top of page

Purpose of the Project

Today, the significance of ICT skills in the competence of language teachers is widely recognized. Leading organizations in the field of language teaching, such as the American Council of Teachers of Foreign Languages (ACTFL), have incorporated technology into their standards for language teachers. TESOL has also published technology standards specifically for language teachers, aimed at ensuring the effective integration of technology in language teaching practices. The Turkish Ministry of National Education (MoNE) has addressed the role of technology in its publication on Teachers' Generic Competencies and Field-Specific Competencies for English Language Teachers (MoNE, 2017). Furthermore, the European Portfolio for Student Teachers of Languages (EPOSTL) recognizes ICT as a fundamental principle (Newby, 2011), broadening the scope of Second Language Teacher Education (SLTE) programs in preparing future English language teachers to incorporate ICT in their teaching practices. However, existing literature clearly indicates that SLTE programs have not adequately equipped student teachers with the necessary skills and strategies for ICT integration in their future classrooms (Aşık et al., 2020; Dudeney & Hockly, 2007; Hanson-Smith, 2016; Healey et al., 2011).


Simultaneously, there is a growing body of literature focusing on telecollaboration projects, driven by various factors. Several studies have highlighted the potential of telecollaboration in the context of teacher training, emphasizing its role in providing trainees with a dialogic space conducive to the development of their technological pedagogical skills (Bueno-Alastey & Esteban, 2016). Considering the current necessity for teachers to effectively utilize technology in their teaching practices (Chapelle & Hegelheimer, 2004), telecollaboration projects offer opportunities for experiencing digital technologies in language education and reflecting on their affordances and challenges related to implementation (Bueno-Alastey & Esteban, 2016; Bueno-Alastey & Kleban, 2014; Dooly & Sadler, 2013).Overall, this telecollaboration project aims to improve your ability to integrate ICT tools into your future language teaching practices. By engaging in telecollaboration experiences, you will have the opportunity to immerse yourselves in digital technologies within the context of language education, while reflecting on the benefits and challenges associated with their implementation. Ultimately, the project seek to enhance your competence in utilizing ICT effectively in your future classrooms.

bottom of page