6thict4eltmateconferencebooklet

Moroccan AssociationMoroccan AssociationMoroccan AssociationMoroccan Association of Teachers of Englishof Teachers of Englishof Teachers of Englishof Teachers of English

الجمعية المغربية

�ساتذة اللغة ا�نجليزيةWebsite: www.mate.org.ma Email: [email protected]

Moroccan Association of Teachers of English – Appt. 5, immeuble 26, Rue Asni, Hay Salam, Salé, Morocco.

Tel �� : (212)661 36 30 40 Website �� : www.mate.org.ma E-Mail �� : [email protected] 1

MATE 6th ICT4ELT CONFERENCE

Theme:

“ICT in Education:

Creating Opportunities

for Quality & Excellence.”

23-26 June, 2010 Ibn Zohr University –

Faculty of Letters & Humanities, Agadir

In collaboration with:






MATE 6MATE 6MATE 6MATE 6thththth ICT4ELTICT4ELTICT4ELTICT4ELT CONFERENCECONFERENCECONFERENCECONFERENCE Ibn Zohr University - Faculty of Letters & Humanities

Agadir, , , , 23-26 June, 2010

MATE, jointly with Ibn Zohr University, Souss Massa Daraa Regional

Academy for Education & Training and MATE-Agadir, organizes the 6th

ICT

(Information and Communication Technology) Conference on 23-26 June, 2010 at

the Faculty of Letters and Human Sciences in Agadir. The theme of the

conference is:

“ICT in Education:

Creating Opportunities for Quality & Excellence.”

Rationale During the last years, there has been a rising awareness of the importance of

Information and Communication Technologies (ICT) in the field of education. With

the shift to Web 2.0 and the amazingly growing number of Web tools including

blogs, wikis, social networks, podcasts, audio and video tools, interactive materials,

learning management systems, etc., teachers and educators are facing great

challenges to adapt themselves efficiently to this digital boom and to respond

adequately to the growing demands of digital natives’ needs. Learners and teachers

are two key elements at the heart of the theme of “MATE 6th

ICT4ELT Conference”.

The focus in using ICT in education in the 21st century will certainly not be on the

use of digital tools as an objective, but on the promotion of quality and excellence in

the teaching and learning process. Similar to the previous five events, this

conference will focus mainly on ICT supported teaching and learning activities and

projects. Therefore, the conference aims to:

1. contribute to the realization of the Emergency Plan especially in relation to the

use of ICT in education;

2. focus more on pedagogy and teacher professional development;

3. expose teachers to successful ICT experiences and best practices in ELT;






4. provide the necessary technical skills and tools that would enable the participants

to carry out ICT-based activities and projects;

5. promote quality and excellence in education through the efficient use of ICT;

6. contribute to the realization of the “Maroc Numérique 2013” (Digital Morocco

2013) project;

7. contribute to the development of the Moroccan Virtual Campus held at Ibn

Zohr University;

8. create opportunities for dialogue, exchange of materials and teaching practices in

e-learning.

The conference will feature:

� 30-minute plenary

sessions.

� 20-minute papers.

� 1-hour workshops.

� Round tables.

� ICT successful experiences demonstrations.

� Poster sessions.

� Book exhibitions.

� Film projections, social evening, excursions,

etc.

Programme:

Wednesday, 23 June, 2010

15:00 - 17:00 - Check-in and registration (At faculty of Letters and

Humanities)

17:00 - 18:00 - Opening ceremony (At faculty of Letters and Humanities)

18:00 - 19:00 - Reception

19:00 - 19:30 - Keynote speech by Abdellatif Zoubair:

Lessons from the past to serve as guidelines for the future 21:00 - Dinner (At Jour et Nuit Restaurant by the seaside)

Thursday, 24 June, 2010

07:00 - 07:45 - Breakfast 08:15 - 08:30 - Announcements






08:30 - 08:50 - Presentation 1: The e-learning approach for Knowledge

management: Case of a university system

Adil Aoufi, El Hassan Megder, Chihab Cherkaoui 08:50 - 09:10 - Presentation 2: Are Moroccan students really “digital

natives”? Nassira Houat

09:10 - 09:30 - Presentation 3: Les TIC et le rapport au savoir, Mokhtar El Maouhal

09:30 - 09:50 - Presentation 4: Usage et perception d’une formation à distance par les apprenants, Hassan El Ouizgani

09:50 - 10:10 - Discussion

10:10 - 11:10 - 3 Concurrent Workshops

1. Creating animated lessons using PowerPoint and other tools, Mohamed Assabbane

2. Web 2.0 tools for teachers (and learners), Abdellatif Zoubair

3. Le blog au service des enseignants, Abdelaziz Oubouroune

11:10 - 11:40 - Break

11:40 - 12:40

- 3 Concurrent Workshops 1. Creating animated lessons using PowerPoint and other tools, Mohamed Assabbane


3. Le blog au service des enseignants, Abdelaziz Oubouroune 12:40 - 13:20 - 3 Experience sharing presentations (10 mins each)

13:50 - Lunch

Afternoon: Excursion to Tiznit

15:00 - 16:15 - Departure to Tiznit and arrival

16:15 - 19:15 - City tour and shopping

19:15 - 21:30 - Dinner at Aglou beach + Entertainment (Local music and dances)

21:30 - 22:45 - Departure back to Agadir and arrival

Friday, 25 June, 2010 07:00 - 07:45 - Breakfast 08:15 - 08:30 - Announcements






08:30 - 08:50 - Presentation 5: E-learning, une efficacité supérieure ou égale au présentiel, Ahmed Almakari

08:50 - 09:10 - Presentation 6: L’élaboration et l’acquisition des continues numériques, Elhajjami (CNIP)

09:10 - 09:30 - Presentation 7: Open source, Association ALIS

09:50 - 10:10 - Discussion 10:10 - 10:30 - Break

10:30 - 11:30 - Webinar: Blended Learning and Macmillan English Campus,

Pedro Moura

11:30 - 12:30 - 3 Concurrent Workshops 4. Using Office applications for whole class teaching, Jason Price

5. Utilisation de Joomla, Association ALIS

6. Using Microsoft Word in and beyond the classroom, Youssef Tamer

12:30 - 13:00 - 3 Experience sharing presentations (10 mins each)

13:00 - 14:10 - Friday Prayer at Abou Baker Esseddik Mosque 14:30 - Lunch

Saturday, 26 June, 2010

07:00 - 07:45 - Breakfast 08:15 - 08:30 - Announcements 08:30 - 08:50 - Presentation 8: Connecting Classrooms Online, Amina El

Abdellaoui

08:50 - 09:10 - Presentation 9: L'apport du Web 2.0 à la formation à distance "FOAD", Tarik Mchichi, Lahcen Koutti, Karim Afdel

09:10 - 09:30 - Presentation 10: Les techniques et étapes de production

des livres : édition, impression et distribution, Omar El Kharki

09:30 - 09:50 - Presentation 11: Mouse Mischief: Managing a multiple-mouse classroom, Salaheddine Belaassal

09:50 - 10:10 - Discussion

10:10 - 11:10

- 3 Concurrent Workshops

7. Using Microsoft Word in and beyond the classroom, Youssef Tamer






8. Re-wiimote interactive whiteboard, Mohamed Assabbane

9. The download-upload game: Where does that lead? Mohammed Hassim

11:10 - 11:40 - Break

11:40 - 12:40 - 3 Concurrent Workshops

7. Web 2.0 tools for teachers (and learners), Abdellatif Zoubair 8. Re-wiimote interactive whiteboard, Mohamed Assabbane


12:40 - 13:40 - Plenary: Round table and closing ceremony (Attendance and Participation Certificates)

14:15

- Lunch

Participants Given the practical nature of the conference, the number of participants will be limited to 80 participants

including university teachers, teacher trainers, inspectors, specialized institutions teachers and upper &

lower secondary school teachers. The participants will be selected according to the following criteria:

� Having basic skills in ICT materials use and production.

� Willing to actively participate in a productive project during and after the conference.

� Being ready to cascade information and similar work with colleagues in their area.

� First come, first served.

The participants are required to:

1. participate actively and productively during the conference;

2. use the materials shared during the conference with their students/trainees and send a report about

them;

3. share the materials with colleagues in their areas and send a report about them; and

4. be willing to produce similar activities and projects and send a report about them.

By the end of the conference, the participants will have had an idea about some ready to use ICT-

supported teaching, learning and training activities and projects which will be compiled in CD-ROMs and

distributed to the participants. They will also be trained on some necessary skills and software. By sharing

the acquired skills and using the materials in the CD-ROMs with their colleagues, students and trainees,

the conference will have a significant duplicating effect.






Participation fee To cover part of the expenses of the conference, the participants will be required to pay:

Residents 600 Dhs that includes:

03 nights at a 3 star hotel in a double room / 04 Breakfasts / 03 lunches & 03 Dinners /

Conference fees / Opening & Closing Ceremony, Conference Coffee breaks/

Conference participant package (Materials needed for the different hands-on

workshops and presentations: photocopies, CD ROMs, etc.).

Non-Residents 250 Dhs that includes:

Conference fees / Opening & Closing Ceremony, Conference Coffee breaks/

Conference participant package (Materials needed for the different hands-on

workshops and presentations: photocopies, CD ROMs, etc.).

N.B.: 1. The participation fee represents 50% of the real cost. The other 50% is offered by MATE based on the

sponsorship gratefully provided by MATE generous sponsors.

2. MATE membership card for those who do not have one is not included in the fees: 50 Dhs for upper &

lower secondary school teachers; 100 Dhs for supervisors & tertiary education teachers.

3. An excursion will be scheduled the fees of which is not included in the conference fees. More

information about this will be provided in due course.

Conference Venue The Faculty of Letters and Humanities is part of

the Ibn Zohr University, Agadir, the southern

region of Morocco. It was established in 1984. The

objective of this faculty was to get nearer to all

social classes in the region and to provide the

conditions necessary to cope with growing

numbers of students in the region towards an

academic integration.

Accommodation for resident participants. Located in the heart of Agadir city, the Adrar Hotel is a beautiful and welcoming hotel, and as a guest

you will feel at home here. The good will of the staff plays an important role in this. The rooms have all

been renovated, and really stand out thanks to their bright colours. In total the hotel has 170 large rooms,

including 10 suites. A lift gives access to the various floors. The rooms have balconies and are furnished

with small armchairs, a telephone, a TV set (big screen) and air conditioning. For more information about

the hotel go to this link: http://www.easyvoyage.co.uk/experts/adrar-71007






About Agadir Agadir is the capital of the Souss and a leading fishing port of Morocco. It owes its current fame to its

extraordinary range of over 9 km of fine golden sand, and its 300 days of sunshine per year. Its

ultramodern international airport makes the site accessible by the world. Agadir is a welcoming city with

flowered relaxing gardens. The Kasbah highlights the glorious past of the city. Damaged by an

earthquake in 1960, the city has been completely rebuilt. Today, it is one of the largest resorts in Morocco

where many tourists are attracted by an exceptionally mild climate throughout the year. You can visit the

hallmark of the city, the fishing port and the traditional art museum (Berber Museum). The nightlife in

Agadir is energetic. Seafront cafés and restaurants are usually open until midnight and offer evening

entertainment with reasonable prices.






Transportation If you are coming by plane, taxis are available from right outside the arrival hall.

Fares to the city center of Agadir and hotels are fixed: 150 Dhs during the day,

200 after 7 p.m. The trip takes about 20 minutes.

If you are coming by coach, metered taxis are available outside the bus station.

The trip from the station to Adrar Hotel can cost around 12 Dhs. If you are three

you can share the taxi with the same price. It takes about 5 minutes.

For residents, we will do our best to ensure transportation during the conference

from the Hotel to Ibn-Zohr University and vice-versa. This is not yet confirmed.

Weather

In June, it is usually warm with an average temperature of 24 C°. It is the perfect

time for swimming. Sometimes it can get chilly at night; therefore it is

recommended that you also bring some warm clothes to wear. You can also

seize the opportunity to swim, so don’t forget your swimming suit.

For further information, please write to this email: [email protected]

or contact any of the following members of the organizing committee:

� Mohammed HASSIM [email protected] +212.666.077.526

� Noureddine BENDOUQI [email protected] +212.661.363.040

� Youssef TAMER [email protected] +212.661.090.871

� Hassane FATHI [email protected] +212.662.416.661

� Ahmed ATLAGH [email protected] +212.668.391.732

� Zakaria JAMAATI [email protected] +212.660.618.222

NB. 1: To make the work easier and more practical for us, would you please bring your laptops and your

3G Internet connection (Wireless Connection), if you have one.

NB. 2: If you have any ICT experience you want to share with participants, there are 3 one-hour sessions

for that. You will be given 15 mins to present your experience. So be ready and bring your materials with

you.

The organising committee

MATE SMD Regional Academy Ibn Zohr University Mohammed Hassim

Noureddine Bendouqi

Ahmed Atlagh

Hassane Fathi

Zakaria Jamaati

Miloud Najrane

Abdellatif Zoubair

Houcine Bouchouate

Youssef Tamer Hanane Bennoudi

Mohamed Elghazi

Abdellah Ghaicha

Ahmed Almakari






Abstracts

Keynote speech

Abdellatif Zoubair:

Lessons from the past to serve as guidelines for the future

Presentations

Presentation 1: The e-learning approach for Knowledge management: Case of

a university system Adil Aoufi, El Hassan Megder, Chihab Cherkaoui During the past decade, higher education faces many pressures and changes:

globalization, mass education, academic rivalry on large-scale, budget cuts, reforms,

etc. Understand and positively influence these changes calls for coordinated,

controlled, larger and precise action plans. This requires effective management of

scientific heritage regardless of the format in which it appears. Knowledge

management wants more than necessary and universities can not escape.

The present communication investigates an experiment of implanting the knowledge

management within the university IBN ZOHR of Agadir. We propose an approach

based on the e-learning and its components to establish an organizational memory of

the scientific, technical and administrative holdings of the university. We were

particularly interested in the constitution of a repository of resources intended for the

training and for the research. This deposit of explicit knowledge include:

administrative documents, courses, training pads, electronic books, etc. The process

used is based on e-learning and offers to actors an initiation to knowledge

management. One of the main proposed activities to trainees requires submitting

their documents in the form of homework, in the e-learning platform. The required

documents come obviously from their daily work. The validated documents are then

indexed and classified using an ontology. The created ontology will serve to

facilitate search and navigation within the capitalized knowledge.

Keywords: Knowledge management, e-learning, University organization,

organizational memory, documents, Knowledge, information and communications

technology.






Presentation 2: Are Moroccan students really “digital natives”? Nassira Houat

The purpose of this paper is to develop a realistic understanding of the concept

“digital native”, a term that was first advanced by Prensky 2001 and it became

popular among academic communities. Particularly, the paper seeks to consider the

accuracy of such description in reflecting young Moroccans actual uses of digital

technology. Prensky and many others tend to generalise to the entire generation and

make radical recommendations based on their contextual findings.

Generally we cannot presume that all Moroccan students are “digital natives”. I have

based this idea on an in depth interviews with my students from both the high school

of technology and my S2 tutees in the faculty of letters , English department in

Oujda. The outcomes suggest that the majority of students do not understand how to

use technology to support, develop and improve their learning. The majority of

students still do not fully understand the underlying nature of ICT tools and the

underlying repertoire of their affordances. Surfing the net or using the power point

or passive use of Google does not mean that they are experts and know how to make

meaning or engage with these technologies. Presumably, they use these tools more

for entertainment and for limited types of tasks than for learning. Remarkably, most

Literary students that were interviewed did not have firsthand experience of most

web 2.0 technologies and they still cannot distinguish between social informal

learning and formal learning. In fact, they need guidance and awareness to

differentiate between social, recreational versus educational use of technology. They

need a frame of reference of how to use these Web 2.0 tools.

However, one thing is clear. Technology by itself is not the answer to this

generation’s educational problems. We believe that the power of technology will

come from its combination with serious education reform. Apparently, efforts at

Moroccan university reform and technology implementation often occur separately

with little coordinated planning and no mutual support. Before blaming Moroccan

students of their lack of awareness of the advantages of ICT tools, teachers need first

to be trained to best comprehend the pedagogical and the cognitive opportunities of

these ICT tools. Thus, we need a clear political and long term vision and a

framework for linking the instructional uses of new technologies to the teaching and

learning goals of Moroccan university reform.






Presentation 3: Les TIC et le rapport au savoir, Mokhtar El Maouhal

Les outils technologiques facilitent la circulation des informations et des

connaissances qui peuvent être consultées et téléchargées à tout moment à l’aide

d’un terminal informatique connecté à Internet ou d’un support numérique réseauté.

Sur le lieu du travail, à domicile, dans un espace dédié à l’apprentissage ou dans un

lieu public, le savoir et le contenu de la culture numérique sont disponibles sous des

formats multimédias : écrit, audio ou vidéo. Investies dans le domaine éducatif, les

TIC plaident pour davantage de liberté du sujet social et plus d’autonomie dans le

processus d’acquisition du savoir et des compétences numériques. Elles contribuent

à décentraliser l’apprentissage du savoir pour qu’il soit accessible le plus largement

possible, indépendamment des contraintes logistiques et spatiotemporelles. Nous

proposons d’aborder ces nouvelles dispositions de l’apprentissage et l’impact

qu’elles sont susceptibles de générer.

Presentation 4: Usage et perception d’une formation à distance par les apprenants, Hassan El Ouizgani

Presentation 5: E-learning, une efficacité supérieure ou égale au présentiel, Ahmed Almakari

Nous essayons dans cette communication de dresser une comparaison entre un cours

en ligne et un cours présentiel. Plusieurs aspects sont évoqués à partir du constat

selon lequel l’usage des NTICE favorise un apprentissage centré sur l’apprenant et

l’évolution des pratiques du corps enseignant ; il favorise aussi l’émergence d’une

communauté d’apprentissage soudée, prépare à l’apprentissage tout au long de la

vie, encourage la création de contenus pédagogiques riches et variés comme il

permet une grande flexibilité dans l’enseignement.

Presentation 6: L’élaboration et l’acquisition des continues numériques :

Stratégie du ministère de l’éducation nationale, Abdelkrim Elhajjami (CNIP)

Presentation 7: Open source, Association ALIS

This presentation will show the benefits of using free open source materials as a

computer exploitation system. It will also present a comparison between open source

materials and other types of materials.






Presentation 8: Connecting Classrooms Online, Amina El Abdellaoui

Connecting Classrooms Online (CCO) is an initiative that will provide a single,

over-arching framework for effective uses of ICT to support collaborative school

partnerships internationally. It will be an integrated part of the full Connecting

Classrooms programme, incorporating best practice from similar British Council-

managed products and services such as the DCSF Global Gateway & E-Languages,

the EU's E-Twinning network and promoting recognition of schools achievements in

developing Global Strategies through the DCSF International School Award (ISA).

The programme also looks to act as moderator directing schools to relevant projects

and initiatives offered by partners in participating regions. The project was piloted in

Morocco last year and will be implemented in the AREFs who joined the

Connecting Classrooms project.

Presentation 9: L'apport du Web 2.0 à la formation à distance "FOAD", Tarik

Mchichi, Lahcen Koutti, Karim Afdel

While Web 2.0 technologies are beginning to have beneficial effects on trade, media

and business in general. He just there's paper describing the impact of technology on

education. Currently there isolated cases of teachers began to explore the potential

of blogs, sharing media services and other social software - which, although not

specifically designed for e-learning can be used to give teachers, tutors and learners

the opportunity to create exciting new learning opportunities. In this paper, we will

explore how to use Web 2.0 technology in training semi-presential of the English

language.

KeyWord: Constructivism, Web2.0, E-Learning 2.0, Collective Intelligence

Presentation 10: Les techniques et étapes de production des livres : édition, impression et distribution, Omar El Kharki

Parmi les missions d’un enseignant et un enseignant chercheur, on cite la production

des ouvrages (livre, actes d’une conférence, colloque, workshop) avec ou sans CD-

ROM. Ces documents en version électronique ou papier sont considérés comme

documents de base pour le développement des nouvelles technologies de

l’information et de communication à l’échelle de l’école et l’université. Le but de ce

papier est de présenter le processus de production des ouvrages dès les premiers

lettres de saisie jusqu’à l’apparition de l’ouvrage dans les librairies et les grandes

surfaces. Les ouvrages de qualité contribuent au rayonnement des établissements de

l’enseignement à l’échelle nationale et internationale.






Mots clés : production d’un ouvrage ou acte d’une conférence, logiciel, dépôt légal,

ISBN, édition, impression et distribution.

Presentation 11: Mouse Mischief: Managing a multiple-mouse classroom, Salaheddine Belaassal

Mouse Mischief is a free add-in to Ms PowerPoint that enhances interactivity and

collaboration in the classroom. It helps teachers to create and manage interactive

lessons and allows students to engage and participate actively using their individual

mice. The aim of this paper is to show the benefits of this newly released tool and

suggest ways to manage the multiple-mouse lesson efficiently.

Webinar

Blended Learning and Macmillan English Campus,

Pedro Moura

The demand for online learning is growing all over the world. Language learning

institutions everywhere are waking up to the opportunities and benefits being

offered by a fully-integrated online learning environment. This session will focus on

the concept of blended learning and the presentation of The Macmillan English

Campus, which is Macmillan’s online environment that makes use of exciting new

web technologies to deliver an innovative learning experience for both teachers and

students.

Workshops

1. Creating animated lessons using PowerPoint and other tools, Mohamed Assabbane

This workshop is intended to take the participants through the steps involved in

using PowerPoint, alongside other tools, to create lessons that are both attractive and

engaging.


The session aims mainly at familiarizing participants with the contents of a

document that was initially compiled by Nik Peachey, a learning technology

consultant, who was based in Morocco for the last few years. After viewing samples

of products made through the suggested web 2.0 tools, we`ll discuss how such, and






similar other, ICT tools could be used to promote effective, or rather efficient,

foreign language instruction and learning.

3. Using Microsoft word in and beyond the classroom, Youssef Tamer

This workshop is concerned with the use of Microsoft Word in Teaching and

learning. Nowadays, the use of this program is widely spread, which offers a good

opportunity to integrate it in and beyond the classroom. Both teachers and learners

are familiar with the basic functions of Word and know how to create, save and store

documents, which makes a program like this a good starting point. Working with

this word processing program is advantageous for two main reasons. First, it implies

some sort of fun and creative display. Second, it is easy to plan suitable activities as

teachers go through their daily classroom activities. In many ways, it may look so

uninteresting to devote a whole workshop to the use of Microsoft Word at a time

when there are so many other more exciting software tools that teachers can turn to.

Both teachers and learners can use this word processor in many inventive ways.

Teachers can create store and share materials for their classes via Microsoft Word

and learners can use it in and beyond the classroom to practice writing, grammar and

other language points as well as present their work. In this workshop, we will focus

on how to use the Microsoft Word software efficiently and creatively, introducing

the participants to word processing characteristics they may not be aware of, but

which are especially useful for both language teachers and learners. We will deal

with using forms to create exercises and quizzes. We will also show the participants

how to use the interesting and important Microsoft Word TrackChanges function to

correct learners’ writings. Finally, we will deal with using this word processing

program for language practice.

4. Utilisation de Joomla, Association ALIS

Using Joomla open source software to build, upload and update a website.

5. Le blog au service des enseignants, Abdelaziz Oubouroune

Dans le cadre de la classe, l’enseignant peut développer via le blog un espace de

consultation et d’accompagnement pour ses étudiants. Dans ce type de blog, les

étudiants peuvent répondre aux billets postés par l’enseignant mais ne sont pas

auteurs principaux. Voici quelques utilisations possibles d’un blog administré par

l’enseignant :






� Fournir des informations pratiques sur le cours Le blog peut servir de support pour fournir des informations pratiques sur les cours

telles que le rappel des devoirs, les sujets à venir, le planning des cours, etc. Ainsi,

un professeur peut utiliser le blog comme guide de toutes les compétences que ses

étudiants de FLE devront acquérir au cours de l’année.

� Prolonger le travail réalisé en classe Le blog peut également constituer un outil complémentaire au travail réalisé en

classe sur lequel les apprenants peuvent se rendre depuis leur ordinateur personnel

ou depuis les postes informatiques de l’établissement. Le professeur peut ainsi

utiliser le blog comme support de cours dans lequel il publie des résumés de son

cours ou propose une trace écrite du contenu le plus important à retenir.

L’enseignant peut aussi proposer sur un blog des ressources en ligne commentées,

des activités pédagogiques ou des conseils de lecture qui complèteront les sujets

abordés en classe, ou encore insister sur une compétence particulière (la lecture,

l’écriture…).

Exemple : Le blog Apprentissage du français

� Proposer des activités pédagogiques Le blog peut également être utilisé comme espace d'enseignement sur lequel les

étudiants réalisent des tâches ou des scénarios pédagogiques proposés et

accompagnés par l'enseignant (un parcours sur Internet, l'étude d'un genre

journalistique, des activités de vocabulaire, des jeux pour travailler la grammaire,

etc.). Cette application pédagogique des blogs apparait très efficace pour les

enseignants des langues étrangères.

Exemple : Le blog Carnet FLE 2006

6. Using Office applications for whole class teaching, Jason Price

This workshop aims to explore how Office applications may be used in both whole

class and computer room environments. The first part of the workshop will

demonstrate and evaluate a number of teaching ideas using Word and PowerPoint.

We will then discuss the advantages and disadvantages of doing such activities on a

computer as opposed to similar paper-based activities. Participants will then be

invited to contribute and share further practical lesson ideas based on Office

Applications.






7. Re-wiimote interactive whiteboard, Mohamed Assabbane

This workshop aims at re-introducing the Wiimote Interactive Whiteboard (for new

participants) and exploring ways to make the best of this low-cost solution by

introducing a few pieces of software that can enable users to make lessons richer and

more interactive.


So many internet applications involve downloading and uploading materials. This

has become like an unavoidable game that every internet user must play. The internet

services that are mainly based on these two applications can be helpful for

pedagogical purposes. Some useful services based on the download-upload

applications will be presented to the audience who will be invited to consider their

pedagogical implications.

Organising and sponsoring institutions






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