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This link gives information about simulated teaching. It includes subtitles like steps in simulated teaching, teacher training and simulation, advantages and disadvantages of simulated teaching method, definition and importance of simulated teaching method etc. Enjoy!

The flipped classroom describes a reversal of traditional teaching where students gain first exposure to new material outside of class, usually via reading or lecture videos, and then class time is used to do the harder work of assimilating that knowledge through strategies such as problem-solving, discussion or debates.

You can find the pdf version of mobile teaching and learning e-book from this url. It can be beneficial for us.

In this link, you will find Pearson's report on social media use in higher education (2013). The report highlights which social media tools faculty members use for personal and professional reasons and their frequency.

Ceren, this link will be very helpful for us in the classroom discussion. Thank you for these detailed survey results. They explain the impact of social media in education, use of social media by different disciplines and by sites. It also gives information about concerns. Very explanatory survey results.

For researchers, digital teaching portfolios that include newer, multimedia technologies provide largely unexplored possibilities to measure teachers' understanding and use of technology.

Here you can find activity examples for that can be used in-class for the flipped classroom. You should see the group activity examples which are interesting.

Some of these assessment tools will be a part of our in-class discussion, Sezin. Thanks for sharing!

Indeed, some of these activities could also be used for our TPACK game. Thanks :)

I do not know if a similar guide is available for Turkish teachers, but the General Teaching Council for Scotland has prepared a guidance document to help Scottish teachers with "identifying potential dangers, offering some guidance about how to avoid them and providing a context for responsible, professional use of electronic communication and social media." The guide concludes as follows: Before posting materials online stop and ask yourself: (1) Will the content reflect poorly on you, your school, employer or the teaching profession? (2) Is your intention to post this material driven by personal reasons or professional reasons? (3) Are you confident that the comment or other media in question, if accessed by others, (colleagues, parents etc) would be considered reasonable and appropriate?

It's a conference about teacher education policy and conference focuses on Learning Spaces with Technology in Teaching and Teacher Education this year.

Since we have enrolled this course, most of us will probably respond the question positively. However when we read and join the discussion, we should think about the question once again... and decide how to use technology to worth the cost. 

It's a brief overview of TPACK and ends with a serious claim labeling "Language Teaching" on PCK section unlike many other researchers putting forward an all-encompassing circle.

a brief discussion leads here upon Simpson's claim: http://www.teachthemenglish.com/2012/09/an-introduction-to-the-tpack-model/

Very interesting indeed! It would be helpful if the author illustrated further the data analysis process, including coding. One challenge working with self-report data is that it's self reported. It's important to add more direct data sources for triangulation purpose, analyses of documents, e.g., lesson plans, in this particular case with preservice teachers. I would recommend observations. In fact, Evrim and I have been working with a few colleagues on an observation study among exemplary teachers with technology integration with the goal to visualize TPACK. That's one of the focuses in my dissertation. I designed a TPAKC-in-Action model to guide the CALL teacher education workshops and conducted them with inservice English teachers in Taiwan. After completed those workshops, I went to teachers' classrooms and observe their teaching. There have been some interesting and amazing findings and results! Will share more with everyone in June. Before then,...

I thought it would be an interesting idea to create wordle for articles from different domains and compare them.

Sercan, great idea! Let's try this with our final wiki chapters as well.

We will discuss the no significance difference phenomenon in the class.

when I first read the name of writing, I expect that there will be an extensive criticise about the role of technology in the field of education. However, after reading all the article I come up with the conclusion that this article just say what I think of before and now. "The state of being significance or not is totally depend on the purpose in your question" By the way, do you really think our two smart classes (EF-01, EF-22) in faculty of education leads to significant difference on both teaching and learning?

Mustafa, technology itself of course does not lead to any significant change. We will see what TPACKers say about it this week.