IATEFL LT&TD SIG Joint Conference Program

The IATEFL Teacher Development SIG Message 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 tech-nique. 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 craft3) Technology is about finding this theory about or art or craft by speaking about itIn 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 Develop-ment 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 won-derful conference.

Anthony GaughanTDSIG 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.

Why Technology?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 learn-ers: 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, increas-ing our choices and options as teachers, and complicating the teacher-learner-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 tradi-tions 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 StanleyLTSIG Coordinator

Conference Team

Conference CommitteeBurcu 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

Conference AdvisorsGraham Stanley IATEFL LTSIG CoordinatorDuncan Foord IATEFL TDSIG Events Coordinator

Special thanks to:Yeditepe University Chairman of the Board of Trustees Nefise Ülker TURGUT

Yeditepe University RectorProf. Dr. Nurcan BAÇ

Yeditepe University Dean of Faculty of EducationProf. 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 tothe Chairman of the Board Deniz DEMİRTAŞ

İSTEK Schools General Manager Ali İhsan ÖZYAZGAN

İSTEK Schools’ English Teachers

Saturday, 26 May 201208.00 - 09.30 Registration

09.30 - 10.30 Opening Ceremony

10.30 - 11.30 Plenary Keynote Scott Thornbury

11.30 - 12.00 Coffee break

12.00 - 13.00 Plenary Keynote Lindsay Clandfield

13.00 - 14.00 Lunch

14.00 - 15.00 Concurrent Keynote Sessions

Duncan Foord, Matt Ledding,

Nick Robinson, Şirin Soyöz

15.00-15.30 Coffee Break

15.30-16.30 Concurrent Keynote Sessions

Patrick Jackson, Luke Meddings

Daniel Martin, Graham Stanley

16.45 - 17.45 Plenary Keynote Gavin Dudeney

Sunday, 27 May 201209.30 - 10.30 Plenary Keynote JJ Wilson

10.30 - 11.00 Coffee break

11.00 - 13.30 Open Space Discussions

OSD 1 Teacher Development with Technology

OSD 2 Teacher Development Unplugged

11.00 - 12.00 Workshops

12.30 - 13.30 Workshops

13.30 - 14.30 Lunch

14.30 - 15.30 Concurrent Keynote Sessions

Willy Cardoso, Marisa Constantinides

Maureen McGarvey, Ken Wilson

15.00 - 15.30 Coffee Break

15.45 - 16.45 Plenary Keynote Brendan Wightman

16.45 - 17.30 Closing Ceremony

26, May 2012 SaturdayKeynote Sessions

Presenter

Scott Thornbury

Lindsay Clandfield

Duncan Foord

Matt Ledding

Nick Robinson

Şirin Soyöz

Patrick Jackson

Daniel Martin

Luke Meddings

Graham Stanley

Gavin Dudeney

Room

İnan Kıraç

İnan Kıraç

İnan Kıraç

Mavi

Yeşil

Üzeyir Garih

Yeşil

Üzeyir Garih

Mavi

İnan Kıraç

İnan Kıraç

Time

10.30 - 11.30

12.00 - 13.00

14.00 - 15.00

14.00 - 15.00

14.00 - 15.00

14.00 - 15.00

15.30 - 16.30

15.30 - 16.30

15.30 - 16.30

15.30 - 16.30

16.45 - 17.45

Title

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...

27, May 2012 SundayKeynote Sessions

Presenter

JJ Wilson

Brendan Wightman

Willy Cardoso

Marisa Constantinides

Maureen McGarvey

Ken Wilson

Room

İnan Kıraç

İnan Kıraç

Yeşil

Mavi

Üzeyir Garih

İnan Kıraç

Time

09.30 - 10.30

15.45 - 16.45

14.30 - 15.30

14.30 - 15.30

14.30 - 15.30

14.30 - 15.30

Title

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?

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 interest-ing.

Four principles

1. Whoever comes is the right peopleThis reinforces the idea that the wisdom to achieve solutions is present in the room.

2. Whatever happens is the only thing that could haveThis 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 timeThis reminds people that creativity cannot be controlled.

4. When it is over, it is overThis 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 allot-ted, or it may result in a session longer than the time allotted.

Facilitators

Lindsay Clandfield &Graham Stanley Duncan Foord &Anthony Gaughan

Title

Teacher Development with Technology

Teacher Development Unplugged

Open Space Discussions 11.00 - 13.30

Presenter

Elena Voronova Bolel

Erika Osvath

Hakan Şentürk

Joel Josephson

Valentina Dodge

Nawel Benmostefa

Burcu Tezcan Ünal & Devrim Özdemir

Andy Cowle

Eva Büyüksimkeşyan

Büşra Nur Özer & Sevim Açıkgöz

Selma Tamdoğan

Ebru Öztekin

Room

C1

C2

Mavi

C3

C9

C4

C10

C13

C6

C11

C8

C7

Audience Focus

S, AT

S, T, AT, TE

S, T, AT, TE

P, S, TE

AT, TE

S, T, TE

S, T, AT, TE

S

S

S, AT

T, AT

S, T, AT

Title

Teacher Autonomy in Choosing, Evaluating and Exploiting Resources for Teaching

Making the Most out of Technology

Dogme 2.1: Using Springpad to Create an Online Course-book for the Dogme Class-room

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-to-Face and Computer-Based Speaking Assessment

Workshops I 11.00 - 12.00

Audience Focus: P:Primary, S:Secondary, T:Tertiary, AT:Adult teaching, TE:Teacher education

Presenter

Deniz Ateşok

Şeyda Benezra

Funda Küçük

Özlem Keskindil

Ece Sevgi

Evridiki Dakos

Gülsüm Özerol

Seth Ciaran Dickens

Ayşegül Liman

Derya Bozdoğan

Görsev İnceçay & Volkan İnceçay

Hande Demirel & Sedat Akayoğlu

Aslı Sağlam & Elif Soltay

Room

C1

C2

C3

C4

C10

Mavi

C13

C9

C7

C19

C8

C6

C11

Audience Focus

S, T, AT, TE

P

AT

AT, TE

AT, TE

TE

S

P, S, T, AT, TE

S, T, AT

TE

S, T, TE

P, S, T, AT, TE

TE

Title

Alternative Assessment Using Web 2.0 Tools

Flash Flash Flashcards

How to Get Students to Spillthe Beans?

EDMODO: New Medium of Teacher and StudentInteraction

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' Techno-logical Pedagogical Content Knowledge

Professional Development of Language Teachers Through Personal Learning Network and Online Communities of Practice

Hi-Tech Approaches to Teacher Development

Workshops II 12.30 - 13.30

Audience Focus: P:Primary, S:Secondary, T:Tertiary, AT:Adult teaching, TE:Teacher education

26, May 2012 Saturday

Plenary KeynotesScott Thornbury - British CouncilWhy Dogme is Good For You (İnan Kıraç) 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.

Lindsay Clandfield - MacmillanDeveloping in The Social Network (İnan Kıraç)

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 ampli-fied 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 exam-ine issues of online identity and ownership of this space.

Gavin DudeneyPast 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 14.00 - 15.00

Duncan FoordTeacher Development Unplugged (İnan Kıraç)

Teachers have limited time to spend on development. Are we spending toomuch 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 LeddingReplacing Students with Robots (Mavi)

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 differ-ence between using technology for learners, and using learners for technology.

Nick RobinsonWhat's Next in my Career as a Teacher? Time to Get 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 pub-lisher 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 CouncilInternet Safety Quiz – Are you Cyber-well? (Üzeyir Garih)

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 15.30 - 16.30Patrick Jackson - Oxford University Press Gulliver’s ELTravels (Yeşil)

What can Swift’s story of little people, giants, flying islands and enlightened-horses 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 extraordi-nary world? Plenty of questions and a couple of answers found on a learning journey teaching and writing for young learners.

Daniel Martin - HelblingUsing IWBs to the Full Potential (Üzeyir Garih)

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 inter-esting 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 MeddingsMessy 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 inno-vations 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 tech-nology that is responsive, bottom-up and a little bit messy.

Graham StanleyObserve and Learn (İnan Kıraç)

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 KeynotesJJ Wilson - Pearson EducationMentors, 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 teach-ers 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 PressAre 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 tech-nologies, 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 1Teacher Development with TechnologyFacilitators: Lindsay Clandfield & Graham Stanley

Open Space Discussion 2Teacher Development UnpluggedFacilitators: Duncan Foord & Anthony Gaughan

Workshops I 11:00 – 12:00

Elena Voronova BolelTeacher 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 applica-tion 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 consid-ered.

Erika OsvathMaking the Most out of Technology C2

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 ŞentürkDogme 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 conversa-tional communication between the teacher and the learner. The place of tech-nology in the Dogme movement has been a long debated topic. However, with the help of online technology, it is possible to create meaningful Dogme tech-niques in the classroom. In this presentation, I will show how an online note-book can become a perfect tool for the Dogme classroom.

Joel JosephsonMusic and Language Learning - Primary and Secondary Students C3

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 DodgeTech NO Overload C9

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 BenmostefaDeveloping Lessons Using Technology C4

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 ÖzdemirA 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 discus-sions on how to exploit them in class. Join us to chip in.

Andy CowleBring 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 BüyüksimkeşyanReading Activities, Spiced up with Web 2.0 C6

‘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 AçıkgözDo They Accept Becoming Villagers? C11

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 TamdoğanCreative Tech Solutions to Old Homework Problems C8

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 ÖztekinA 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.

Workshops II 12:30 - 13:30

Deniz AteşokAlternative Assessment Using Web 2.0 Tools C1

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 BenezraFlash Flash Flashcards C2

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 enviro-ment 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 KüçükHow to Get Students to Spill the Beans? C3

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 KeskindilEDMODO: 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 SevgiMilestones of Pragmatic Competence: Speech Acts C10

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 compe-tence 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 DakosThe Magic Circles and The Light Mavi

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 teacherd-evelopment 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 ÖzerolThe 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 tech-nologically 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 inter-viewed and a qualitative study was conducted.

Seth Ciaran DickensInter@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 LimanAdd Some Spice to Your Reading and Writing Classes C7

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 BozdoğanPreparing Pre-servicers for the Web 2.0 World C19

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 tech-nology 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 İnceçayUse 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 AkayoğluProfessional 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 SoltayHi-Tech Approaches to Teacher Development C11

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.

Concurrent Keynotes 14.30 - 15.30

Willy Cardoso - St.George International, London Tech-knowledge: Complexity, Philosophy, Web2.0, Postmod-ernism, 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 AthensLearning & 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; Compla-cency, 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, LondonTeacher 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? İnan Kıraç

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.

Conference Sponsors