. The policies in regards to GDPR=RODO (or parental consent for data sharing) are strict at my school. I would like to know how to solve this problem to enable online smooth collaboration.
4. At my school there may be some policies in place, but I am not sure whether GDPR=RODO will influence necessary data sharing for online/hybrid collaboration. I will strive to ensure that appropriate solutions enable stress free online collaboration.
5. At my school there are appropriate consent policies in place for sharing data for educational purposes, so GDPR=RODO does not influence online/hybrid collaboration.

If necessary, would you know how to persuade the school administration to alter the policy / consent forms so that online/hybrid collaboration is possible?

1. School rules are not supposed to be changed, no matter what circumstances.
2. I wouldn't like to be the person who raises this issue at my school.
3. I'd like to, but I wouldn't know how to persuade the school.
4. I'm quite ready to negotiate new rules if the need arises.
5. No changes are needed, online collaboration is possible.

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It sounds like your school's policies may influence the participation of your class in online collaboration with students from other schools, whether locally or internationally. Perhaps there's someone at your school who can assist in this matter? Let our project be an inspiration for discussing the change of rules.

It looks like you may need some more information on whether it will be possible for you to join the online collaboration. Perhaps you need to check the existing policies and suggest adjustments to enable the students to collaborate with students from other schools without major challenges. Let our project be an inspiration for discussing improvement of rules to enable international collaborative learning.

It seems like you're pretty ready with rules and regulations at your school. Online collaboration with other schools, locally or internationally, should not pose major challenges. If any issue arises, let our project be an inspiration for discussing improvement of rules to enable international collaborative learning.

Part C1 CLASSROOM MANAGEMENT - TEACHER'S ROLE

What role should a teacher play in online/hybrid learning?

1. The teachers should limit themselves to pass knowledge and evaluate the students' tasks.
2. The teacher should monitor students' work to help them find the correct answers.
3. The teacher should follow the curriculum, monitor the students, and if needed, adjust to a new teaching situation in the classroom.
4. The teacher should mentor and assist the students to successfully achieve their own learning goals.
5. The teacher should not only teach the curriculum, but also mentor, assist, and motivate the students to reach for more and unlock their full potential.

Do you know how to motivate your students to work more independently in the online/hybrid environment?

1. I really have no idea how to make students work online. I think that students should be able to motivate themselves.
2. I have tried to make students work online, but it doesn't work if they don't motivate themselves.
3. I believe there are some ways to motivate the students. I'd like to learn about them.
4. I've tried and tested some motivation tricks, but of course, I want to know more!
5. I know quite a lot about motivating students to achieve their educational goals, both offline and online.

Do you have a supportive relationship with your students? Do they feel safe and comfortable in your classroom?

1. I don't pay attention to the relationship, I'm in control in the classroom, online or offline.
2. I don't think it's such an important issue. When there's a discipline problem, online or offline, I deal with it.
3. I feel that my students feel safe and comfortable most of the time in my classes, online or offline.
4. I think I have a good relationship with my students, both online and offline. They trust me.
5. I have a great, supportive, mutually respectful relationship with my students, both online and offline.

How ready are you to give up control during your lesson?

1. I believe that students cannot work without my supervision.
2. Sounds good, but I have no idea what it would mean in practice.
3. I'd like to try, but I still have some doubts about it.
4. I'm quite ready, I'm willing to try and learn how to do it.
5. I'm super ready, I believe in my students and I know they can take their learning into their own hands.

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If you attempt to fully control your students' process of work, unless you pass the ownership to their hands, they will never get the feeling of developing their skills in a comfortable environment. In order to evoke openness for new ideas, a high level of student independence is necessary. Only when a teacher plays a tutoring role and builds partnership relations, the proper conditions for creativity are generated that also support students' self-esteem. They will be the main players in the process of hybrid learning! Find out how to give up control and motivate your students.

You are on your way to being a tutor for your students, caring for good relations and a comfortable environment enabling creative work at various paces. Yes, students’ independence is really important when they collaborate asynchronously or synchronously with their peers online. Therefore, your learning how to motivate the students and how to guide them in their learning process is so essential for hybrid teaching. Keep it up! With our Connected Learning ideas, we will try to support your efforts towards mastering the art of tutoring.

Great! Your constantly increasing knowledge about how to motivate the students and how to guide them in their learning process is really essential for successful hybrid teaching. Continuous encouragement of students’ independence is so important when they collaborate asynchronously or synchronously with their peers online. With our Connected Learning ideas, we will try to support your efforts towards mastering the art of tutoring.

Part C2 CLASSROOM MANAGEMENT - SAFETY & POLITENESS

Do your students know how to use the internet safely?

1. I don't know anything about it myself, so I guess they need to learn on their own.
2. I don't think it should be my concern, our IT teacher should handle it.
3. I'm aware of the online dangers, I'm constantly learning about new threats. Maybe I should share them with my students.
4. Our IT teacher(s) have taught our students about safe vs. dangerous online behaviours, and I'm still learning, too. I will do my best to organize one more teaching session about it.
5. Our school treats internet safety very seriously. Teachers have appropriate training on online safety, students learn it in IT classes, and the school has appropriate rules in place.

Do your students know what "netiquette" is and how to use it?

1. Our school does not offer any lessons that would teach our students netiquette, so our students have no idea what it is and do whatever they want online.
2. The students have to rely on their own intuition and get no feedback whatsoever on which online behaviours are inappropriate.
3. Netiquette is mentioned in classes but not enforced consequently. I'd like to know how to change this.
4. Students don't treat the netiquette rules seriously enough. I'd like to know how to change this. I guess I should remind them of the basic rules before we start online collaboration.
5. Students have been well prepared and treat netiquette seriously. I will make sure that our mutual understanding of netiquette guarantees a smooth online collaboration.

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Online safety and knowledge of netiquette allow students to collaborate without exposing themselves to dangers or engaging in cyberbullying. It's essential that collaboration runs smoothly, so it is prudent to avoid the pitfalls by preparing the class ahead of time. You’ll need to improve your knowledge and educate your students before starting an online project.

Your students may still need a bit of coaching on safe and polite behavior online during the collaboration with other local or international schools. Make sure that your common understanding of the “netiquette” concept is the same and always remind students about the safety rules when starting an online project.

It sounds like your students are ready to collaborate online in a safe and polite way. Make sure that your common understanding of the “netiquette” concept is the same and always remind students about the safety rules when starting an online project.

Part D1 AVAILABILITY OF DEVICES - BASICS

Are you/is your classroom equipped with the necessary basic equipment for hybrid/online lessons (computer/laptop with camera, speakers/headphones)?

1. I have nothing provided by the school, and I don't have my own either.
2. I have nothing provided by the school, but I bring my own equipment.
3. Yes, but I have only the basic equipment at school, so I must rely on my own most of the time.
4. Yes, my classroom is equipped well enough, but I still must use my own devices sometimes.
5. Yes, my school provides teachers and students with all the necessary equipment.

How well are you equipped with the peripherals enabling smooth online cooperation? Do you have access to: screen, projector, whiteboard or smartboard, camera, headphones, speaker(s), microphones (handheld or on stands), sound mixer?

1. None of the above listed peripherals are available in our classroom.
2. There are some, but we can't rely on their usability.
3. There are some peripherals, but we do not know if they are reliable; I guess some might be provided by me or my students.
4. Most of the peripheral devices are available, although we need to check if they work correctly. If not, I should be able to get replacements provided by the school.
5. All the necessary peripherals are available and usually work perfectly; we will just check them before starting online/hybrid cooperation.

Do your students have at least one smart device (with a keyboard) to work on at home?

1. Most of my students do not have a smart device to work on at home.
2. Only some of my students have at least one smart device to work on at home, and I don't know how to solve this problem.
3. Only some of my students have at least one smart device to work on at home, but I can figure out how to get a device to those students who don't have one.
4. Yes, most of my students have at least one smart device to work on at home, and those who don't usually borrow someone else's if needed.
5. Yes, all of my students have at least one smart device to work on at home.

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It sounds like you and your students need more equipment to enter into online collaboration. You might consider convincing your school decision makers to improve the level of tech readiness, which is crucial for effective hybrid teaching opportunities. Alternatively try searching for some grant programmes or sponsors for the equipment. Otherwise, it will be impossible to introduce modern international collaborative learning.

Relying on your own equipment to introduce and monitor the complex, partially online group work will not lead to effective results. Some improvement of your school’s tech readiness is crucial for taking advantage of hybrid teaching opportunities. As long as the problem of unavailability of devices at home is the only one, you might consider pairing up your students or having them work in small groups more often than individually on separate devices. But the scarcity of devices at school prevents group work, which is an essential element of online collaboration between classes and/or schools from various cities and/or countries.

If all the necessary equipment and smart devices are provided, you are lucky to have a good base for online or hybrid collaboration. Try to minimize using your own or borrowed stuff, if it still happens. Showing your school good results of your new teaching methods should help future decisions to expand the tech base. To help your students complete project-based assignments, you might consider pairing up your students or having them work in small groups more often than individually on separate devices, if this is a problem.

Part D2 AVAILABILITY OF DEVICES - CONNECTIVITY

In your opinion, what is the overall quality of internet connection (wi-fi or cable) in your school?

1. No internet connection is provided in our school.
2. The internet connection in our school is really poor.
3. The internet connection is poor; I know that somehow we can solve this problem with my own or my students' resources, but I really do not know how.
4. We have access to quite good internet connection; although it does not work perfectly (speed or stability problems sometimes occur), we should be able to work out a solution before we start online cooperation.
5. The internet connection in our school is perfect, it is available to every student, and the speed and stability enable smooth work with online resources.

Do all your students have access to the internet at home for online lessons?

1. I really have no idea if they have access to the internet at home.
2. I think some of my students have a way of connecting to the internet at home, but I'm not sure if they all do.
3. I know it would be best if they all have access to the internet at home. If not, they should be provided with alternative options for individual assignments to be done online.
4. I know it would be best if they all have access to the internet at home. I'll find out how many of them need support. I will take into account the alternative options for individual assignments to be done online.
5. I know all my students have access to the internet at home, and I'm also ready to give them advice on how to get a good or better quality internet connection.

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It sounds like you and your students need better connectivity options. Unless the school can solve this problem by securing access to better quality internet, you will have problems with developing new methods of hybrid teaching including online cooperation of students. If the problem of individual access of students (at home) is really serious, the options for cooperation are limited. Maybe you should consider searching in your community for sponsors or donors of providing better internet connectivity before entering into online collaboration projects.

Perhaps you should consider upgrading your connectivity plan at school and/or help your students get better connection outside of school. Without it, the options for cooperation may be limited. Maybe you should consider searching in your community for sponsors or donors of an upgrade of connectivity before entering into online collaboration projects.

It looks like you're all set for connectivity necessary to conduct successful online or hybrid collaboration (to complete individual and group work project-based assignments). Fantastic!