IATEFL Web COnference 2017 homepage
Day 1
 
Welcome and opening address for the 2017 IATEFL Web Conference 15:00 - 15:15 GMT
Margit Szesztay, IATEFL President
 
The IATEFL Special Interest Groups (SIGs) 15:15 - 15:45
George Pickering, IATEFL SIGs Representative
The 2017 IATEFL Web Conference is being brought to you by the IATEFL SIGs, but how much do you know about them? How many are there? What do they do? How can you get involved? This session will you get acquainted with SIGs and the part they play within the IATEFL organisation.
 

Session 1 16:00 – 17:00 GMT
hosted by Research SIG
Design-Based Research: What is it? How does it work?
Donald Freeman

Design-based research (DBR) studies how interventions over time can be used to improve teaching and learning in classroom settings. This approach, widespread in US educational research, refers to a loose cluster of research approaches, all of which share certain ideas. DBR studies have three specific elements:
• the research setting - whether a classroom, school, or work setting - is a dynamic and emergent human environment
• when an intervention is introduced this environment responds to, and reshapes, it
• thus the intervention is refined through use over time in the social environment.
This interaction, or tension, between the setting and the intervention becomes the core of the research. DBR studies aim to document and to understand these interactions between the setting and the intervention. In this sense, the DBR research process is more akin to a movie than a single snapshot. DBR studies interventions using new curricula or learning materials, or documents how new technologies or practices are introduced. The iterative processes of software development are often taken as key examples. DBR studies also examine how changes in workplace practices, such as in changes in reporting lines or position descriptions, impact the ecology of work. The session will introduce the principles of DBR, familiarize participants with its key process, and share a few examples.

   

 
Session 2 17:15 – 18:15 GMT
hosted by MaWSIG
Ways into Materials Writing
Panel discussion

There is no single proven recipe for getting into materials writing for publication, but our expert panel will share tips that can help you along the way – and many of them are helpful for developing materials for your own classroom, too! Join us to find out more about MaWSIG and to hear our panel of writers, editors and publishers share their answers to frequently asked questions about writing ELT materials. You’ll learn what makes for good materials in terms of content and design, what the latest trends are in ELT materials, what publishers look for in potential authors – and, of course, what MaWSIG can do for you as teachers and writers!
   

 
Session 3 18:30 – 19:45 GMT
hosted by LTSIG
A compendium of online tools
Forum with David Read, Nik Peachey and Shelly Sanchez Terrell
Learning Technologies is a term which encompasses a vast range of applications, online resources on browser, mobile or tablet. Which tools or apps we choose to use will depend on our learners, our particular context and our personal stage of adoption of ed tech. For this event, three prominent LT SIG members have been asked to present their top choices in a specific area and to briefly describe the context in which they could be usefully put to work by practising teachers. All three speakers are going to showcase 3-4 tools each: David Read's top choices will focus on teaching EAP students, Nik Peachey will be showcasing online applications to help with developing creative writing activities and Shelly Sanchez Terrell will be talking about teacher productivity through the use of Google Add-ons.
   

 
Session 4 20:00 – 21:00 GMT hosted by TDSIG
What does it mean to be an exemplary language teacher in the 21st Century?
Adam Simpson
Consider this short dialogue: Student 1: What did you get on your midterm? Student 2: 80. Student 1: Wow! How did you get so high? Student 2: Our [English] teacher is really good. The above is a dialogue that I heard between two students studying English at my University department. One might have expected student 1 to ask the follow up question: "Why is your teacher so good?" or "What does your teacher do?" As no such question came, the students made no mention of their perception of the good teacher. With this in mind, I decided to conduct research into what Turkish learners regard as good teaching of English. The decision to also add teachers' conception of the good English teacher came about after realizing that many teachers of English were commenting that students' perception of the good teacher did not really match the qualities that they think a good teacher actually has. Hence, this study aimed to explore both students’ and English teachers' conception of the traits and behaviour of the good teacher hoping that this will encourage teachers to 're-contemplate' their own teaching methodology and its impacts on students' learning processes, and, if necessary, make changes to their teaching to promote students' language competence and performance.
 

   
Close of Day 1 of the 2017 IATEFL Web Conference 21:00 - 21:15
   
Click here to register for Day 1
 
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