English Teachers

Using Google Books to access free books

Comics versions of literary classics

While I think there are more than seven, this collection is a good summary.

Students can share comments to specific parts of texts

student produced news videos

created by Russell Stannard, a variety of English learning videos - some done in Jing, varying quality/value

dana boyd: adults need to provide scaffolding support for students' "hanging out" through online social media

Sara Beauchamp-Hicks: NCTE presentation: Using Touch in the classroom

Sara Beauchamp-Hicks: NCTE presentation: Using Google Docs Forms for inquiry

Troy Hicks's 2009 NCTE presentation on uses of wikis

Bud Hunt and Troy Hicks's 2009 NCTE presentation on digital tools

using Diigo to have students add comments to their peers' blogs

Creating Live Web TV for the Classroom for Global Audiences Live Streaming Video Sites Ustream.tv * Weblogg-ed TV * PLP Live Mogulus Mobile Phone Streaming Sites Qik Ustream.tv Tools Camtwist Chatzy CoveritLive Uses for Streaming Video in Schools EduconTV--for streaming conference sessions. Mr. Chamberlain's Class Interviews (Howard Rheingold) Logistics of Using Ustream in the Classroom School Play ("Something to Believe In" from SLA) Techniques/Equipment Storyboarding Embedding DV Camera Microphone

create animated videos up to five minutes

NCTE 2009 conference handouts and PP's.

visit the NCTE convention sessions virtually--here's presentation handouts and PP's

positive features of blogging

Integrating New Literacies into the Teaching of Writing » Blog Archive » Notes from "Educational Blogging: What, Where, Why and How"

[DOC] Instructions for Classroom Dynamic Criteria Mapping Instructions for Classroom Dynamic Criteria Mapping © 2005 Bob Broad Dynamic Criteria Mapping (DCM) is a process by which you and your students can discover what you, the instructor, value in student work. DCM yields a more empirically grounded, more detailed, and more useful account of your values than traditional rubrics can. The process is a streamlined form of grounded theory (as summarized by Strauss and Corbin in Basics of Qualitative Research, Sage 1998). Here is a brief set of instructions by which you can try classroom DCM. Read What We Really Value: Beyond Rubrics in Teaching and Assessing Writing by Bob Broad (Utah State University Press, 2003). The book offers historical and theoretical background on DCM, a detailed example of DCM in action, and more specific instructions on how to undertake the process at both the classroom and programmatic levels. Collect data. Once you have handed back to your students two or three substantial sets of responses to their work, ask your students to gather together those responses and bring them to class on the appointed day. Ask students to prepare by noting specific comments you made, in response to specific aspects of their work, that show something(s) you value. Note: you show what you value both in those qualities whose presence you praise and in those qualities whose absence you lament. On the appointed day, ask students to work together to generate a long list of qualities, features, or elements of their work that you have shown you value. Ask for illustrations or quotations that demonstrate each value they identify. Ask for passages or excerpts from their work that demonstrate those values. Analyze the data. After you and your students have created a large "pile" of evaluative statements and indicators, it is time to analyze the data to create a representation ("map") of your values. The key is not to rush this