While digital technologies are considered to be the driver of innovation in our societies, they are not used as often in school as would seem to be possible and desirable; in fact, digital technologies, if used at all, are used much more often out of school than in school. It seems to be even more true that the digital technologies are hardly used to foster self-regulated learning, even if studies show that they do have the potential to do so. Part of the problem may be that today’s teachers received very little training in using digital technologies in their teaching during their pre-service and in-service training. The three contributions in this part of the symposium on SRL in TELEs show teacher training is changing and  that nowadays it does involve the handling of digital technologies, even for the purpose of fostering self-regulated learning.

Patricia Fidalgo, João Paz and Fernando Luis Santos from the Istituto Piaget in Almada, Portugal report on their experience with an online course for teachers in higher education to acquaint them with Moodle. The results show how the participants developed strategies of SRL and how they turned into a community of practice during the course.

Antonio Bartolomé, Elena Cano and Mariona Grané from Universitat de Barcelona in Spain introduced blogs in their teacher training programme at their university. They believe that blogs may be used as an instrument to help students reflect on the competencies they acquired during their internship, thus encouraging them to self-regulated their learning.

Fátima Duarte and Ana Margarida Veiga Simão from Lisbon University in Portugal studied how students self-regulated their use of the web as a research tool. On the basis of their empirical findings, they suggest proposals for teacher training.