MoRCE-Net 5th Annual Conference Booklet

31122017
MoRCE-Net 5th
Annual Conference
Under the theme
English Language
Resource Centers:
Promoting Core Skills
through
Mobile Learning
Technologies
Jan. 31st-Feb 2nd ,2017
Zalagh Kasbah Hotel,
Marrakech, Morocco
Moroccan Resource Centers of
English Network
ⴰⵥⵟⵟⴰ ⴰⵎⵖⵔⵉⴱⵉ ⵉ ⵡⴰⵎⵎⴰⵙⵙⵏ ⵏ ⵉⵎⴰⵙⵙⵏ ⵉⵙⴳⵯⵎⴰⵏⵏ ⵏ ⵜⵓⵜⵍⴰⵢⵜ ⵜⵉⵏⴳⵍⵉⵣⵜ

MoRCE-Net Annual Conference-Marrakech 2017
WWW.MORCE.NET 1
Moroccan Resource Centers of English Network
(MoRCE-Net) is a network whose main interests
revolve around implementing learner-centered
activities and creating professional collaboration
and development opportunities. It is a platform for
joining efforts among teachers, educational
professionals and institutions interested in creating
resource centers and English clubs.
About MoRCE-Net
 Created in Agadir on December 13th, 2011.
 Organised its first national conference in 2013.
 Has regularly organised its annual conference.
 Launched the 100 Resource Centers Project
across the country.
 Published its first student magazine in 2014.
 Purshased its headquarters in Agadir in 2016.
Historical Background of Resource Centers
The first English Resource Centers started in the
mid-1980s in some secondary schools in a few
cities around Morocco following initiatives
launched by Moroccan and foreign teachers of
English. The ministry of National Education had
sent letters appointing Moroccan teachers to serve
as coordinators of the Centers.
Mission
 Contributing to the improvement of teaching and
learning English in Morocco.
 Supporting the orientations of the Ministry of
National Education and implementing its
programs relating to teaching and learning
English and contributing to school life
activities.
 Creating spaces for cooperation, exchanging
educational resources and sharing experiences
and expertise related to the teaching and
learning of English.
 Offering opportunities for life-long professional
development to teachers of English.
 Encouraging educational research and
production of pedagogical materials in the field
of teaching and learning English.
 Setting up favorable environments for students to
learn English actively and independently .
 Creating opportunities for collaboration with
partners sharing the same objectives in Morocco
and abroad.
Publications
 Newsletters
 Students’ magazine
 Teachers’ magazine
 Resource centers magazine
 Online resources
 Pedagogical documents.
Activities
 Creating resource centers and English clubs
 Organizing forums and conferences for the
teaching and learning of English
 Organizing events, competitions and contests for
learners of English
 Organizing language camps for students
 Organizing in-service trainings programs for
teachers
 Organizing enhancement programs for interested
students.
Contacts
 Email: morcenet@gmail.com
 Website: www.morce.net
 Mailing address: P.O.Box: 385? Awifaq
Bensergaou, Agadir 80000, Morocco.
 YouTube channel:
https://www.youtube.com/channel/UCOx0QN
An4rt_-ymqtgLFLWQ
 Facebook page:
https://www.facebook.com/MoRCE-Net-
186558924803726/
Moroccan Resource Centers of
English Network
ⴰⵥⵟⵟⴰ ⴰⵎⵖⵔⵉⴱⵉ ⵉ ⵡⴰⵎⵎⴰⵙⵙⵏ ⵏ ⵉⵎⴰⵙⵙⵏ ⵉⵙⴳⵯⵎⴰⵏⵏ ⵏ ⵜⵓⵜⵍⴰⵢⵜ ⵜⵉⵏⴳⵍⵉⵣⵜ

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Rationale
MoRCE-Net organizes its 5th national
conference on January 31 through February
2nd, 2017 in Marrakech. The theme of the
conference is: English Language Resource
Centers: Promoting Core Skills through
Mobile Learning Technologies.
Since its creation, MoRCE-Net’s major aim
has always been to attain quality learning
through creating the most favorable
environment for learners .That’s why we have
focused mainly on creating resource centers as
spaces for creativity, personal development
and life-long learning. In collaboration with
our partners, a lot of effort has been invested in
setting up resource centers across the country
and providing them with materials and
pedagogical support. The major concerns of
MoRCE-Net’s previous events, including
conferences, study days and festivals, were to
provide teachers with a solid theoretical
background, practical pedagogical and
managerial skills to effectively and efficiently
run the resource centers in their schools.
This conference will look into the possibilities
of exploiting mobile technology and ICT in
general to enhance the quality of learning, to
foster learner personal development and to
promote ERCs networking and online
collaboration.
Objectives
The conference aims to:
 strengthen relationships within the
Moroccan ELT community.
 explore ways to integrate mobile learning
within ERCs.
 explore reading from a wider perspective
including mobile reading and eBooks.
 provide a platform for sharing experiences
on best practices.
 train teachers at creating and selecting
digital materials for their virtual resource
centers.
Conference Sub-themes
 Promoting core skills / 21st century skills
within ERCs.
 Integrating mobile technology to enhance
ERCs’ activities: potential and challenges.
 Mobile technologies and quality learning:
realities and myths.
 ERCs and teacher professional
development.
MoRCE-Net 5th Annual Conference
Theme
English Language Resource Centers:
Promoting Core Skills through Mobile Learning Technologies
Date: Jan. 31st through Feb. 2nd,2017
Venue: Marrakech, Morocco

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 ERCs and English language clubs: The role
of ELT supervisors.
 Using mobile devices and apps to enhance
ELL & ELT.
 Digital books and mobile reading.
 Networking and connecting ERCs for
online collaboration.
 Creating and sharing free digital resources.
 Setting up online resource centers.
Conference components
 20-minute papers
 60-minute workshops
 Panel discussions
 Round tables
 Poster sessions
 Sharing best practices
 Book exhibitions
Proposal & paper submission
Speakers can submit their proposals using our
online speakers’ form
Abstract submission deadline: January 15th
,
2017.
Abstract reviewing results: January 20t
, 2017.
Participants
The participants are mainly English language
teachers and English Resource Centers’
coordinators from different Moroccan regions;
and also teachers willing to create and launch
new resource centers.
Participation fees
Participants can submit their application
through our online participants’ form. The
application submission deadline is January
25th
, 2017.
The participation fees:
 MoRCE-Net membership card: 100 Dhs
(all categories combined).
 For residents: 600 Dhs Full board, lodging
(double rooms) and participation fees. (
Please expect an extra 400 dhs for single
rooms.)
 For non-residents: 250 Dhs for breaks and
participation fees.
Board, lodging and conference venue
Zalagh Kasbah Hotel & SPA (4*)
Address: Avenue Mohammed VI, 40000
Marrakech, Morocco.
Website: www.zalagh-hotelkasbah.com
Conference coordinators
 Mustapha Yassini, ammusta@hotmail.com;
06 62 23 38 08
 Abdellatif Zoubair, zoubair2@hotmail.com
; 06 66 92 59 08
 Brahim Imioussaka,
imioussakabrahim@gmail.com ; 06 66 55
14 11
 Salaheddine belaassal,
s_belaassal@yahoo.com; 06 66 24 53 26
 Saadia Bourja, saadiaborja@hotmail.fr ; 06
62 78 47 27
More information is available on MoRCE-Net
website, www.morce.net , and our Facebook
page accessible from the same site.

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The Conference Program
Tuesday, January 31, 2017
14:00-16:00 Registration and check-in
16:30-17:00 Opening notes & orientation
17:00-17:30 Reception
17:30-18:30 Panel on “Teaching and Learning in the Digital Age”
19:30 Dinner.
Wednesday, February 1, 2017
07:00-08:30 Breakfast
09:00-09:20 Paper 1: Le Centre Maroco-Coréen de Formation en TICE : Incubateur
pour le Développement Professionnel des Enseignants, Aziz El
HAJIR
09:20-09:40 Paper 2: Stratégie de l'Observatoire TICE, Moulay M'hammed DRISSI
09:40-10:00 Paper 3: Expanding ERC Workspaces for Effective M-learning,
Mohammed Hiddas
10:00-10:20 Paper 4: Using Mobile Apps to Promote English Language Learning,
Abdellatif ZOUBAIR.
10:20-10:40 Paper 5: Explore Suggestions to Integrate Technology within Higher
Education,Youssouf LAABIDI
10:40-11:00 Discussion
11:00-11:30 Break
11:30-12:30 Workshop 1: The Use of YouTube in ELT, Said ELKAOUKAJI
Workshop 2: Setting up a Virtual Class at Edmodo, Hicham LEMRANI
ALAOUI
Workshop 3: Technology Enhances Reading, Samia WARDANE.
12:45-13:45 Workshop 4: Building Overarching Connections through Online
Collaboration & Global Projects, Abdeljallal El HARIRI.
Workshop 5: Mobile Apps Supporting Students' Learning, Noureddine
LAAGUIDI

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Workshop 6: Exploring Sample Mobile Apps for English Language
Learning, Abdellatif ZOUBAIR
13:45-14:15 Poster session
14:30 Lunch
19:30 Dinner
Thursday, February 2, 2017
07:00-08:30 Breakfast
08:45-08:55 Announcements
09:00-09:20 Paper 6: Literacy First: Can our Education Use Technology? Youssef
LAARAJ
09:20-09:40 Paper 7: English Professors’ Use of Computer Technologies in Moroccan
Universities, Hicham LAABIDI
09:40-10:00 Paper 8: CMC and English Language Teaching and Learning,
Abderrahmane BABNI
10:00-10:40 Paper 9: Adapting Digital Story Telling in Moroccan Classrooms! Aissam
ELHANI.
10:40-11:00 Paper 10: Exploring The Potential of Mobile Learning in Instruction,
Mohamed KHARBACH
11:00-11:30 Discussion
11:00-12:00 Workshop 7: Setting up a Virtual Class at Edmodo (repeat), Hicham
LEMRANI ALAOUI
Workshop 8: Green-it clubs, Fatima KALYATI
Workshop 9: Boosting Students' Motivation through Digital Games, Brahim
IMIOUSSAKA
12:00-13:00 Workshop 10: Introducing Chess Club in Resource Centers: Critical
Thinking and Problem Solving Kids Learn at Chess,
Mohamed ASSKALLI
Workshop 11: Building Overarching Connections through Online
Collaboration & Global Projects, Abdeljallal El HARIRI.
Workshop 12: The role of Colle Sessions in promoting critical thinking for
CPGE students, Keltouma GUERCH

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12:00-14:00 General Assembly - Closing ceremony.
14:00 Lunch and check-out.
PAPERS
1. Speaker : Aziz El HAJIR, Centre Maroco Coréen de Formation en TICE (CNIPE-
GENIE), Rabat.
Title : Le Centre Maroco Coréen de Formation en TICE : Incubateur pour le développement
professionnel des enseignants.
Abstract: Depuis la création du Centre Maroco Coréen de Formation en TICE (CMCF-TICE), notre
dispositif de formation "FORM@CMCF" s’est fixé comme objectif de développer les compétences
professionnelles (d'ordre conceptuel, méthodologique, organisationnel et technique) des
bénéficiaires relatives aux démarches d’intégration des Technologies de l'Information et de la
Communication (TIC) dans leurs pratiques pédagogiques tout en approfondissant la maîtrise des
références théoriques de ces démarches et ainsi de leur permettre de se construire un socle de savoirs
dans le champ des TIC.
Bio-data: Diplômé de l'Université Mohammed V de Rabat en Management de Développement
Social et en Ingénierie et Conseil en Formation de l'Université de Rouen, Aziz El Hajir est
responsable du Centre Maroco Coréen de Formation en TICE et Chef de projet au sein du
Programme GENIE. Ses recherches actuelles s'intéressent aux TIC pour le développement.
2. Speaker : Moulay M'hammed DRISSI, Observatoire Marocain de la Formation et la
Recherche en TICE, Rabat.
Title : Stratégie de l'observatoire TICE
Abstract :Présentation des différents thèmes et leviers de la stratégie de l'observatoire marocain de
la formation et la recherche en Technologie éducatives
Bio-data: Professeur de l'enseignement supérieur en TICE, formateur TICE au centre de formation
des inspecteurs de l'enseignement. Ex-chef de division au programme GENIE, ex-chef de division
dans l'unité centrale de la recherche pédagogique au Ministère de l'éducation nationale.
3. Speaker : Mohammed Hiddas, Professor Assistant, Moulay Ismail University, ENS-Meknes
Title: Expanding ERC workspaces for effective m-learning
Abstract: To promote their educational role to higher levels of efficiency, ERCs need to expand their
workspaces in both place and time. Virtualization and digitization stand out as a major key to that
aspiration. Virtualization involves a transmigration of ERCs from confined physical localities to
spacious online platforms. This would allow real learning mobility and, subsequently, enhance
students in developing their language skills at higher rates, each according to their own preferences
and personal circumstances. Virtualization and digitization go inextricably hand in hand. Therefore,
to provide ERCs with e-books and other supportive digital material has become a necessity. A digital
PAPERS and WORKSHOPS

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library, together with a set of useful software applications, namely e-reader applications and pop-up
dictionaries, would grant ERC members with open accessibility and considerable facility. Then, with
an appropriate choice of relevant content and a well thought out procedure, ERC administrators can
give their learners a valuable push and make them meet the best of their expectancies.
Bio-data: Mohammed Hiddas is Professor Assistant of EFL Teaching and Learning at Moulay Ismail
University, ENS, Meknes, Morocco. His main interests are applied linguistics, ESL/EFL learning and
teaching, translation, intercultural communication and ICT for educational purposes.
4. Speaker: Abdellatif ZOUBAIR, ELT supervisor, Souss Massa Academy, Agadir.
Title: Using Mobile Apps to Promote English Language Learning
Abstract The paper will first explore the benefits of using mobile apps for English language learning.
A sample set of such tools will be presented together with a checklist for evaluating the most authentic
ones. We’ll also try to identify potential challenges and suggest a set of practical recommendations.
Bio-data: Abdellatif Zoubair is currently a teacher supervisor in Souss Massa Academy. He holds a
B.A. in English Language and Literature from Mohamed V University, Rabat, Morocco, in 1980; and
a postgraduate diploma in TEFL methodology from the same university in 1981. He had also taken
part in various seminars and training courses in Morocco, Egypt, Great Britain and the United States.
He had worked for fifteen years as head of the test-design team at the SMD Academy for education
and training. He is a co-author of the English textbook series, Atlas English. He was the co-founder
and first president of the Moroccan Resource Centers of English Network (MoRCE-Net). He has been
involved in various national and international educational programs. His main interests include: test
design, action research, assessment for learning and professional development. For more information,
you may check the following links: www.zoubaireltcommunity.ac.ma ,or
http://zoubaireltcommunity.wix.com/eduresources
5. Speaker: Youssouf LAABIDI, high school teacher.
Title: Explore suggestions to integrate technology within higher education
Abstract: The integration of Information and Communication Technology (ICT) tools in teaching
can provide more opportunities for instructors to work better. By integrating technology in
classrooms, learners will have a great desire to take part in the activities that the teacher carries out
in class and ultimately contributes in their own education. In this study the questionnaire is employed
as data collection instrument. The questionnaire addresses only university English language teachers.
46 university English language teachers are chosen from two universities: Moulay Ismail University
Faculty of Arts and Humanities – Meknes and Sidi Mohamed Ben Abdellah Dahr – El Mahraz – Fes
as a case study. So as to analyze the data from the questionnaire, the Statistical Package for Social
Sciences (SPSS) version 19 is employed. The research findings reveal that ICT as a teaching aid is
more complicated in that it requires more specific skills from the teacher. This study indicates clearly
that teachers are confronted with numerous obstacles that stop them from making use of technology
in their lessons. Furthermore, large classes, lack of computers, lack of Internet and insufficient
technical support are the most essential barriers discouraging teachers from integrating technology in
their teaching practices. The results of this investigation also show crucial suggestions that do play a
role in the successful implementation of ICT in teaching. That is, in order to integrate information

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and communication technology in Moroccan universities, teachers propose availability of training,
availability of ICT resources and effective school policy.
Bio-data: Laabidi Youssouf is a high school teacher. He got his MA degree at Moulay Ismail
University Faculty of Arts and Humanities, Meknes. He has attended various international, national
and regional conferences. His main interests include ICT integration in education and critical
thinking.
6. Speaker: Youssef LAARAJ, Teacher of English, Lyceé Mohamed VI for CPGE Classes.
Title: Literacy First: Can our Education Use Technology?
Abstract: Technology has rapidly thriven and conquered all corners of the world. It became the prime
means to myriad ends and targets for individuals, organizations, and so on. In developed countries
particularly, technology has invaded every aspect of people’s life: in work, communication,
administration, shopping, and the like. Education has also appropriated a fair share of technology use
as mobiles, laptops, tablets, along with abundant internet access, have rendered classes chaotic
inviting workshops for teachers and learners. Yet, ICT has been fit in education thanks to a range of
facilities including complete literacy, adequate equipment, and concomitant official strategies to
adapt teaching to novel globalizing world. In developing countries, however, the use of technology
is still rudimentary to render great dependence on technology in the Moroccan education a difficult
reach, at least in the present time. I believe that education has to first restore its major persistent ills,
which continue to brake its betterment despite subsequent reformist attempts.
Bio-data: Youssef Laaraj is a teacher of English at Preparatory Classes. He got his BA in English
Studies from Sidi Mohamed Ben Abdellah University, Fez. He got a teaching certificate from the
national teacher-training school (ENS) and started teaching in 2009. In 2013, he obtained an MA in
‘Applied Language Studies and Research in Higher Education’ from Sidi Mohammed Ben Abdellah
University, Fez. He is currently a doctoral student and researcher at Mohammed V University, Rabat.
He participated and spoke in national and international conferences on diverse ELT issues in
Morocco. His major areas of interest include Language Policy, English Language Teaching, and
Sociolinguistics.
7. Speaker: Hicham LAABIDI, PhD candidate, Sidi Mohamed Ben Abdellah University, Fes
Title: English Professors’ Use of Computer Technologies in Moroccan Universities.
Abstract: Computers offer several opportunities that encourage the promotion of teaching and
learning experiences. The implementation of computer technologies in education has become the
main goal of many educational reforms throughout the globe. The Moroccan kingdom, like many
other nations, has understood the importance of using computers in schools and universities. For this
reason, the Moroccan government has launched numerous projects aiming at the diffusion of
Information and Communication Technologies (ICT) in education system. This paper examines the
integration of computer technologies by professors of English language in their teaching practices.
The Theory of Diffusion of Innovation (Rogers, 1995) served as the theoretical framework. Both a
survey questionnaire and an interview were employed to collect the required data. Descriptive
analysis of percentages, means, standard deviations were used to analyse the collected data
.Inferential statistics such as Pearson correlation and t-test were also used to answer the main research

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questions. The findings revealed low levels of technology integration for pedagogical purposes. Key-
words: Computers, computer technologies, Diffusion of ICT, pedagogical purposes.
Bio-data: Hicham LAABIDI is a part-time professor within the English department at the faculty of
Letters and Human Sciences, Meknés. He is also a PhD candidate in Discourse Creativity & Society
at the Faculty of Arts and Humanities, Sais-Fes, Sidi Mohamed Ben Abdellah University, Fes. He
published several articles in different international journals. Textbook Evaluation, ICT in education,
learning strategies and Professional Development are his major research areas.
8. Speaker: Abderrahmane Babni, Supervisor trainee, CFIE, Rabat.
Title: CMC and English Language Teaching and Learning.
Abstract: Lots of studies have been conducted on the impact of computer-mediated communication
on language education. The majority of them reveals that technology has a lot to offer to English
language teaching and learning. This presentation is a humble attempt to shed some light on this issue
by highlighting some of the benefits teachers and learners may draw from using computer-mediated
communication inside and outside the classroom.
Bio-data: Abderrahmane Babni was a high school teacher for 12 years. I hold a PhD degree in
Language, Culture and Communication. I am currently a supervisor trainee at CFIE in Rabat.
9. Speaker: Aissam El Hani, The University of Tsukuba, Ibaraki, Japan
Title: Adapting Digital Story Telling in Moroccan Classrooms!
Abstract: Digital storytelling at its most basic core is the practice of using computer-based tools to
tell stories. There is a wealth of other terms used to describe this practice, such as digital
documentaries, computer-based narratives, and digital essays. This presentation is going to present
this tool and its effect on the process of learning and teaching.
Bio-data: Aissam El Hani a middle school teacher of English in Lmhdi Ben Baraka Junior High
School, Chefchouen. Mr. El Hani is currently doing research at the university of Tsukuba, Ibaraki,
Japan. He is a member of International Association of Teachers of English as a Foreign Language
(IATEFL). He is also an FLTA Fulbright alumnus. His interests include ICT in Education and digital
journalism.
10. Speaker: Mohamed KHARBACH, Mount Saint Vincent University, Canada.
Title: Exploring The Potential of Mobile Learning in Instruction
Abstract: The world is going mobile and so does learning. Mobile learning is a growing global trend
that has rapidly gained traction within the educational and academic sphere. It is radically
transforming the way scholarship is being conceived and is creating limitless learning opportunities
that were, to the recent past, completely unthought-of . One key element in mobile learning is the use
of relevant educational apps that facilitate social and content interactions. The purpose of this
recorded presentation, besides exploring the basic precepts of mobile learning, is to investigate some
of strategies teachers and students can use to evaluate and assess the educational potential of mobile
apps. Along the way, a number of resources and materials will be featured to help teachers leverage
the power of this trend in their own instruction.
Bio-data: Mohamed Kharbach is a doctoral student in Mount Saint Vincent University, department
of education in Halifax, Canada. My research interests revolve around discourse analysis, language

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learning, emerging literacies, critical pedagogy, and linguistics. I am also the owner and editor of
Educational Technology and Mobile Learning which is an educational blog focused on reviewing,
curating and sharing content related to the use of technology in education.
WORKSHOPS
1. Workshop 1
Leader: Said ELKAOUKAJI, AlAkkad High School.Sidi Moumen. Casablanca.
Title: The Use of YouTube in ELT
Abstract: To supplement the textbooks used in Moroccan high schools in this age of the image,
many students would be interested in watching short movies related to themes they have to deal with
in the syllabus. Therefore, a teacher can make use of the wide variety of the material available on
line and especially on YouTube. How to deal with those movies, why, when, and where will be
tackled during the workshop.
Bio-data: Said Elkaoukaji is a high school teacher in Sidi Moumen, Casablanca. He graduated from
the faculty of letters Ain Chock 1986 and then the ENS Rabat in 1988. in 1999, he got the Second
National Prize in the First National Competition in the Production of the Pedagogical Documents.
In 2003 he helped launch Access program and then visited the USA as an IVLP and in 2015 as an
IVLP Gold Star. He is a member of MoRCE-Net national board, an active member with MEARN
and a coordinator of the English course in Les Etoiles de Sidi Moumen Cultural Center.
2. Workshop 2
Leader: Hicham LEMRANI ALAOUI, Supervisor trainee, CFIE, Rabat.
Rabat.
Title: Setting up a Virtual Class at Edmodo
Abstract: Integrating ICT tools in education has always been beneficial to teachers and students as
well. Among the endless list of tools teachers can choose from, Edmodo rests at the top of the list.
Being a virtual learning environment, Edmodo can do fascinating things to teachers, students and
even parents. Teachers can create their learning groups, posts lessons in PDF or Power Points or
videos, posts assignments, create quizzes and grade them and finally create polls. Students can post
messages on the wall, turn in assignments or even ask questions. Parents can track their students
progress using a code.
Bio-data: Native of Fez, I taught English for 12 years, starting as a middle school teacher then in
2007 as a high school teacher of English. I had my DESA diploma in 2006. I participated in the
Partnership for Teaching program in 2007. Currently I am a baby supervisor at the second year.
3. Workshop 3
Leader: Samia WARDANE, Teacher of English, Okba Bnou Nafii High School, Casablanca.
Title: Technology Enhances Reading
Abstract: Teaching Reading has become challenging in an age where picture, video, and instant
communication are an integral feature and where instant satisfaction and "understanding" are a
requirement for these digital natives who are our students. Adapting reading instruction to a digital
spirit is indispensable and teaching students into and with the the tools they like and use is an ELT

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consideration that should shake the Tradition of long texts with comprehension rubrics that yielded
satisfying results with a former generation. My presentation will show how reading class instruction
can be technologically adapted to ignite learners' motivation and enhance learning. A demo lesson
will be shared with teachers to show how technology can turn reading texts into a real fun and
learning experience.
Bio-data: Samia Wardane is a passionate teacher of English in Casablanca, Morocco. I am a third
year doctoral student at the faculty of letters and human sciences. My research paper investigates
The Effects of Inquiry Based Instruction on Reading in Moroccan Public High Schools. I am the
president of the Association of Moroccan Alumni (AMA) which is ten years old. I have participated
in ELT national events. I have recently been nominated by the US embassy in Rabat, Morocco as a
delegate to participate in the Summit on the Future of the TESOL Profession hosted by TESOL
International Association in Athens, Greece on February 9th and 10th, 2017. I participated in the
Oleander Initiative Pilot program last August, 2016 in Hiroshima, Japan in a Peace Education
Program. Up to now, the Hiroshima experience has been disseminated three times; once in
Casablanca in collaboration with Laila Ben said from Tunisia and the Academy of Casablanca for
50 teachers, the second time with Kamilia Morkanty at Anfa directorate for 40 teachers in
Casablanca, and the third time with Mostafa Mouhibee at Ibn Zohr Univesrity for 50 teachers and
teachers Trainees at Agadir.
4. Workshop 4
Leader: Abdeljallal El HARIRI, Ibn Maja High School, Agadir.
Title: Building Overarching Connections through Online Collaboration & Global Projects
Abstract: Most of today's students are Internet savvy (if not cyber gurus). Our role, then, as 21st
century eduactors is to create the right environment for them so that they will turn the use of their
electronics to their advantage. Through engaging our students in global collaborative projects we
are mixing business with pleasure. We are maximizing cross-cultural meaningful dialogue while
meeting our curricular objectives (the national standards). In this workshop I will shed lights on how
to connect our students with peers around the globe through online collaboration. I will also
showcase the Christopher Stevens Virtual Exchange Initiative and the huge impact it has had on the
students who have partaken in it. Throughout the workshop, my colleagues and I will be mapping a
project plan starting from the formulation of good driving questions through the presentation and
evaluation stage.
Bio-data: I have been teaching English for 23 years. I first discovered the importance of cross-
cultural dialogue during my first year of work thanks to a paper and pencil correspondence mini-
project between Hiawatha High School (Kansas) and Atlas High School (Tafraout). Since then, I
have always taken part in the global collaboration programs that promote meaningful dialogue. In
September 2015 I co- chaperoned the first group of students who took part in the pilot in-person
Moroccan American exchange. In 2016 I co-facilitated 'My Identity, your Identity' global project.
Currently, I am a PBL Master trainer within the iEARN (International Education and Resource
Network) and a Chris Stevens Youth Network project facilitator. I am also a member in the Ibn Maja
Morce-Net Club and a counselor in Tiddoukla Association for the Moroccan American Cooperation.

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5. Workshop 5
Leader: Noureddine LAAGUIDI, Teacher of English, Mohamed VI High School, Dakhla
Title: Mobile apps supporting students' learning
Abstract: The big majority of our students who are able to get a smart phone, use apps for different
reasons: Chatting, connecting with family and friends, following news, watching sport matches,
learning and for so many other reasons. In my workshop, I will be leading some activities through
which we learn how some apps work and are used for learning, after that I will give a short
presentation of 10 to 15 minutes maximum about mobile apps that are created for supporting
learning.
Bio-data: I am recently appointed as a high school English teacher in Dakhla. I graduated from Cadi
Ayyad University in 2014. I worked as a language and culture facilitator in American peace corps
in 2011 for 8 months.
6. Workshop 6
Leader: Abdellatif ZOUBAIR, ELT supervisor, Souss Massa Academy, Agadir.
Title: Exploring sample mobile apps for English language learning
Abstract: The workshop serves as a follow-up on the paper presented on the same topic. A set of
applications will be presented and evaluated against a suggested checklist. Participants will also
have a chance to share applications they have tried and that have worked in their respective EFL
contexts.
Bio-data: Abdellatif Zoubair is currently a teacher supervisor in the Souss Massa Academy area.
He holds a B.A. in English Language and Literature from Mohamed V University, Rabat, Morocco,
in 1980; and a postgraduate diploma in TEFL methodology from the same university in 1981. He
had also taken part in various seminars and training courses in Morocco, Egypt, Great Britain and
the United States. He had worked for fifteen years as head of the test-design team at the SMD
Academy for education and training. He is a co-author of the English textbook series, Atlas English.
He was the co-founder and first president of the Moroccan Resource Centers of English Network
(MoRCE-Net). He has been involved in various national and international educational programs.
His main interests include: test design, action research, assessment for learning and professional
development. For more information, you may check the following links:
www.zoubaireltcommunity.ac.ma or http://zoubaireltcommunity.wix.com/eduresources
7. Workshop 7
Leader: Hicham LEMRANI ALAOUI, Supervisor trainee, CFIE, Rabat.
Title: Setting up a Virtual Class at Edmodo
Abstract: Integrating ICT tools in education has always been beneficial to teachers and students as
well. Among the endless list of tools teachers can choose from, Edmodo rests at the top of the list.
Being a virtual learning environment, Edmodo can do fascinating things to teachers, students and
even parents. Teachers can create their learning groups, posts lessons in PDF or Power Points or
videos, posts assignments, create quizzes and grade them and finally create polls. Students can post
messages on the wall, turn in assignments or even ask questions. Parents can track their students
progress using a code.

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Bio-data: Native of Fez, I taught English for 12 years, starting as a middle school teacher then in
2007 as a high school teacher of English. I had my DESA diploma in 2006. I participated in the
Partnership for Teaching program in 2007. Currently I am a baby supervisor at the second year.
8. Workshop 8
Leader: Fatima KALYATI, Ecology and Art Association
Title: Green-it clubs
Abstract: Nowadays, education on environment and sustainable development has become a
necessity rather than a privilege. Environment and sustainable development are advocated in the
new United Nations Millennium Development Goals (MDGs) approved by all countries of the
world. It’s noteworthy that schools play a key role in education students about environmental issues
and challenges, as well as climate change. The implementation of environmental clubs will be a
value added to the achievements of MoRCE-Net objectives that should be in line with Morocco’s
leading position in the adoption of Renewable Energies and the protection of environment. The
workshop will help teachers set up environmental clubs using Art as a playful tool to sensitize
students to the importance of environment. Needless to say, Artistic activities (music, theatre, films,
poetry, Recycling ) are necessary to demonstrate the power of Art in fighting against environmental
degradation.
Bio-data: ACADEMIC AND ADMINISTRATIVE EXPERIENCE February,2016 Member of the
Moroccan Coalition for climate Justice June 2016, Member of Women’s dynamic of the Moroccan
Coalition for climate Justice November 7-18 Member of the organising committee on the COP22
stand September,2013 Founder and President of Ecology and Art Association April 11th -16th, 2013
Trainer in “Youth-led Projects Initiative:” Inspiring Youth for more Civic Engagement in their
Communities.” by AMA (the Association of Moroccan Alumni-UME-Boston) for the benefit of 45
students from 10 regions in Morocco- Tiznit 2009-2012 Amideast Faculty Representative of the
Program Council. 2006-2009 President and founder of AMA,UME (Association of Moroccan
Alumni of the University of the Middle East, Boston) 2003-2006 Part Time Translator English to
French/French to English. SPANA – Harhoura Temara . Sidi Boughaba, Kenitra. Co-ordinator twice
and Vice co-ordinator within the Association of The Kenitra Regional Resource Centre of English
2000-present Founder of “My Environment Club” for the benefit of high school students. Takadoum
high- school - Kenitra. 1995-1996 Member of the Welfare Committee, the American Women’s
Association, Rabat. 1997-1999 Secretary General of MATE (The Moroccan Association of Teachers
of English) 1999, 2000 Member of the Editorial committee , MATE Newsletter AWARDS &
SCHOLARSHIPS 17th-20th January train the trainer workshop organised by the the regional
council of Human rights, Women Constituency and The European Union. April 2009 collaborative
Initiative Art . CAI, UME- Boston, Rabat Morocco. March 7-11,2008 Identity and Education Across
the Mediterranean by Fundacion CESOM, IDEAmed2008 .Barcelona- Spain Nov 10-11 ,2007 Train
the Trainer Workshop by University of The Middle East ,Boston , UNESCO – Rabat Aug 1 – 4,2000
Negotiation skills and Strategy workshop University of The Middle East, INPT,Rabat July1-28th,
2000 Teacher education Institute by University of the Middle East , Boston College, USA Feb 17 -
21,1997 Open learning and the Establishment and Maintenance of a Self-Access Centre University
of Southampton , Great Britain.

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9. Workshop 9
Leader: Brahim IMIOUSSAKA, Supervisor trainee, CFIE, Rabat.
Title: Boosting students' motivation through digital games.
Abstract: 21st century technology in class, a boon or a blight? This is a worrying issue for many
Moroccan teachers. Indeed, with the advancement in technology today, learning extends to spaces
beyond the traditional classroom. One way to keep abreast with those changes is to incorporate the
digital devices that students are already familiar with in the learning environment. My workshop is
an attempt to approach the theme of the conference from a specific perspective. Through practical
tasks, participants will explore the added value of using digital games in class. They will probably
sift out the plentiful apps to pick and choose what suits their student and their lesson plans. Also,
practitioners will have a chance to share some best practices in this respect.
Bio-data: Brahim Imioussaka is an EFL supervisor trainee at CFIE in Rabat. He is the current
treasurer of MoRCE-Net. He graduated from Ibn Zohr University, Agadir in 1991. Right after, he
joined The E.N.S, Rabat. He worked as a teacher of English for 24 years in different contexts private
and public. Also, he was an Access teacher in many rounds. He attended several workshops, seminars
and conferences locally and nationally. His main interests include professional development, using
ICT in teaching and community service.
10. Workshop 10
Leader: Mohamed ASSKALLI, Al Faid High School, Nador.
Title: Introducing Chess Club in Resource Centers: Critical thinking and Problem Solving kids
learn at Chess
Abstract: Introducing Chess clubs in the Moroccan Resource Centers is a key element in promoting
and sharpening our students' critical thinking and problem solving skills. Chess enhances all
intellectual activities, it teaches clear thinking, promotes math skills and enhances memory &
reasoning. Why Should Our Students Play Chess? What Are the Benefits? * Chess is a game for
people of all ages. *Chess develops memory. *Chess improves concentration. *Chess develops
logical thinking. *Chess promotes imagination and creativity. *Chess teaches independence. *Chess
develops the capability of foreseeing and predicting things. *Chess inspires self-motivation. *Chess
shows that success rewards hard work. *Chess and Science. * Chess and Technology. * Chess and
Psychology. *Chess improves schoolwork and grades. *Chess enables you to meet many interesting
people. *Chess is fun. *. Chess is everything. Implementing chess in the Curricula has become a
must.
Bio-data: Education • 2004 -up to now: A teacher of English at Al Faid High School in Nador. •
2003- 2004: Professional Training: 2003 – 2004 Graduated from C.P.R (Regional Pedagogic Center)
Oujda. • 2002: Certificate in Information Technology. • 1996-1999 - B.A degree in English-
linguistics with distinction: “Mohamed 1st” University in Oujda. • 1996-1998: (DEUG): General
university studies certificate • 1993-1996 - Baccalaureate degree in Arts Online Courses: o March,
2014: Certificate of completion of the Chris Stevens Youth Network, five week online course for
educators for online collaboration and global project based learning. o February 16th, 2015: Shaping
the Way We Teach English, 1: The Landscape of English Language Teaching. (distinction) o April
01st, 2015: Shaping the Way We Teach English, 2: Paths to Success in ELT(distinction) Experiences
o 2009: RELO; M.A.T.E and M.E.N summer camp in ENS Rabat o 2009 – 2011: President of the

WWW.MORCE.NET 15
Moroccan Association of Teachers of English - Nador local branch o 2010 M.A.T.E 30th Annual
Conference in Tetouane o 2011 M.A.T.E and RELO management seminar about leadership and
development o 2011 Access program coordinator up to now o Active member of MORCE NET
association. o 2014 Co-founder of www.moroccoenglish.com o 2016 Connecting Classrooms
training by the British Council - Critical thinking and Problem Solving. o 2016: Coordinator of the
Moroccan Resource Network Center in Nador o 2016: Coordinator of Nador Mate Circle in Nador
.https://www.facebook.com/Nadormate/
11. Workshop 11
Leader: Abdeljallal El HARIRI, Ibn Maja High School, Agadir.
Title: Building Overarching Connections through Online Collaboration & Global Projects
Abstract: Most of today's students are Internet savvy (if not cyber gurus). Our role, then, as 21st
century eduactors is to create the right environment for them so that they will turn the use of their
electronics to their advantage. Through engaging our students in global collaborative projects we are
mixing business with pleasure. We are maximizing cross-cultural meaningful dialogue while meeting
our curricular objectives (the national standards). In this workshop I will shed lights on how to
connect our students with peers around the globe through online collaboration. I will also showcase
the Christopher Stevens Virtual Exchange Initiative and the huge impact it has had on the students
who have partaken in it. Throughout the workshop, my colleagues and I will be mapping a project
plan starting from the formulation of good driving questions through the presentation and evaluation
stage.
Bio-data: I have been teaching English for 23 years. I first discovered the importance of cross-cultural
dialogue during my first year of work thanks to a paper and pencil correspondence mini-project
between Hiawatha High School (Kansas) and Atlas High School (Tafraout). Since then, I have always
taken part in the global collaboration programs that promote meaningful dialogue. In September 2015
I co- chaperoned the first group of students who took part in the pilot in-person Moroccan American
exchange. In 2016 I co-facilitated 'My Identity, your Identity' global project. Currently, I am a PBL
Master trainer within the iEARN (International Education and Resource Network) and a Chris
Stevens Youth Network project facilitator. I am also a member in the Ibn Maja Morce-Net Club and
a counselor in Tiddoukla Association for the Moroccan American Cooperation.
12. Workshop 12
Leader: Keltouma GUERCH, ESL teacher, Omar Ibn Abdeaziz CPGE Center, Oujda
Title:The role of Colle Sessions in promoting critical thinking for CPGE students.
Abstract: The Colle Session is one of the two major components of the English course at CPGE
centers. C.S. consists of a set of reading material which students have to prepare either at home or in
class, summarize and comment on in writing and then report orally for 10 minutes in a face-to-face
interview-like setting. The commentary section is the most important part of the Colle Session as it
shows how far students can be active readers and resort to critical thinking as they comment on
newspaper and magazines articles about current issues, notably issues relating to politics, democracy,
gender equality, human and social development, and environment. My presentation will mainly delve
into the possibilities and ways to integrate Colle Session techniques in the scheduled activities of my

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English Resource Center, on the one hand, and extend those activities to outside the classroom using
mobile phones and computers, on the other.
Bio-data: Keltouma Guerch, ESL teacher since 1988.Twelve years’ experience as part-time professor
at the English Department -Faculty of Humanities- and EST -Faculty of Sciences- at Mohamed I
University, Oujda. Fulbright alumna at Kent State University on two different programs; ILEP and
Joint Supervision. Fields of interest and research: Comparative education, ICT in education, travel
literature, colonial and post-colonial discourse, women’s writings, social and human development,
among others.
MoRCE-Net Resource Centers
A. Definition: An English Resource Center (ERC) is a space where students can meet with
teachers to promote both their language as well as their life-long skills by engaging in a set of
events, projects and activities that are carried out through a carefully designed action plan.
B. Background information: The first English Resource Centers started in the mid-1980s in
some secondary schools in a few cities around Morocco following initiatives launched by
Moroccan and foreign teachers of English. The ministry of National Education had sent letters
appointing Moroccan teachers to serve as coordinators of the Centers.
C. Official references:
1. National Charter for Education and Training (Part 11 on 'promoting excellence, innovation
and research')
2. Circular 132, issued on September 16, 2009, on Language Mastery
3. Reports of the High Council for Education, mainly 2007
4. Report of the National Program on the Evaluation of Language Acquisition
5. Guide for School Clubs, Directorate of Curricula, 2009
6. . . .
D. Goals and objectives: through ERC MoRCE-Net aims to:
1. Provide a space for enhancement activities
2. Promote higher-order thinking and life-long skills
3. Consolidate materials learnt in regular classroom settings
4. Promote citizenship actions
5. Combat improper behavior in and outside school
6. . . .
E. English Resource Center formats: Given the diversity in school contexts, working
conditions and the availability of creative human resources, it is obvious that no single ERC
format can be designed to suit all school environments. After reflection and consultation with
various partners, the following options have been put forward:
1. A Self-Access Center (SAC): As the name suggests, this is a space in a classroom corner
that could be set by individual teachers for different classes / groups of learners.
Materials(various resources, readers, dictionaries, handouts, CDs, DVDS, . . . ) would
be made available for students both for language study and enhancement purposes. Other

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projects and events should also be organized in available school spaces (see Action Plan
below for more details).
2. An English Resource Center (ERC): If space and schools contexts permit, a room could
serve for the purpose. To ensure effective management of the center, most or all teachers
should be involved. Other parties (administration, school councils, parents' associations…)
should be consulted as well. For more tips and guidelines, you may consult the Guide for
School Clubs, issued by the Directorate of Curricula, 2009.
3. A Library English Corner (LEC): Teachers can also work together and set up an English
corner in their school library with the help of the school librarian. Materials should be graded
according to level and topics. The corner or library should serve as a space for reading, research,
group work, drama rehearsals, student presentations or talent shows. (See Action Plan below
for more details)
4. An Online Resource Center (ORC): In case none of the options above is feasible, teachers
can create a virtual platform (a blog, a wiki or a website) that should serve both for sharing
resources and materials as well as for collaborative projects. Ready-made templates are available
in: www.blogger.com ; www.scoop.it ; www.wix.com , google sites , ...etc.
N.B. Please note that this format can also be integrated with the other formats.
F. Materials: Many English resource centers that have a long background history behind them
can serve as a reference or models for new ones. For schools with Access Program centers, it
is highly recommended that a resource center be set up. The materials from the Access
program (laptop, video projector, printer, digital camera as well as books and readers) should
be available for students from the whole school. In addition to Access and non-Access
teachers, Access students could be involved in the management of the center. Teachers
wishing to start a resource center in their areas may contact MoRCE-Net to provide them with
a set of resources, action plan and documents to help them launch the project. Other parties
can be consulted as well.
G. Action plan: It goes without saying that no project or program can succeed unless it is carefully
planned. It is therefore essential that a well detailed program should be designed in consultation
with teachers, students, school administration, school councils, supervisors or any other party
that would provide help and support. The program should outline the events, activities,
resources needed, timelines as well as evaluation tools. In order for English resource centers to
achieve their educational aims and objectives (see above), it is highly recommended that the
clubs such as these be set up:
1. Reading club
2. Drama club
3. Creative writing club
4. Video club
5. Press/ journalism club
6. ICT club

WWW.MORCE.NET 18
7. Project work club (For more guidance, please consult the Guide for School Clubs, issued
by the Directorate of Curricula, 2009).
H. Management: As mentioned earlier, the more teachers are involved, the better. It is also
essential to involve other partners both within and outside school. Students are also a valuable
resource. And, once again, to ensure success and smooth running of the ERC, an action plan
should be carefully designed and agreed upon. The Guide for School Clubs, issued by the
Directorate of Curricula, 2009, provides valuable tips on that.
I. Final note: No one would ever claim that taking initiatives of any kind is an easy endeavor. It
takes a lot of patience and creativity to bring positive change to any context. But do always
remember that: "When there is a will, there is a way!"

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MoRCE-Net Resource Centers
across Morocco

MoRCE-Net 5th Annual Conference Booklet

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MoRCE-Net 5th Annual Conference Booklet