Reflection

This course helped me realize just how powerful digital tools can be — not only to simplify lesson planning, but to inspire both students and myself. Before the course, I had already used platforms like Google Forms, Canva, and Padlet, but mostly in a basic, intuitive way. Throughout the course, I gained a clearer understanding of how these tools can be used more intentionally and creatively in language teaching.

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One of the most valuable experiences for me was creating a Cyberhunt. I had always thought of Google Forms as a tool for simple quizzes, but now I see how it can support independent learning, encourage research skills, and make the learning process more engaging and active.

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Creating a blog for my students was also a turning point. It gave me a space to communicate with them outside of class, share materials, and keep them involved during holidays. It also helped my students develop their writing skills and stay connected to the learning process in a flexible format.

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The use of reflection tasks, such as Exit Tickets via Padlet, was another takeaway. These short reflections encouraged students to think about what they had learned, how they felt about it, and what questions remained. This kind of activity brings more awareness and depth to the learning experience.

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I was especially impressed by how useful AI tools like Diffit and MagicSchool were for lesson preparation. As a teacher of Russian as a foreign language, I often struggle to find age-appropriate and level-appropriate materials. These tools allowed me to generate custom texts and visuals that matched my lesson goals — saving time and improving the quality of the content I offer to my students.

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Another challenge I had faced before this course was explaining assessment criteria in a way that students could really understand. With the help of Verso Clarity Packs, I found a tool that lets me create and adapt criteria in clear language — even in different languages. This made it possible to involve students in the process of understanding and discussing success criteria, which increased their motivation and sense of responsibility.

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One of the main reasons I joined this course was because of my growing interest in inclusive education and the increasing number of students who need special support. As I mentioned in my introduction, I wanted to find ways to make language learning more accessible, engaging, and meaningful — especially for learners who face academic difficulties.

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I can now confidently say that this goal has been achieved. I am leaving the course with a toolkit of digital resources that will not only benefit my students, but also support me as a teacher. These tools help me manage my workload more effectively, stay creative without burning out, and build a classroom environment that is inclusive, transparent, and responsive to the needs of every learner.

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This course didn’t just give me access to new tools — it gave me confidence to use them with purpose. And for that, I’m truly grateful.