Face-to-Face Training

Face-to-Face Training

We offer a series of workshops on how to implement ICT tools in the classroom. These are aimed at teachers, teacher trainers, directors, and educators in general. All of our workshops are communicative, hands-on, and based in real classroom practice. Practising teachers leave our workshops with clear ideas on how to implement these tools in their own teaching. With a minimum group size of 6, and a maximum of 25, participants are guaranteed a personal service geared towards addressing common problematic areas associated with the implementation of technology in teaching, as well as practical, hands-on work which - when applied - can have an immediate and positive impact on their professional lives.

Each workshop can last between 1 and 3 hours, depending on whether the workshop includes hands-on training with computers for the participants, and a combination of workshops can be put together depending on the client’s needs and the total duration of the training.

Find out more about the workshops further down this page…

NEW! - Virtual Training

We also offer real-time training via videoconferencing to groups of teachers in your institution. How does this work? Your teachers sit together in one room, and we deliver the workshop(s) via our videoconferencing platform. Your teachers see us on a screen at the front of the room, and we interact with them in real time, as in a f2f workshop. We have them do short pair and group work tasks, we solicit and listen to their options and experiences, and we interact with them exactly as if we were there in person. All you need at your end is a suitably sized room, a reliable Internet connection, and a computer connected to a projector – and of course a group of teachers who need training! We also deliver conference plenary talks to large audiences via videoconferencing.

Check out this video for more details…


The videoconferencing training option can mean considerable savings for you in terms of travel and accommodation. It is an approach that we have used with a range of educational institutions, universities, and schools. Contact us for more information...

Current Workshops

  • Digital Literacies

    Digital literacies, the technical skills and social practices needed to effectively interact with digital technologies, are key 21st century skills, and are increasingly important in educational curricula. What exactly are these literacies, and where might they have a place in the English language classroom? This workshop looks at some of the theory underpinning digital literacies, and also at practical classroom activities that you can use with your own students in the language classroom. You will leave the workshop with an understanding of what digital literacies are, why they are important, and how to integrate them into your classroom practice.

  • Mobile Learning

    Mobile learning (mLearning) is increasingly being used in language teaching. But what exactly is it? Although often associated with 'learning on the move' and mobile 'apps', mLearning is a lot more than that. This workshop provides an overview of this new field, and we examine the principles behind it to assess to what extent you can integrate the use of mobile devices into your own face-to-face teaching. You will leave this workshop with an understanding of what mLearning entails as well as the challenges involved; activities with mobile devices to try out; and a clear idea of how to start to integrate mobile learning into your own teaching context.

  • Bring Your Own Device

    Our learners are coming to class with powerful technologies in their pockets, which they are often told to turn off in the classroom. These devices - cellphones, smartphone, tablets - could add so much more to the learning experience; however, teachers often need guidance in using these devices effectively in the language classroom. In this workshop we suggest a rationale and framework for choosing and sequencing mobile-based activities with learners, and discuss the challenges involved in using the learners' own mobile devices in a BYOD approach. We examine the choices involved in working with learners' own mobile devices, as well as how to deal with the challenges. We also look at how a principled BYOD approach can be introduced via a carefully staged implementation plan at institutional level.

  • Teaching The Mobile Generation

    Learners are coming to class increasingly wired up: iPods, MP3 players, mobile phones, digital cameras -- many of our learners already use these mobile devices in their daily lives. How can the language teacher integrate this day-to-day technology into his or her teaching? How can we get learners using their mobile devices to help them learn English? This workshop looks not only at the wide range of resources that students can access on their mobile devices, but at the video and audio that they themselves can produce in English class, using technology that they already have to hand. We create our own audio and video footage on mobile devices during the session, and look at simple audio and video editing programs to see how these can be put together into projects by teachers and learners. Bring a mobile phone and/or digital camera along with you to the workshop!

  • Integrating Technology

    These days language teachers are increasingly expected to include technology and web-based tools in their classroom teaching. However, it’s often difficult for teachers to know not only what resources and tools are available, but how they can be best be exploited in the language classroom. This workshop takes a close look at five to ten free Internet-based resources and tools, providing practical examples of how they can be used in the English language classroom. The workshop is hands-on and practical and you will learn to use online word generator tools; create text and audio animated cartoons; create audio slideshows… and more!

  • Blended Learning

    Teachers and institutions are increasingly expected to offer part (or all) of their programmes online. Where does one start? What is the 'right blend' of f2f (face-to-face) and online learning? What are some of the choices, considerations and challenges you face when moving part of a f2f programmes online? What pedagogical issues do you need to address, and what tools work best for your blend? This workshop looks at these issues in the context of your institution and courses, and ensures that you come away clear on how to integrate a principled blended approach into your teaching.

  • Social Networks

    Social networking sites such as Facebook, Twitter and YouTube are big news as well as big business. One can hardly open a newspaper or turn on the television without hearing one or other of these sites mentioned. Clearly they are an integral part of the daily life of millions of people all over the world. But what does this mean for English language teachers? Even if our students are glued to Facebook on a daily basis, should we bring sites like these into our teaching? How exactly does today's English language teacher position him or herself in the face of Facebook and the like? Should social networks be kept out of ELT? Or is there a place for these and similar sites in our teaching? And if so, where and how?

  • The Future of EdTech

    The technology landscape is in a constant and rapid state of flux, and it's difficult to keep up not only with what technology is currently available to educators, but with what's to come. In this workshop we examine areas in education that are affected by technology developments including publishing, materials development, language provision, teacher training, global issues, teaching platforms and beyond. We consider the issues and challenges, and reach general conclusions about how the future may look, and how you and your institution might best prepare for it.

  • Working With Images

    The Internet provides us with a wealth of images, and many interesting and fun free websites which we can use to manipulate images, and to create visually attractive worksheets and projects with our learners. This workshop examines a number of image manipulation sites, and provides practical examples of classroom projects in which students learn to manipulate images and create visually rich projects, in both word processed documents and in PowerPoint. We also examine the issue of copyright with the use of images.

  • Working With Video

    Do you know your YouTube from your TeacherTube and your TEFLClips from the rest? There are hundreds of video resources on the Net and this workshop looks at the best, with practical ideas on how to locate, evaluate and integrate short video clips in the classroom. We also look at basic video production using free video creation tools.

  • eSafety

    How safe are your learners online? What are you and your learners allowed and not allowed to upload to the Internet? If you are a teacher of learners under the age of 18, eSafety is a major area of concern. This workshop focuses on how we can best protect our younger learners online, what they (and you) are allowed to do by law, and what to do about issues such as cyber bullying. We also look at wider eSafety areas such as virus protection, and copyright.

  • Moodle (not muddle)

    Virtual Learning Environments (VLEs) are increasingly used in both online and blended teaching and training, and one of the most ubiquitous of these is Moodle. However, how does one make the most of using Moodle to create coherent and varied online and blended courses? Without a principled use of Moodle’s various functions, solid task design, and effective e-tutoring, online learning can too easily turn into muddle. This workshop looks at using Moodle in online learning. Participants will have hands-on experience of using Moodle, and will consider principles and current best practice in how to set up and run effective online or blended learning courses.

  • Podcasting

    A podcast is an audio and/or video file that is ‘broadcast’ via the Internet, and can be downloaded to a computer or mobile device such as an mp3 player for listening/viewing. This practical workshop addresses 3 main questions:

    1 What is a podcast?
    2 How can I make audio podcasts with my learners?
    3 What kinds of podcast projects can I set up with my learners?

    You will leave the workshop with a clear idea of what a podcast is, how to use simple free audio podcasting software, and ideas for implementing podcast projects with your own classes at any age or level.

  • Wikis

    A Wiki is a series of interlinking web pages that can be used collaboratively by groups of learners in order to develop content of almost any type – text, photos, audio files, and video can all be added to a wiki. A wiki lends itself particularly well to collaborative group work, but can also be used by teachers in a variety of more innovative ways, which we will explore in this workshop. You will leave the workshop with a clear idea of what a wiki is, how to use simple free wiki software, and ideas for implementing wiki projects with your own classes regardless of age or level.

  • Web 2.0

    Blogs, wikis, podcasts & vodcasts, social bookmarking …these are all examples of so-called Web 2.0 technology. This workshop looks at specific examples of teachers using Web 2.0 ICT – Internet and Communication Technology - in new and interesting ways. We look at some of the success stories, and also at the challenges faced by teachers in implementing ICT in their teaching. What tools are freely available, where are they being used, by whom, and how?

  • Marketing 2.0

    With an increasing quantity of language and training courses being sold via the Net, traditional notions of how organisations are perceived and chosen have largely gone out of the window. Print advertisements, flyers and banners on webpages are no longer the most effective means of reaching – and convincing – your target audience.This workshop considers the effect Web 2.0 technologies have on your reputation and business. From blogs, podcasts and wikis, to online communities and social networking websites - find out how they are deciding who does business with you, who’s saying what about you, and learn how to harness these technologies to your advantage. Real examples, real ideas.

  • Content Curation

    Part of the Web 2.0 phenomena includes so called ‘social software’ that allow for sharing of information along with social interaction. We're all familiar with social networking sites like Facebook or Twitter, but a lesser known example of social software are social bookmarking tools. These allow for content curation and sharing, and are an excellent free source of ongoing professional development for teachers. This workshop looks at a number of social bookmarking tools such as Delicious and Diigo, and content curation sites like Scoop it or paperli, and considers how they can be used in language teaching and/or in teacher training and professional development.

  • Blogs

    This workshop looks at the use of ‘blogs’ (online journals) with language students. Blogs are an example of social software – computer tools which allow people to connect, to communicate and to collaborate online. In this practical workshop we explore: free software for blogs (what it looks like, how it works, where to get it) and real examples of projects which use blogs, set up by English language teachers from around the world. Finally we consider how you can use blogs with your own learners of any age or level.

  • Presentations

    Tired of tatty posters of student work on the classroom walls? With the advent of the Web 2.0, you and your students can use free multimedia poster and presentation tools to present projects, structure lessons, support oral presentations, create prompts for discussion lessons... and more. This workshop examines two free online presentation tools, which allow students to create rich multimedia posters and presentations: Prezi and Glogster. You will leave this hands-on session with a multimedia poster you have created yourself, which you can then use with your students – and get them creating their own online posters.

  • Chat & Texting

    This workshop looks at how online chat and texting works, how they can help students learn, and what teacher needs to know and do to run successful chat and texting activities with students. In this practical workshop we explore free software for chat or texting, and real examples of projects which use chat tools, set up by English language teachers from around the world. Finally we consider how you might use online chat and texting activities with your own learners.

  • Email

    Easy to access and easy to use, most learners and teachers already use email extensively in their daily lives. This workshop considers how to bring email into the classroom, as well as how to use email out of class time. We also look closely at how to set up and run successful email projects with other classes around the world (keypal projects), and how to set up data collection projects.

  • ePortfolios

    Electronic portfolios, or ‘ePortfolios’, are increasingly being used to present learners’ work in electronic format, in many disciplines. ePortfolios are more flexible than paper-based portfolios, allowing for a range of digital media to be included (video, audio, blogs, websites etc.). In this workshop we consider how and why ePortfolios can be used to showcase language learners’ (or teacher trainees’) work.

  • RSS

    With the wealth of data available on the Internet, we are increasingly in danger of suffering from information overload. RSS is a way of keeping up to date with what’s happening on blogs, podcasts, the news etc. that is easy to handle and allows us to browse large amounts of information in a short time. We look at how RSS readers can help the language teacher keep more easily abreast of developments in the profession, and also at how language learners can use RSS to sample and choose from a wide range of information in the target language that relates directly to their own personal needs and interests.

  • eNetworks

    This workshop is for educators interested in exploring how to set up online training events or conferences, from short one-hour synchronous events, to longer asynchronous events which can last days or weeks. We examine various free web-based tools that can be used to run online events, and consider the practicalities and pitfalls involved.

  • Online Reference Tools

    Thesauri, dictionaries, encyclopedias, concordancers, translators... These are all examples of online reference tools that can be used for language work in the classroom – exactly how to use these tools with learners, in a range of activity types, is explored in this workshop.

  • Authoring eMaterials

    An authoring program allows you to create materials in electronic format for your learners. In this workshop we examine several free authoring tools, which do not need any technical expertise or specialist knowledge, and enable the teacher to make attractive tailor-made electronic materials, from simple quizzes and tests to more complex activities such as reading mazes or interactive stories.

  • Word Processing

    This workshop takes a look at a range of activity types which use word processing programs (eg Microsoft Word). We look at how teachers can create materials, templates, forms and attractive worksheets, as well as features which can make correcting learner work more effective, such as TrackChanges or Comments. We also look at how learners can work with word processors, for creative writing, language work and presentation of work.

  • The Wired Teacher

    As the trend towards learning via the Internet increases, larger numbers of EFL teachers are becoming involved in tutoring online language courses. This workshop looks at the skills that the online teacher needs, and is aimed at participants who are either currently working in online teaching, or may be moving into this growing field in the future. We look at online teaching and learning – that is, teaching via a learning platform, or VLE (Virtual Learning Environment). We examine the skills that the online teacher needs, and the differences between f2f (face-to-face) and online teaching.

  • Low Resource Contexts

    There is a common misconception that only schools in 'resource-rich' countries can use technology successfully with learners, and that any use of technology in the classroom requires lots of expensive hardware. This is simply not the case. In this workshop we look at a number of successful English language learning projects carried out in low-resource contexts, and at how challenges are overcome. We look at your particular context and explore what sort of technologies and approaches might be most appropriate for your school, your classroom and your learners, by trying out several activities and ideas.

  • EdTech & The DoS

    How have the roles of directors, trainers and teachers changed since access to technology has become more widespread? This workshop looks at how directors, trainers and teachers can integrate technology usage into their working lives - not only for personal and professional development, but as part of a CPD (Continual Professional Development) package for teaching staff, enabling everyone to make the most of ICT (Internet and Communication Technology) in the classroom. Participants will be exposed to a range of current ICT tools, helped to identify their own ICT needs, as well as to outline possible ICT training options for their own staff or trainees, where relevant.

  • Young Learners & EdTech

    Are you a digital native or a digital immigrant? Or are you a digital resident or a digital visitor? Many of our younger learners are far more tech-savvy than their teachers, and are blogging, texting and Facebooking on a regular basis in their personal lives. In this workshop we consider how to use technology with young learners (aged approx. 11 – 16) in the English language classroom. Issues of appropriate materials, esafety, and classroom management will be addressed, and you will leave the workshop with practical ideas to use with your own young learner classes.

  • Webquests

    WebQuests are examples of project work which use the Internet as a primary resource. This workshop looks briefly at what WebQuests are, and then more closely at how they can be used in the classroom. We will examine both short-term (e.g one class) and extended WebQuests, their structure, how to plan and design them, and how to put them into practice. Participants will be recommended both short-term and longer-term sample WebQuests to implement with their own classes.

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