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This is a conference about teacher development with and without technology, but what does that word – technology - really mean? It is used these days to describe all kinds of electronic gadgets, such as computers, mp3 players, Interactive Whiteboards and so on. Some people also include the Internet, and all the Web 2.0 possibilities that it brings, especially social media such as Facebook and Twitter. The word technology has deeper roots than that, though: technology comes from ancient Greek and means systematic treatment of an art, craft, or technique. In other words, technology means applied science. But let’s look closer. The word comes from the Greek word tekhno, meaning art, craft, system or method, and -logy, which means something like theory, but its root really means speaking. So what does this have to do with our conference, or our theme of developing with or without technology? Well… 1) Technology is about art or craft - about making. 2) Technology is about finding a system and a theory to explain how and why we practise our art or craft 3) Technology is about finding this theory about or art or craft by speaking about it In our case as teachers and educators, our art or craft is education - we are makers of learning, in a sense. Teacher Development is about understanding how and why we do what we do as teachers, and trying to make sense of this. In a way, Teacher Development is - literally - Educational Technology. So perhaps the question mark in the conference title is misleading because if technology means finding a system or theory about our art by speaking, then - in our conferences and in our professional lives - we certainly cannot survive without this principled exchange of ideas about our teaching craft, without this kind of technology. From ancient Greece to modern Turkey, with the help of modern tools but powered by the ancient fuel of conversation, we at TDSIG wish you all a wonderful conference. Anthony Gaughan TDSIG Social Media Manager
The IATEFL Learning Technologies SIG Message
Why Teacher Development?
This is an age of lifelong learning, of ‘perpetual beta’, of learning ‘anywhere, any place, any time’. Teacher development is necessary, arguably more now than it ever was. We cannot rely upon, nor do we need to depend upon, the teacher training delivered by the schools, universities and other organisations we work for.
We live in a time of great technological change. There are few people who haven’t been touched by the digital revolution. Old professions and traditions that once we believed were going to last forever, are struggling to survive, change, adapt. The innovations that emerging technologies are bringing to our daily lives are also hard to keep up with. The changes have affected our learners: who they are, what they do, how they to expect to learn.
Why No Technology?
In language teaching, as technology starts to step into the classroom, increasing our choices and options as teachers, and complicating the teacherlearner-materials mix, we need to become better at making the right choices. What to use, and when? What not to use, and if not, why not?
Why Istanbul? Why Turkey?
Turkey sits culturally between Europe and Asia. Istanbul straddles the Bosphorus with one foot on each continent. It is a country with both rich traditions and a passion for change and innovation. Teachers and learners here are starting to embrace the demands of 21st teacher development, to tackle the changes in learning and teaching – with and without technology. This is why a conference like this is necessary at this moment, and why in Istanbul. Come and join us to find out more, mix with colleagues from all over the world, and help make this event one to remember.
Graham Stanley LTSIG Coordinator
Burcu Akyol – Yeditepe University & ISTEK Schools Ozgun Algın – ISTEK Schools Arzu Altuntas Barth – ISTEK Schools John Barth – Express Publishing Dave Dodgson – TED Ankara College Esra Girgin – Sisli Terakki Schools Vanessa Hatoum – MEF International School Özge Karaoglu – Sisli Terakki Schools Adam Simpson – Sabancı University Hakan Şenturk – Yeditepe University Benjamin Wright – ISTEK Schools
Graham Stanley IATEFL LTSIG Coordinator Duncan Foord IATEFL TDSIG Events Coordinator
Special thanks to:
Yeditepe University Chairman of the Board of Trustees Nefise Ülker TURGUT Yeditepe University Rector Prof. Dr. Nurcan BAÇ Yeditepe University Dean of Faculty of Education Prof. Dr. Ayşe AKYEL Yeditepe University Faculty of Education ELT Department Yeditepe University English Preparatory School İSTEK Schools Chairman of the Board Barış DALAN İSTEK Schools Advisor to the Chairman of the Board Deniz DEMİRTAŞ İSTEK Schools General Manager Ali İhsan ÖZYAZGAN İSTEK Schools’ English Teachers
Saturday, 26 May 2012
08.00 - 09.30 09.30 - 10.30 10.30 - 11.30 11.30 - 12.00 12.00 - 13.00 13.00 - 14.00 14.00 - 15.00 Registration Opening Ceremony Plenary Keynote Scott Thornbury Coffee break Plenary Keynote Lindsay Clandfield Lunch Concurrent Keynote Sessions Duncan Foord, Matt Ledding, Nick Robinson, Şirin Soyöz 15.00-15.30 15.30-16.30 Coffee Break Concurrent Keynote Sessions Patrick Jackson, Luke Meddings Daniel Martin, Graham Stanley 16.45 - 17.45 Plenary Keynote Gavin Dudeney
Sunday, 27 May 2012
09.30 - 10.30 10.30 - 11.00 11.00 - 13.30 Plenary Keynote JJ Wilson Coffee break Open Space Discussions OSD 1 Teacher Development with Technology OSD 2 Teacher Development Unplugged 11.00 - 12.00 12.30 - 13.30 13.30 - 14.30 14.30 - 15.30 Workshops Workshops Lunch Concurrent Keynote Sessions Willy Cardoso, Marisa Constantinides Maureen McGarvey, Ken Wilson 15.00 - 15.30 15.45 - 16.45 16.45 - 17.30 Coffee Break Plenary Keynote Brendan Wightman Closing Ceremony
26, May 2012 Saturday Keynote Sessions
Scott Thornbury Lindsay Clandfield Duncan Foord Matt Ledding Nick Robinson
The Teaching Unplugged Experience Developing in the social network Teacher Development Unplugged Replacing Students with Robots What's Next in my Career as a Teacher? Time to Get Published! Internet Safety Quiz Are you Cyber-well? Gulliver’s ELTravels Using IWBs to the Full Potential Messy Tech Observe and Learn Past IT - from CALL to EdTech: a history...
10.30 - 11.30
İnan Kıraç İnan Kıraç İnan Kıraç Mavi Yeşil
12.00 - 13.00
14.00 - 15.00
14.00 - 15.00
14.00 - 15.00
Şirin Soyöz Patrick Jackson Daniel Martin Luke Meddings Graham Stanley Gavin Dudeney
14.00 - 15.00
Üzeyir Garih Yeşil Üzeyir Garih Mavi İnan Kıraç İnan Kıraç
15.30 - 16.30 15.30 - 16.30
15.30 - 16.30 15.30 - 16.30 16.45 - 17.45
27, May 2012 Sunday Keynote Sessions
Mentors, Myths, and Memories: The Dream Lives of Teachers Are Tablets a Sweet Pill for Teachers to Swallow? Tech-knowledge: Complexity, Philosophy, Web2.0, Postmodernism, Interdisciplinarity, and the Work of Teachers Learning & Unlearning Teaching in the 21st Century: C’s teachers need to get and C’s they need to lose Teacher Development Will it Never Stop? Is Anybody Listening?
09.30 - 10.30
15.45 - 16.45
14.30 - 15.30
14.30 - 15.30
14.30 - 15.30
14.30 - 15.30
Open Space Discussions 11.00 - 13.30
Lindsay Clandfield & Graham Stanley Duncan Foord & Anthony Gaughan
Teacher Development with Technology Teacher Development Unplugged
One Law and Four Principles of Open Space Discussions
'The Law of Two Feet'
If people find themselves in situations where they are neither learning nor contributing, they are responsible for moving to another place - using their two feet to find a place where their participation is more meaningful. This simple rule keeps the participants engaged in making the workshop interesting.
1. Whoever comes is the right people This reinforces the idea that the wisdom to achieve solutions is present in the room. 2. Whatever happens is the only thing that could have This keeps the attention on the best possible effort in the present, instead of wondering endlessly about what should or could have been done. 3. Whenever it starts is the right time This reminds people that creativity cannot be controlled. 4. When it is over, it is over This encourages people to continue their discussion so long as there is energy for it. This may result in a short session not filling the entire time allotted, or it may result in a session longer than the time allotted.
Elena Voronova Bolel
11.00 - 12.00
Teacher Autonomy in Choosing, Evaluating and Exploiting Resources for Teaching Making the Most out of Technology
Erika Osvath Hakan Şentürk
S, T, AT, TE S, T, AT, TE
Dogme 2.1: Using Springpad to Create an Online Coursebook for the Dogme Classroom Music and Language Learning - Primary and Secondary Students Tech NO Overload Developing Lessons Using Technology A Dialogic Debate on Lesson Execution (with or without technology) Bring Lessons to Life with Magazine Content On and Offline! Reading Activities, Spiced up with Web 2.0 Do they accept becoming villagers? Creative Tech Solutions to Old Homework Problems A Comparison of Face-toFace and Computer-Based Speaking Assessment
P, S, TE
Valentina Dodge Nawel Benmostefa Burcu Tezcan Ünal & Devrim Özdemir Andy Cowle
AT, TE S, T, TE S, T, AT, TE
C9 C4 C10
Eva Büyüksimkeşyan Büşra Nur Özer & Sevim Açıkgöz Selma Tamdoğan Ebru Öztekin
S S, AT T, AT
C6 C11 C8
S, T, AT
Audience Focus: P:Primary, S:Secondary, T:Tertiary, AT:Adult teaching, TE:Teacher education
Deniz Ateşok Şeyda Benezra Funda Küçük Özlem Keskindil
12.30 - 13.30
S, T, AT, TE P AT AT, TE
C1 C2 C3 C4
Alternative Assessment Using Web 2.0 Tools Flash Flash Flashcards How to Get Students to Spill the Beans? EDMODO: New Medium of Teacher and Student Interaction Milestones of Pragmatic Competence: Speech Acts The Magic Circles and The Light The Use of Technology Integrated Project-Based Learning for English Language Teaching in Collaborative Learning Atmosphere Inter@ctive White Board / Elephant? 10 practical lessons I learned from training 200+ language teachers to use IWBs Add Some Spice to Your Reading and Writing Classes Preparing Pre-servicers for the Web 2.0 World Use of Twitter in Foreign Language Classroom: Improving Teachers' Technological Pedagogical Content Knowledge Professional Development of Language Teachers Through Personal Learning Network and Online Communities of Practice Hi-Tech Approaches to Teacher Development
Ece Sevgi Evridiki Dakos Gülsüm Özerol
AT, TE TE S
C10 Mavi C13
Seth Ciaran Dickens
P, S, T, AT, TE
Ayşegül Liman Derya Bozdoğan Görsev İnceçay & Volkan İnceçay
S, T, AT TE S, T, TE
C7 C19 C8
Hande Demirel & Sedat Akayoğlu
P, S, T, AT, TE
Aslı Sağlam & Elif Soltay
Audience Focus: P:Primary, S:Secondary, T:Tertiary, AT:Adult teaching, TE:Teacher education
26, May 2012 Saturday Plenary Keynotes
The remarkable resilience of Dogme (12 years and still counting) may have less to do with its inherent pedagogical value and more to do with what it offers teachers as a vehicle for on-going professional development. Dogme invites teachers to question some of the received wisdoms about language teaching, and, in so doing, provides a framework for experimentation and reflection, essential components for any developmental cycle. In this talk I will outline, with examples, the history of this trend, both to celebrate it, but also to suggest ways of improving it – a project that I hope this conference will accelerate.
Scott Thornbury - British Council Why Dogme is Good For You (İnan Kıraç)
Lindsay Clandfield - Macmillan Developing in The Social Network
When I think over my own professional development of the past ten years, it's almost impossible not to see how it has been affected, enhanced and amplified by social networking. Using my own trajectory as an example, this talk will look at the rise of social media and how educators have been a part of this from the very beginning. How have the tools we now have at our disposal affected our circle of professional contacts, the materials and lessons we do with our students and, ultimately, our careers? Along the way we'll also examine issues of online identity and ownership of this space.
Gavin Dudeney Past IT - from CALL to EdTech: a history... (İnan Kıraç)
Having worked with technologies in teaching and teacher training since 1990 I have seen a wide range of advances and new technologies come and go over the years. In this talk I will look at the history of these technologies over the past twenty years and examine where we are today. What have we learnt from the past, which technologies survive today and where is technology going in the future?
Concurrent Keynotes I
Duncan Foord Teacher Development Unplugged
14.00 - 15.00
Teachers have limited time to spend on development. Are we spending too much of it learning about technology and too little learning about teaching? We will look at the relationship between technology and teacher development over the last 50 years, draw some conclusions about the role of technology and consider some unplugged developmental activities which draw on the “here and now” of the teacher or group of teachers in the room.
Matt Ledding Replacing Students with Robots
The proposal behind this workshop is to convert your students into English teachers, with artificial intelligence chatbots for their students. A dialogic student produced artifact will emerge from the process. Thanks to innovators like Dr. Richard Wallace, the tools needed are free and easy to use: we will take 10 minutes to learn to do so, then implement it, reflecting on the difference between using technology for learners, and using learners for technology.
Nick Robinson What's Next in my Career as a Teacher?Time toGet Published! (Yeşil)
At what point in your career is it time to think about getting published? How can your professional development now help you become an author in the future? How is educational technology changing ELT publishing and how might it affect you? What’s it actually like to write for a publisher? What types of product are they looking for? Is the book dead? How do you choose a publisher and sell your idea to them? How do you write a proposal? How do you know who to send it to? Will they even read it? Do you need an agent? What does an agent actually do? What can you do to improve your chances? How should you promote yourself? Can your blog or Twitter account help? Or is it better to just forget all of this and self-publish? These are just some of the questions I’ll attempt to answer in this session, which is aimed at anyone who’s interested in how this whole publishing thing works.
Şirin Soyöz - British Council Internet Safety Quiz – Are you Cyber-well?
Are you cyber-well or cyber-poor? Take part in this clinic and find out whether you can consider yourself an "expert" or a “novice” when it comes to e-safety. The session offers practical tips and exercises to help you and your students with Internet safety and cyber-wellbeing, safe surfing and cyberbullying through a fun and interactive quiz. Join in and find out!
Concurrent Keynotes II
Patrick Jackson - Oxford University Press Gulliver’s ELTravels (Yeşil)
15.30 - 16.30
What can Swift’s story of little people, giants, flying islands and enlightenedhorses tell us about the world of ELT: where half a billion young people are learning English and powerful forces jostle for influence? How can technology help and hinder publishers, teachers and students navigating this extraordinary world? Plenty of questions and a couple of answers found on a learning journey teaching and writing for young learners.
Daniel Martin - Helbling Using IWBs to the Full Potential
The purpose of this talk is to reflect on the kinds of teaching and learning opportunities and interactions that may take place in the language classroom equipped with an interactive whiteboard (or a projector and a screen). We can take advantage of this tool and integrate it into our daily teaching in many interesting ways. Here’s the list: blogs, networking sites, Web 2.0 tools, digital textbooks, CD-Roms, Word and Powerpoint documents, interesting websites and software for IWB brands. Practical examples of this integration will be given with a special emphasis on how English teachers can create their own activities ranging from the simple, albeit effective, to the more sophisticated.
Luke Meddings Messy Tech (Mavi)
The debate over the use of technology in unplugged teaching has moved on from ‘yes or no’ to ‘how and when’. This talk argues that technology should be used to extend and record classroom interaction, rather than to control or direct it. I’ll compare top-down and bottom-up uses of technology in the classroom, and look at today’s digital tools in the context of technological innovations for language learners since the 1960s. I’ll also use a range of apps and some snapshots from musical history to explore the enduring appeal of technology that is responsive, bottom-up and a little bit messy.
Graham Stanley Observe and Learn
A teacher can learn a lot from self-observation, and the increased availability of technology (cameras, voice recorders, mobile phones) that allow you to do so makes recording what you do in the classroom an easy thing to do. Yet, few of teachers take advantage of this opportunity for teacher development. In this session, we will be looking at how and why self-observation is beneficial for language teachers and I will be giving some practical ideas for how you can start to do this and what to do after you have recorded yourself teaching.
27, May 2012 Sunday Plenary Keynotes
JJ Wilson - Pearson Education Mentors, Myths, and Memories: The Dream Lives of Teachers (İnan Kıraç)
The first stage of Teacher Development is to look inwards. Our growth as professionals is rooted in personal narrative, understanding our lives as teachers and examining the different paths we might take. We need to ask ourselves: What type of teacher am I? How did I become this way? What type of teacher would I like to be? What do I need to do to get there? Through the lens of personal narrative, we will look at different ways of developing – for example, through courses, mentoring, and deep reading – and engage in some enjoyable activities designed to explore our identities as teachers.
Brendan Wightman - Cambridge University Press Are Tablets a Sweet Pill for Teachers to Swallow? (İnan Kıraç)
Only a few years ago a tablet was something taken with water as a vitamin supplement or to combat infections. Now, however, Turkish teachers will have to confront, understand and exploit pad-sized, touch-screen tablet computers in their classrooms as the mobile ‘revolution’ backed by huge government investment sweeps all before it. And yet, there is something familiar to this scenario – Turkey is not the first country to invest lavishly on educational technologies, nor will it be the last. Against the backdrop of mixed results and false technology dawns, we need to question whether we are really turning a corner and if (and how) the explosion of mobile technologies and apps can be harnessed for real educational progress.
Open Space Discussions 11.00 - 13.30
Open Space Discussion 1 Teacher Development with Technology Facilitators: Lindsay Clandfield & Graham Stanley Open Space Discussion 2 Teacher Development Unplugged Facilitators: Duncan Foord & Anthony Gaughan
11:00 – 12:00
Elena Voronova Bolel Teacher Autonomy in Choosing, Evaluating and Exploiting Resources for Teaching C1
In this presentation, the practical role of coursebooks in the classroom and various ways of evaluating and selecting them will be discussed. The application of learning technology as a means to supplement coursebooks in order to cater to the changing needs of the 21st Century Learners will also be considered.
Erika Osvath Making the Most out of Technology
In this workshop we will look at a list of criteria that help teachers choose the right technology for their teaching aims integrating several skills. In doing so we will consider ways of creating learning bridges between lessons with a few simple edtech tools and looking at some student examples.
Hakan Şentürk Dogme 2.1: Using Springpad to Create an Online Coursebook for the Dogme Classroom Mavi
Dogme ELT is considered to be an approach to language teaching that encourages teaching without coursebooks and focuses instead on conversational communication between the teacher and the learner. The place of technology in the Dogme movement has been a long debated topic. However, with the help of online technology, it is possible to create meaningful Dogme techniques in the classroom. In this presentation, I will show how an online notebook can become a perfect tool for the Dogme classroom.
Joel Josephson Music and Language Learning Primary and Secondary Students
A look at the effectiveness and methodologies of using music in language learning through EU projects PopuLLar -asks secondary students to write and translate their own lyrics to pop songs. They record their song and share. FolkDC - designed to motivate primary learners through Folk songs in 10 European languages.
Valentina Dodge Tech NO Overload
Trying to keep up with too many tweets? Can’t find that blog you wanted to read? Ever felt guilty of providing learners with too many interesting links? How do you manage the increased flow of online information? This presentation will look at efficient ways and offer practical suggestions on “information management” for all educators interested in using the web for their own professional development or for blended learning programmes.
Nawel Benmostefa Developing Lessons Using Technology
This paper sheds light on how teachers plan, deliver, and assess lessons while integrating technology. In gross, it strives to answer the following questions: What is meant by “lesson development using technology” to meet educational standards? What are the “student learning objectives” and “understanding by design” models of lesson planning? And, how can teachers assess their students?
Burcu Tezcan Ünal & Devrim Özdemir A Dialogic Debate on Lesson Execution (with or without technology) C10
Activities in every course book need to be adapted to our contexts no matter how wonderfully or technologically equipped they are. We want to touch upon different skills using segments from different course books and open discussions on how to exploit them in class. Join us to chip in.
Andy Cowle Bring Lessons to Life with Magazine Content - On and Offline! C13
I will show how topical, lively magazine material and online news, video and social media content will motivate and engage learners to see English as real, fun and relevant. I will show how these practical issues can motivate teens in the classroom - with or without technology!
Eva Büyüksimkeşyan Reading Activities, Spiced up with Web 2.0
‘My students don’t read the books I assigned.’ Isn’t it a problem for many of us? If only they could realise how much they would improve themselves when they read. How about motivating them with fun activities? When they find something interesting, they will love it. In this session we will look into some fun activities to be used with class readers, short stories or novels
Büşra Nur Özer & Sevim Açıkgöz Do They Accept Becoming Villagers?
We have been digital people for years and we live in social media ‘‘villages’’. The hot debate about using tech in classes seems endless, but have you ever thought what your students think? Do they want to become villagers in your classes? The answer is hidden in this practical presentation.
Selma Tamdoğan Creative Tech Solutions to Old Homework Problems
The benefits of applying ICT in language learning are an indisputable fact. The question is how can we ensure our students use their PCs and laptops for language learning purposes? This workshop will serve as an eye opener for teachers in terms of designing meaningful homework tasks, improving web literacy, developing student autonomy and building self-study skills through web 2.0 tools such as Prezi, TodaysMeet and Jing.
Ebru Öztekin A Comparison of Face-to-Face and Computer-Based Speaking Assessment C7
Computer-assisted speaking tests seem to be a time and cost efficient way to assess the speaking ability of large group of test takers. The effects and results of such tests, however, may not be as positive as one would expect while they also have considerable benefits.
12:30 - 13:30
Deniz Ateşok Alternative Assessment Using Web 2.0 Tools
Thanks to technology, the way we teach has evolved. We benefit from Web 2.0 tools to make instruction more effective. What about assessment? Are thereany innovative ways of assessing students’ performance? How? Why? Come to this practical workshop to discuss the and try out the tools.
Şeyda Benezra Flash Flash Flashcards
The world we are living in is the age of technology. It is everywhere, we cant disregard that fact but still no matter how intense we use digital devices in our classrooms, we still use flashcards for teaching a new topic or for revising the target vocabulary. First of all they are fun, motivating and affective for all kinds of learners. Students love them. Using flashcards creates a safe enviroment and and it increases students talk time. They can be used anytime and are benificial for all kinds of learners. They can be active, touch, run and learn. In this session the participants will be with practical and engaging flashcard activities that can be used in the classroom.
Funda Küçük How to Get Students to Spill the Beans?
Even though acquiring oral skills is considered to be crucial, most EFL students are still not proficient in speaking. This paper presents the factors preventing the development of students’ speaking skills. Furthermore, it gives suggestions on what to do and what not to do to overcome these deterrent factors.
Özlem Keskindil EDMODO: New Medium of Teacher and Student Interaction C4
In my presentation, I am going to talk about how teachers can use this website to create a virtual classroom for extra-curriculum activities as well as a medium of teacher interaction platform for the exchange of materials and lesson plans. So as to give examples, I will display one class that I created for my students and the second one that I use for teacher training as the ICT Coordinator of my institution.
Ece Sevgi Milestones of Pragmatic Competence: Speech Acts
Half a century ago, communicative competence in L2 was considered to be a mere reflection of the language learner’s grammatical knowledge. It no longer is. This presentation makes a brief historical review of communicative competence in L2 settings focusing on pragmatics - specifically speech acts - and demonstrates some activities to teach speech acts (with and without the use of technology).
Evridiki Dakos The Magic Circles and The Light
In a room decorated with candles and lanterns and filled with sweet smells of incense, the presenter who has got more than 3000 friends in her circles will focus on the magic power of PLN (Personal Learning Network) in teacherdevelopment and will introduce participants a few major circles. At the end of the session, likewise at the beginning, the presenter will invite the participants to perform “a medieval initiation ritual” of spreading the light of knowledge.
Gülsüm Özerol The Use of Technology Integrated Project-Based Learning for English Language Teaching in Collaborative Learning Atmosphere C13
This study was conducted to find the effects of the implementation of a technologically integrated project-based, collaborative project for practicing English. This project was prepared for Innovative Teachers Forum held by the MNE and the Microsoft. The students who are more competent in English and the students who are more competent in computer technology worked in collaboration. At the end of the 7-week implementation, students were interviewed and a qualitative study was conducted.
Seth Ciaran Dickens Inter@ctive White Board / Elephant? 10 practical lessons I learned from training 200+ language teachers to use IWBs C9
IWBs are trumpeted as the next big thing in education, but not everyone is convinced. This workshop draws on 5 years’ practical experience training language teachers to creatively use IWBs. With hands-on activities, we’ll examine whether IWBs are right for you & your institution. Bring your laptop and join in!
Ayşegül Liman Add Some Spice to Your Reading and Writing Classes
Do your students find reading and writing activities boring? Have you ever wished practicing reading and writing could be more fun for you and your students? If you say yes, this session is for you. As we already know it is not easy to motivate the students who are easily distracted and only think about surfing on the Internet. In this workshop we will look at ways to use technology to make your classes more fun.
Derya Bozdoğan Preparing Pre-servicers for the Web 2.0 World
Pre-service English Language Teachers are not yet ready for the Web 2.0 world, most obviously as they lack the sufficient awareness of the role of technology in language classrooms. The aim of the presentation is to explore the syllabus of the elective course CALL offered at the final year of undergraduate study.
Görsev İnceçay & Volkan İnceçay Use of Twitter in Foreign Language Classroom: Improving Teachers' Technological Pedagogical Content Knowledge C8
Aim of this workshop is to provide attendees with the information to make use of Twitter, a microblogging tool, to create collaborative language teaching and learning environments which fullfill the requirements of 21st Century learners by freeing them from the traditional classroom atmospheres. Implications and recommendations will be discussed interactively.
Hande Demirel & Sedat Akayoğlu Professional Development of Language Teachers Through Personal Learning Network and Online Communities of Practice C6
With the increasing number of online communities of practice for language teachers and opportunities to create personal learning networks, teachers are not limited with face-to-face in-service training sessions. In this presentation, some online communities working successfully will be introduced to the participants to develop themselves professionally.
Aslı Sağlam & Elif Soltay Hi-Tech Approaches to Teacher Development
Technology is changing paradigms in education rapidly and teachers are caught unguarded due to lack of professional training in this respect. This session examines the role of educational technology for enhancing teacher knowledge and learning, and questions whether integration of ICT into ELT is a renaissance, a retooling or an amalgam.
14.30 - 15.30
Willy Cardoso - St.George International, London Tech-knowledge: Complexity, Philosophy, Web2.0, Postmodernism, Interdisciplinarity, and the Work of Teachers Yeşil
A concern: knowledge has become commodity and technology; it serves to increase efficiency, not to enlighten the human mind. Knowledge has become de-socialized. A mindset: network thinking; from formal organizational unities (school, curriculum, teaching staff), to the dynamic complexity of agents engaged in various ways and degrees. Some ideas: who you know defines what you know; validating 'chalk-face' knowledge; transmission teacher vs. interpretation teacher; and why I skipped lectures to blog.
Marisa Constantinides - CELT Athens Learning & Unlearning Teaching in the 21st Century: C’s teachers need to get and C’s they need to lose Mavi
Learning teaching has always involved Creating, Critiquing, Class research and experimentation as key attributes and skills; to these we need to add Collaborating and Connecting for the teachers we want to develop in changing times to help them deal with new information, new technologies, new tools, new ideas, new techniques and new ways of learning. But to get to the learning stage, some unlearning is also necessary; Complacency, lack of Curiosity, staying well within one’s Comfort zone are just a few of the difficulties. Unlearning can be much more difficult than learning; values are the hardest to dislodge and careful steps and strong support are needed for those involved in developing teachers and for teachers wishing to continue their own professional development During my talk, I hope to be able to show some ways in which this learning and unlearning can be achieved more successfully.
Maureen McGarvey - International House, London Teacher Development – Will it Never Stop? Üzeyir Garih
Many of us are keen to develop and improve our teaching, and embrace development opportunities eagerly. But for others, the ‘pressure’ to develop can feel relentless, and be yet another pressure on an already overloaded professional and personal life. Some of our colleagues may actively resist development for this, feeling that they haven’t got either the time or the energy to ‘develop’. This session will look at whether development can ever stop, and whether we can reach a point where we can say we are ‘good enough’.
Ken Wilson Is Anybody Listening?
Students have three ways of working on their listening skills in class: listening to the teacher, to machines and to other students. Most students do the first two, but not the third. In this talk, I will show how you can encourage learners to listen to each other, for example by using the power of images and also with instrumental music. The amazing activities will have you listening intently to each other to complete the tasks.