We offer a range of online courses certified by English UK and Trinity College London, as well as our own suite of EdTech training - click on any of the course titles to find out more. All of our online courses are validated by Aqueduto.

    We also offer face-to-face training wherever you are, or the chance to beam us in to your training room with one of our virtual training packages. Find out more with the options on the right.

    Finally, we offer a variety of scholarship opportunities, and these crop up regularly over the course of each year.

    [ online courses ]
    • CertICT
      Certificate in Teaching Languages with Technology.
    • Going Mobile
      Learn to teach effectively with handheld devices.

    [ more… ]
    • Face-to-Face Training
      We also offer face-to-face EdTech training: seminars, workshops, conferences and in-house courses wherever you are in the world.

    • Scholarships
      We offer a variety of scholarships ourselves, and in conjunction with other organisations.


    Highly experienced in the field of online training and consultancy, we are uniquely placed to help you find cost-effective, efficient & pedagogically sound solutions to a range of educational challenges. If you're interested in exploring how EdTech can best support learning in your context, we can help.

    [ find out more ]
    • Our Team
      Find out about our directors - Gavin & Nicky - and the rest of the team.
    • What We Do
      Discover more about our approach and philosophy to consultancy work.

    [ get in touch ]

    • The CertICT

      THE EdTech Qualification

    Course Overview

    The online CertICT: Certificate in Teaching Languages with Technology gives you the skills and confidence to use a range of technologies and tools with your students, in a principled and effective manner. From 2019 the CertICT is offered 'on demand' only.

    Our 'On Demand' courses are available to groups of six participants or more. For more information, please use the form below to make an enquiry about the possibility or running it for your institution.

    Key Information

    course length:
    Module 1: 9 weeks (1 week break)
    Module 2: 9 weeks (1 week break)
    Module 3: 6 weeks

    course fees: £875
    moderation fee: £95

    downloads: Brochure | Terms

    My Image

    Course Content

    During the course, you will:

    • develop and consolidate your basic IT skills.
    • develop your familiarity with a wide range of Web 2.0 tools and their use
    • explore the pedagogical underpinnings of effective ICT use
    • develop your familiarity with mobile learning, blending and flipping
    • consider how these approaches might enhance your current teaching
    • build a critical awareness of a range of ICT materials
    • consider ICT within your syllabus and how to integrate it in class
    • develop your awareness of contexts and cultural constraints in ICT use
    • consider how to integrate ICT and assessment in your context
    • understand current research into how ICT can support language learning
    • learn how to continue your professional development in ICT-related areas
    • create, implement, and reflect on a final tech-based lesson plan or project

    Module 1
    ICT Essentials for Language Teaching

    • ICT in the classroom
    • Working with images and audio
    • Working with video; e-Safety
    • Digital Literacies
    • Teaching web-based lessons
    • Webquests & digital storytelling
    • Web 2.0 & online reference tools
    • Social networks

    Module 2
    ICT Tools & Trends in Language Teaching

    • Podcasting with learners
    • Blogging with learners
    • Google Tools with Learners
    • Mobile learning & blended learning
    • Evaluating ICT courseware
    • Digital assessment
    • Integrating ICT into the syllabus
    • ePortfolios & online CPD

    Module 3
    ICT Course Project

    Module 3 can only be taken after you successfully complete Module 1 and Module 2 (you can take Modules 1 and 2 in any order, but you must complete both before you take Module 3). Module 3 - the ICT Course Project - consists of planning, implementing, and then reflecting on a technology-enhanced lesson (or lessons) that you carry out with your own students.

    You will need to draw on the content and ideas covered in Modules 1 and 2 for this. You’re expected to spend about 3 to 4 hours per week on your coursework for Module 3, and you will also attend two ‘real time’ videoconferencing sessions with your tutor and course colleagues to help you plan and implement your ICT project effectively.

    • Overall, I absolutely loved this course. I think this is probably just the right course for anyone who has never done a course like this, though what was amazing was that people who were extremely knowledgeable about CMC were contributing and enjoying it as well. (...) It has been a great experience, and if you never changed anything in this course would still be great. Many many thanks.
      Dr. Amos Paran
      Institute of Education, London, UK
    • The course was very professionally managed and it was nice to see how this week’s tasks all miraculously appeared each week! (…) Keep up the great work and I can’t think of two people who could do a better job at informing and helping ELT professionals to learn more about the advantages of e-learning.
      George Pickering
      Freelance Trainer and Coach, UK
    • Perfect, IMHO. Not too much (interaction with tutors), but enough to keep things moving. Great work by the tutors in leading by example in the chat. (…) This was a real eye opener to the world of virtual learning. I feel much better equipped now to begin my own work as an online tutor. Thanks a lot Nicky and Gavin!
      Lindsay Clandfield
      Freelance Trainer & Author, Spain



    From 2019 the CertICT is offered 'on demand' only. Our 'On Demand' courses are available to groups of six participants or more. For more information, please use this form to make an enquiry about the possibility or running it for your institution.

    We may process information contained in or relating to any communication that you send to us. This data may be processed for the purposes of communicating with you and record-keeping.

    The legal basis for this processing is our legitimate interests, namely the proper administration of our website and business and communications with users. Financial transactions relating to our website and services are handled by our payment services providers, PayPal, Square, Ecwid and HSBC.

    We will share transaction data with our payment services providers only to the extent necessary for the purposes of processing your payments, refunding such payments and dealing with complaints and queries relating to such payments and refunds. We do not have access to your financial information at any point in the transaction.

    For more on our data protection policies, please see here.



    • Useful Websites
    • Blogs
    • Books

      Barrett, B, Sharma, P. & Jones, F. 2010. 400 Ideas for Interactive Whiteboards. Macmillan Publishers Ltd.
      Donaghy, K. (2015) Film in Action, Delta Publishing.
      Driver, P. & Goldstein, B. (2014) Language Learning with Digital Video, Cambridge University Press.
      Dudeney, G. 2000/2007. The Internet and the Language Classroom. A Practical Guide for Teachers. Cambridge University Press.
      Dudeney, G . & Hockly, N. 2007. How to Teach English with Technology. Pearson.
      Dudeney, G., Hockly, N. & Pegrum, M. 2013. Digital Literacies. Pearson.
      Dudeney, G. & Hockly, N. 2013. 'Reversing the Blend: From Online to Blended'. Chapter in Blended Learning in English Language Teaching: Course Design and Implementation. Tomlinson, B. & Whittaker, C. (eds.), British Council. [ download publication ]
      Dudeney, G. & Hockly, N. 2016. Online Language Learning. Chapter in The Cambridge Guide to Second Language learning. Burns, A. & Richards, J. (eds.), Cambridge University Press.
      Farr, F. & Murray, L. (eds). 2016. Routledge Handbook of Language Learning and Technology. Routledge.
      Hockly, N. 2016. Focus on Learning Technologies. Oxford University Press.
      Hockly, N. with L. Clandfield. 2010. Teaching Online: Tools and Techniques. Delta Publishing.
      Keddie, J. (2014) Bringing Online Video into the Classroom, Oxford University Press.
      Lewis, G. 2007. The Internet and Young Learners. Oxford University Press.
      Lewis, G. 2009. Bringing Technology into the Classroom. Oxford University Press.
      Sharma, P. & Barrett, B. 2007. Blended Learning. Macmillan.
      Stanley, G. 2013. Language Learning with Technology: Ideas for Integrating Technology in the Classroom. Cambridge University Press.
      Thomas, M., Reinders, H., & Warschauer, M. (eds). 2013. Contemporary Computer-Assisted Language Learning. Bloomsbury Press.
      Walker, A. & White, G. 2014. Technology Enhanced Language Learning. Oxford University Press.
      Warschauer, M. 2011. Learning in the Cloud: How (and Why) to Transform Schools with Digital Media. Teachers College Press.

    • eBooks

      Bower, M. et al. 2014. Blended Synchronous Learning Handbook. Free PDF download. DERN publication, Australia.
      Hockly, N. 2012. Webinars: A Cookbook for Educators. The Round.
      Kukulska-Hulme, A. et al. 2015. Mobile pedagogy for English language teaching: a guide for teachers. Free PDF download. British Council publication.
      Motteram, G (ed). 2013. Innovations in Learning Technologies in English Language Teaching. Free PDF download. British Council publication.
      Tomlinson, B & C.Whittaker (eds). 2013. Blended Learning in English Language Teaching: Course Design and Implementation. Free PDF download. British Council publication.

    • Electronic Journals
    Show all Hide all

    validated by

    English UK

    — site by Gavin Dudeney

    — site by Gavin Dudeney

    (c) 2018, TCE Ltd.

    (c) 2018, TCE Ltd.

    bookmark or share this page
    Weibo 微博
    Contact Us
    Email This Page
    Print This Page
    Site Map